COURSE TITLE

Instrumental Music Grade 4

LENGTH

Full Year

Grade 4

DEPARTMENT

Fine, Practical & Performing Arts

Megan Caughey, Supervisor of Elementary Education

Brian Ersalesi, Supervisor of English and Arts

SCHOOL

Pierrepont School

DATE

Primary Content - Visual and Performing Arts

Initial Approval: May 10, 2021

Revised: June 27, 2022

Embedded Content - Career Readiness, Life Literacies and Key Skills

Initial Approval: May 10, 2021

Embedded Content - Computer Science and Design Thinking

Initial Approval: May 10, 2021

Instrumental Music Grade 4

I.        Introduction/Overview/Philosophy

Throughout time, the arts have served as a distinctive vehicle for self-discovery and a means of understanding the world in which we live. The Rutherford Public School understands this and will continue to foster the arts as the state of New Jersey continues to transform public education to meet the needs of a changing world and the 21st century workforce, capitalizing on the unique ability of the arts to develop creativity, critical thinking, and innovation skills is critical to the success of our students.

The arts infuse our lives with meaning on nearly all levels—generating significant creative and intellectual capital. They inspire creative and critical thinking and encourage acceptance of diversity. A well-designed sequential arts program promotes responsible decision making, enhances self-awareness, builds self-esteem and self-management skills, and helps students build relationship and collaboration skills; all of which is essential to prepare Rutherford Public Schools’ students for post-secondary success.

This course adheres to The New Jersey Student Learning Standards – Visual and Performing Arts which are designed to promote lifelong artistic literacy and fluency and are guided by the mission and vision statements that follow.

Mission: To empower students to develop creative and critical thinking, social-emotional competencies, and intellectual and expressive abilities that will allow them to become active, contributing members of a global society.

Vision: All students will have equitable access to a quality, arts education that leads to artistic literacy and fluency in the artistic practices of the five art disciplines as a mechanism for:

• Performing, presenting or producing, as artistically literate individuals, by expressing and realizing creative ideas and implementing essential technical skills and cognitive abilities significant to many aspects of life and work in the 21st century;
• Responding to artistic ideas and work with personal meaning and cognizance of the ability of the arts to address universal themes, including climate change;
• Creating new artistic work reflective of a variety of different ethnic, racial, and cultural perspectives;
• Connecting and evaluating how the arts convey meaning through all arts and non-arts disciplines and contexts of our global society.

The development of artistic literacy is dependent on creating an environment in which students are encouraged to independently and collaboratively imagine, investigate, construct, and reflect. Philosophically speaking, the arts serve to communicate ideas, as an opportunity for creative personal realization, to connect and reflect culture and history, and as a means to well-being and mechanism for problem solving universal, global issues including climate change.

Within the broad lifetime goal of preparing artistically literate individuals, learning experiences that engage students with a variety of artistic media, symbols, and metaphors for the purpose of creating and performing in ways that express and communicate their own ideas are essential. Additionally, to become artistically literate, students need opportunities to respond to the arts through analyzing and interpreting the artistic communications of others.

All lessons in this course will follow the NJSLS that allow students to CREATE by:

• Imagining
• Planning and Making
• Evaluating and Refining

All lessons in this course will follow the NJSLS that allow students to PERFORM by:

• Selecting, Analyzing, and Interpreting
• Rehearsing, Evaluating and Refining
• Presenting

All lessons in this course will follow the NJSLS that allow students to RESPOND by:

• Selecting and Analyzing
• Interpreting
• Evaluating

All lessons in this course will follow the NJSLS that allow students to CONNECT by:

• Interconnecting

The instrumental music program provides the opportunity for students to learn how to play an instrument and perform in an instrumental ensemble.  Students learn the fundamentals of music and how to apply them in practice and performance.  Instrumental students are required to attend all scheduled band classes, rehearsals, and performances.  They also meet for small group lessons that meet on a rotating basis one period per week. They progress through beginning, intermediate and advanced lessons and band based on individual proficiency level.  Although beginning in the fourth grade, students may begin instrumental music instruction at any grade level.

