Common Planner
K–12 Standards

Music: Grade 4

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Elementary Music

  • 1.

    The student describes and analyzes musical sound. The student is expected to:4.1

    1. A.

      categorize and explain a variety of musical sounds, including those of children's voices and soprano and alto adult voices;4.1.A

    2. B.

      categorize and explain a variety of musical sounds, including those of woodwind, brass, string, percussion, keyboard, electronic instruments, and instruments of various cultures;4.1.B

    3. C.

      use known music symbols and terminology referring to rhythm; melody; timbre; form; tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato, to explain musical sounds presented aurally; and4.1.C

    4. D.

      identify and label small and large musical forms such as, abac, AB, ABA, and rondo presented aurally in simple songs and larger works.4.1.D

  • 2.

    The student reads, writes, and reproduces music notation using a system. Technology and other tools may be used to read, write, and reproduce musical examples. The student is expected to:4.2

    1. A.

      read, write, and reproduce rhythmic patterns using standard notation, including separated eighth notes, eighth- and sixteenth-note combinations, dotted half note, and previously learned note values in 2/4, 4/4, and 3/4 meters as appropriate;4.2.A

    2. B.

      read, write, and reproduce extended pentatonic melodic patterns using standard staff notation; and4.2.B

    3. C.

      identify new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.4.2.C

  • 3.

    The student performs a varied repertoire of developmentally appropriate music in informal or formal settings. The student is expected to:4.3

    1. A.

      sing and play classroom instruments with accurate intonation and rhythm, independently or in groups;4.3.A

    2. B.

      sing or play a varied repertoire of music such as American and Texan folk songs and folk songs representative of local cultures, independently or in groups;4.3.B

    3. C.

      move alone and with others to a varied repertoire of music using gross motor, fine motor, locomotor, and non-locomotor skills and integrated movement such as hands and feet moving together;4.3.C

    4. D.

      perform various folk dances and play parties;4.3.D

    5. E.

      perform simple part work, including rhythmic and melodic ostinati, derived from known repertoire; and4.3.E

    6. F.

      interpret through performance new and previously learned music symbols and terms referring to tempo; dynamics, including crescendo and decrescendo; and articulation, including staccato and legato.4.3.F

  • 4.

    The student creates and explores new musical ideas within specified guidelines. The student is expected to:4.4

    1. A.

      create rhythmic phrases through improvisation or composition;4.4.A

    2. B.

      create melodic phrases through improvisation or composition; and4.4.B

    3. C.

      create simple accompaniments through improvisation or composition.4.4.C

  • 5.

    The student examines music in relation to history and cultures. The student is expected to:4.5

    1. A.

      perform a varied repertoire of songs, movement, and musical games representative of diverse cultures such as historical folk songs of Texas and Hispanic and American Indian cultures in Texas;4.5.A

    2. B.

      perform music representative of America and Texas, including "Texas, Our Texas";4.5.B

    3. C.

      identify and describe music from diverse genres, styles, periods, and cultures; and4.5.C

    4. D.

      examine the relationships between music and interdisciplinary concepts.4.5.D

  • 6.

    The student listens to, responds to, and evaluates music and musical performances. The student is expected to:4.6

    1. A.

      exhibit audience etiquette during live and recorded performances;4.6.A

    2. B.

      recognize known rhythmic and melodic elements in aural examples using appropriate vocabulary;4.6.B

    3. C.

      describe specific musical events in aural examples such as changes in timbre, form, tempo, dynamics, or articulation using appropriate vocabulary;4.6.C

    4. D.

      respond verbally and through movement to short musical examples;4.6.D

    5. E.

      describe a variety of compositions and formal or informal musical performances using specific music vocabulary; and4.6.E

    6. F.

      justify personal preferences for specific music works and styles using music vocabulary.4.6.F

Frequently asked questions

What grade levels do these standards cover?
Grade 4
When were these standards adopted?
2013
Where can I read the official document?
Texas Essential Knowledge and Skills for Music

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