•
Use resources appropriately to solve an artistic
problem
•
Identify connections between arts and other
disciplines (e.g., study history through art,
exam the science behind colors and color
mixing)
•
Connect their learning of art to other fine arts
such as music or dance (e.g., rhythm,
movement, harmony)
MUSIC
Beat Pattern
•
Demonstrate proficiency in identifying
increasingly complex beat or rhythm patterns
through verbal response and performance
•
Read and identify different beat patterns from
selected musical pieces
•
Play basic rhythms using traditional and
nontraditional sources
•
Compose and arrange simple rhythm patterns
in 4/4 and 2/4 time signatures and explore
patterns in 3/4 time
•
Compose and arrange simple melodies
•
Direct more complex conducting patterns of
2/4 and 4/4 time signatures and explore simple
conducting patterns in 3/4 time signatures
Ear Training
•
Identify, discuss, and explore major and
minor one-octave scales
•
Listen to and recognize major and minor
chords in selected musical pieces
•
Recognize different intervals or distances
between notes (half steps, whole steps)
•
Identify the symbol of sharps (#) and flats (b)
and understand their function in music
Music Reading
•
Demonstrate the ability to identify and write/
draw the names of musical notes, bass and
treble clefs, time signatures, measure and bar
lines, rests, and D.C. al Fine through verbal/
written responses
•
Read and write notes and rests including
quarter notes, quarter rests, half notes, half
rests, eighth notes, whole notes, whole rests,
dotted half notes, dotted quarter notes, and
simple syncopated patterns, in 2/4 and 4/4 time
signatures
•
Sight read rhythm patterns with a variety of
notes and rests in 2/4 and 4/4 time signatures
Song Singing
•
Demonstrate the ability to sing and perform
with confidence songs of increasing difficulty,
alone and with others, in rhythm, on pitch, and
with good breath control
•
Sing, with stylistic accuracy, a diverse repertoire
representing various cultures, historical periods,
and genres
•
Sing with expression and style appropriate to
the music performed including dynamics,
phrasing, and interpretation
•
Sing from memory varied repertoire of songs
representing genres and styles from various
cultures
•
Respond to the cues of the conductor with
accuracy
Technology and Instruments
•
Perform simple pieces using a variety of
traditional sound sources (e.g., recorder,
xylophone, rhythm sticks, etc.) alone and with
others
•
Perform simple pieces using nontraditional
sound sources (e.g., classroom items, body
sounds, electronic sounds) alone and with others
•
Perform independent instrumental parts while
other students sing or play contrasting parts
•
Participate and perform a diverse repertoire of
music representing various cultures, time
periods, styles, and genres
•
Perform with expression and style appropriate
to the selection
Movement to Music
•
Participate in folk, line, square, and ballroom
dances of increasing difficulty
•
Choreograph a simple group piece
Performance Etiquette
•
Demonstrate the development of stage
presence (character, role playing, dramatic
67
Fourth Grade
interpretation, etc.) through participation
•
Participate in a varied repertoire (script, song,
dance, etc.) of activities, alone and with others,
with confidence
•
Demonstrate appropriate audience behavior
during performances/events
Music Appreciation and Connections
•
Express and explain personal preference
orally and in writing and demonstrate
understanding of how opinions are different
from critical judgment
•
Devise criteria and evaluate performances in
music
•
Recognize selected Broadway musicals
including storylines and characters
•
Identify uses of music in daily experiences
•
Explain how use of specific musical elements
(e.g., rhythm, melody, timbre) is characteristic of
music from various world cultures
•
Identify music that represents the history and
diverse cultures of their state
•
Describe the roles and importance of musicians
in various settings and cultures
•
Discuss the relationship between music and
other disciplines
SPANISH
Oral Language
•
Use Spanish vocabulary to discuss relevant
topics such as school and weekend schedules,
extended family, outdoor activities, friends, pets,
and articles of clothing
•
Initiate simple statements and greetings
•
Describe people, places, and things using
simple phrases or sentences
•
Give and follow multistep directions to
complete a task
•
Give and follow directions to places
•
Tell where and when an action takes place
•
Tell time and ask and answer questions about
time and daily routines
•
Name and use larger numbers from 1 to 1000
•
Express agreement and disagreement in
response to a statement
•
Communicate likes and dislikes using new and
previously taught vocabulary
Reading
•
Read or listen to a variety of grade
appropriate Spanish materials including Spanish
folktales
•
Retell, summarize, and respond to grade
appropriate literary materials (e.g., give a
new ending to a story using known vocabulary,
describe the characters in a story)
Writing
•
Write for a variety of purposes including
information, explanation, description, and
narration
•
Demonstrate comprehension of and write a
brief letter, note, invitation, or thank you note
•
Complete forms
Connections
•
Reinforce and further their knowledge of other
disciplines through the Spanish language (e.g.,
classify geometric figures in Spanish, reinforce
map skills by using a map scale to compute the
distance between Spanish speaking countries
and the United States, find the routes of
Spanish explorers on the map, name and use
mathematical signs using Spanish vocabulary)
•
Acquire information and viewpoints through
Spanish resources (e.g., follow a recipe from
a Spanish cookbook, find products on Spanish
maps, use Spanish maps and follow the
map keys and legends to find out about the
geographical features of the Spanish speaking
world)
Language Use and Structure
•
Use the form and function of words in phrases
and in simple sentences to communicate
effectively
•
Discuss differences in verb forms in Spanish
and English
•
Understand the differences in expressing “you”
and “your”
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Nobel Learning Curriculum Reference Guide