This academic and performance based program meets the needs of all students interested in studying and performing on a musical instrument.  It meets The New Jersey Student Learning Standards for Visual and Performing Arts and those of the Rutherford Board of Education.

II.        Objectives

Course Outline:

• Elements of Music

• Music theory symbols:  knowledge of music notation, signs and symbols
• Pitch: understanding and hearing different sounds in given musical passages and exercises
• Listening:  recognition of various pieces of classical music when listening to a recording or live performance
• Technique:  developing necessary physical and neuro-muscular patterns needed for technical proficiency on instrument

• Music Theory and Musical Notation

• Tempo markings: understanding tempo markings in interpreting the speed in exercises and pieces
• Note recognition:  knowledge of note values and note names in the individual clefs
• Meter:  determining proper counting in various time signatures (i.e., 4/4, 3/4, 6/8, 2/2)                    
• Dynamics:  knowledge of common markings used in music to show degrees of volume ( p = soft, and f = loud)  
• Fundamental terminology and symbols:  recognition of symbols necessary for interpreting and reading musical passages, (i.e., clef, staff, bar lines, etc.)

• Tone and Sound Production

• Embouchure:  developing an understanding of correct embouchure and mouth position
• Fingering:  mastering correct fingerings to accurately produce various pitches
• Unique characteristic sound:  developing the proper sound specific to each instrument
• Posture:
• Developing whole body posture to correctly support the diaphragm and breath control  
• Correct holding of instrument to produce proper sound
• Intonation:  developing ability to play in tune individually and as part of an ensemble
• Auditory discrimination:  distinguishing between pitches in listening or playing exercises
• Articulation:  developing tonguing and slurring techniques in given exercises or pieces

• Performance

• Individual:  playing solo pieces on instrument
• Ensemble: properly blending with other musicians in unison or harmony
• Large Group:  performing appropriate repertoire in beginning, intermediate, or advanced band
• Developing ability to follow cues of conductor

• Repertoire

• Scales:  understanding basic scale structure and playing scales appropriate to student’s level
• Exercises:  developing rudimental note patterns in various key signatures and meters  
• Sight reading:  observing, analyzing and playing various passages suitable to individual playing levels
• Pieces:  

• Developing a playing list of musical selections appropriate to the individuals’ music level  
• Reading for rhythm and melody
• Style:  performing music from diverse styles and cultures with expression appropriate for the work being performed

• Rhythm

• Beat:  experiencing the pulse of a piece through listening and playing
• Time Signatures:  counting in varied time signatures orally and while playing
• Tempo:  changing tempo as written in given examples
• Patterns & Sequences:  distinguishing different patterns and sequences while listening and playing

Student Outcomes:

After successfully completing this course, the student will be able to:

• understand music notation, signs and symbols
• understand pitch and different sounds in given musical passages and exercises
• recognize various pieces of classical music when listening to a recording or live performance
• develop necessary physical and neuro-muscular patterns needed for technical proficiency on instrument
• understand understanding tempo markings in interpreting the speed in exercises and pieces
• comprehend note values and note names in the individual clefs
• determine proper counting in various time signatures (i.e., 4/4, 3/4, 6/8, 2/2)                    
• understand common markings used in music to show degrees of volume ( p = soft, and f = loud)  
• recognize symbols necessary for interpreting and reading musical passages, (i.e., clef, staff, bar lines, etc.)
• develop an understanding of correct embouchure and mouth position
• master correct fingerings to accurately produce various pitches
• develop the proper sound specific to each instrument
• develop whole body posture to correctly support the diaphragm and breath control  
• develop correct holding of instrument to produce proper sound
• develop ability to play in tune individually and as part of an ensemble
• distinguish between pitches in listening or playing exercises
• develop tonguing and slurring techniques in given exercises or pieces
• play solo pieces on instrument
• blend with other musicians in unison or harmony
• perform appropriate repertoire in beginning, intermediate, or advanced band
• develop ability to follow cues of conductor
• understand basic scale structure and playing scales appropriate to student’s level
• develop rudimental note patterns in various key signatures and meters  
• observe, analyze and play various passages suitable to individual playing levels
• develop a playing list of musical selections appropriate to the individuals’ music level  
• read for rhythm and melody
• perform music from diverse styles and cultures with expression appropriate for the work being performed
• experience the pulse of a piece through listening and playing
• count in varied time signatures orally and while playing
• change tempo as written in given examples
• distinguish different patterns and sequences while listening and playing

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1                Act as a responsible and contributing community member and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2                Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3                Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4                Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5                Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6                Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

 CRLLKSP 7                Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8                Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9                Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

III.         Proficiency Levels

Instrumental Music Grade 4 is for students in grade 4 who are at the beginning, intermediate and/or advanced level(s).

IV.        Methods of Assessment

Student Assessment

• A variety of assessments will be provided including, but not limited to, the following items:

• Tests
• Quizzes
• Homework
• Classwork
• Class Participation
• Writing Assignments
• Oral Presentations
• Individual Projects, Presentations and Reports
• Group Projects, Presentations and Reports
• Technology Projects
• Journals
• Individual Playing
• Group Playing
• Group Performance
• Student Participation in Band
• Student Participation in School Activities and Concerts

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

Students in Instrumental Music Grade 4:

• are grouped according to instrumentation.
• are grouped in ensembles and band according to the students’ ability level.
• should have a basic working knowledge and playing proficiency before entering a performing ensemble or band.

VI.        Articulation/Scope & Sequence/Time Frame

The course of instrumental music is offered for one year at a time in grade 4.  The sequence for instrumental music is beginning, intermediate and advanced.

VII.        Resources

Texts/Supplemental Reading/References

• Instrumental Lesson Books

• Ed Sueta Band Method Books 1-4
• Accent on Achievement Books 1-4
• Intermediate Rubank Method
• Advanced Rubank Method Books 1-2
• Learn to Play Books 1-2
• Drum Class Method Books 1-2

• Various method and solo books for beginning, intermediate and advanced levels

• Ensemble music for varied instruments on appropriate levels
• Band music on various levels

• Technology

• Use of technology will conform to the New Jersey Student Learning Standards.
• Smart Music
• Music First

• Supplemental Readings/Materials

• Supplemental readings and/or materials must be relevant and appropriate and related to the course content.  Any supplemental readings/materials will be used with teacher discretion and/or supervisor/administrator approval.

  ---

Mandates

Classroom instruction and activities will include, where appropriate, activities on climate change. The New Jersey Student Learning Standards (NJSLS) are designed to prepare students to understand how and why climate change happens, the impact it has on our local and global communities and to act in informed and sustainable ways. Where possible, activities are infused to foster an interdisciplinary approach to climate change education that is evidence-based, action-oriented and inclusive.

Classroom instruction and activities will include, where appropriate, activities on Asian American and Pacific Islander Education. As per, P.L.2021, c.416, the instruction will include inclusive materials that portray the cultural diversity of Asian Americans and Pacific Islanders.

Classroom instruction and activities will include, where appropriate, curricula on diversity and inclusion. As per 18A:35-4.36a (2021), the instruction shall:

• apply to grades Kindergarten through 12
• highlight and promote diversity
• examine the impact that unconscious bias and economic disparities have
• encourage safe, welcoming, and inclusive environments for all students

The following websites may also be used to infuse activities into diversity and inclusion into lessons. They are current as of the publication/approval of this document.

Diversity and Inclusion

• https://newsela.com/
• https://www.learningforjustice.org/
• https://www.scholastic.com/teachers/lesson-plans/teaching-content/multiculturalism-and-diversity/
• https://diversebooks.org
• https://newsela.com/

Individuals with with Disabilities

• https://newsela.com/
• https://www.disabilitymuseum.org/dhm/index.html
• https://americanhistory.si.edu/disabilityrights/welcome.html
• https://getintoit.specialolympics.org/educators/

The Bergen County Curriculum Consortium has curated resources designed to work in tandem with existing curricula. These tools highlight the contributions of diverse groups and align to New Jersey Student Learning Standards. This resource was approved by the Rutherford Board of Education on August 23, 2021.

• https://sites.google.com/wwrsd.org/njsa1835-435to436/k-12-curriculum-toolkits 

Interdisciplinary Connections Mandated by the NJDOE

VIII.        Suggested Activities

• Weekly lessons
• Practice time at home
• Participation in band classes/rehearsals
• Participation in all school concerts

IX.        Methodologies

Career Readiness, Life Literacies, and Key Skills Mission:  Career readiness, life literacies, and key skills education provides students with the necessary skills to make informed career and financial decisions, engage as responsible community members in a digital society, and successfully meet challenges and opportunities in an interconnected global economy.

Vision: An education in career readiness, life literacies and key skills fosters a population that:

• Continually self-reflects and seeks to improve the essential life and career practices that lead to success
• Uses effective communication and collaboration skills and resources to interact with a global society
• Possesses financial literacy and responsibility at home and in the broader community
• Plans, executes, and alters career goals in response to changing societal and economic conditions
• Seeks to attain skill and content mastery to achieve success in a chosen career path

Career Readiness, Life Literacies, and Key Skills are intended to:

• Promote the development of curricula and learning experiences that reflect the vision and mission of Career Readiness, Life Literacies, and Key Skills
• Foster greater coherence and appropriate progressions across grade bands
• Establish meaning connections among the major areas of study
• Prioritize the important ideas and core processes that are central and have lasting value beyond the classroom
• Reflect the habits of mind central to Career Readiness, Life Literacies, and Key skills that lead to post-secondary success

A wide variety of methodologies in this course will be used.  The following are suggestions, not limitations, as to how the program may be implemented and facilitated while paying special attention to the skills.  Codes refer to the 2020 New Jersey Student Learning Standards – Career Readiness, Life Literacies, and Key Skills.

• Cooperative learning groups CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Differentiated instruction methods CRLLKSP2, CRLLKSP6, CRLLKSP8
• Workshop approach CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Individual assignments CRLLKSP2, CRLLKSP4
• Whole class instruction CRLLKSP2, CRLLKSP4
• Small group instruction CRLLKSP1, CRLLKSP4, CRLLKSP5, CRLLKSP6, CRLLKSP8, CRLLKSP9
• Technology-aided instruction CRLLKSP2, CRLLKSP4, CRLLKSP8
• Peer-to-peer instruction CRLLKSP1, CRLLKSP4, CRLLKSP9

X.        Interdisciplinary Connections

Interdisciplinary curriculum coordination will be done with other departments on a regular basis.

The nature of the music discipline demands varied access to any of the following areas: art, social studies/history, science, mathematics, business, and/or technology.

This music course may reinforce concepts taught in:

• Social Studies/History
• English Language Arts
• Humanities
• Mathematics
• Psychology
• Science
• Technology
• Appropriate and competent use of relevant websites and digital software and equipment
• Recording student performances/projects using appropriate audio, video, and /or photographic means to facilitate classroom critique of student growth and progress - W.4.9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
• Presentation and exploration of related career possibilities
• Working in teams to create group based learning activities and projects CRLLKSP1
• Application of skills learned in class to project based activities CRLLKSP2
• Utilization of computer based music programs
• Performing for school functions dealing with history, such as Veteran’s Day and Memorial Day
• Library research and Internet searches for music, lyrics, performances, instruments, history, etc.
• Recognition of various musical stylistic periods as related to social studies, art, and language arts

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504 Plans, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk and Students with 504 Plans)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles
• Use of visual and multi-sensory formats
• Use of assisted technology
• Use of prompts
• Modification of content and student products
• Testing accommodations
• Authentic assessments
• Pre-teaching of vocabulary and concepts
• Visual learning, including graphic organizers
• Use of cognates to increase comprehension
• Teacher modeling
• Pairing students with beginning English language skills with students who have more advanced English language skills
• Scaffolding

• word walls
• sentence frames
• think-pair-share
• cooperative learning groups
• teacher think-alouds

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix
• Adjusting the pace of lessons
• Curriculum compacting
• Inquiry-based instruction
• Independent study
• Higher-order thinking skills
• Interest-based content
• Student-driven
• Real-world problems and scenarios

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XIII.        Curriculum Map/Pacing Guide