Creative Kids Co-Op Curricular Guide Fourth Grade

4th Grade

Overarching Goals / Theme

Curricular Overview

Song Collection (in order of use)

Example Experience Designs

Additional Resources (children’s books, methodology books, etc.)

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Creative Kids Co-Op Curricular Guide Fourth Grade

Overarching Goals / Theme

Grade Level Goals

Transfer Goals

VA State Goals Fourth Grade Music Standards of Learning

Addressed ● Music Theory/Literacy
○ 4.1.1: The Student will read and notate music including reading melodies based on a hexatonic
scale
○ 4.1.4 The Student will read and notate music including reading and notating rhythmic patterns that
include dotted quarter notes followed by an eighth note
● Performance
○ 4.2.⅔ The student will sing a varied repertoire of songs alone and with others including singing
diatonic melodies written on a treble staff.
○ 4.3.1 The student will play a variety of pitched and unpitched instruments alone and with others,
including playing music of increasing difficulty in two-part ensembles.
○ 4.4.1 The student will perform rhythmic patterns that include dotted quarter note followed by an
eighth note.
○ 4.5.1 The student will respond to music with movement by performing non choreographed and
choreographed movements.

Acquisition Skills Knowledge

Goals - Notate music - Read note names on treble staff
- Perform rhythmic pattern of - Identify treble staff
dotted quarter note followed - Know the difference between pitched and unpitched instruments
by an eighth note - Know the duration of a dotted quarter note
- Play a pitched and - Know the duration of an eighth note
unpitched instruments
- Sing diatonic melodies
- Respond to music with
movement

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Creative Kids Co-Op Curricular Guide Fourth Grade

Curricular Overview

Grade Level Goals​​ (*indicates example experience design)

Day 1 Hello and goodbye songs, set precedent for the rest of the meetings.

Students come in, get in circle

Introduce the “Hello song” by singing it to the students (I would use ukulele with this)
Teach the song by rote, have students jump in when they think they know it.
Teach the game that goes with the “Hello song”
Teach the new verse of the song, the goodbye portion. This is how you will end every class

Day 2 Introduction of Ti as a leading tone (There’s a Light in the Window)

Welcome with the Hello Song

Sing the song
Ask students what they hear at the end of the song
Sing it again, have the students join in, only singing the last measure
Talk about Ti as a leading tone
Students sing song again, doing something on leading ti, maybe a motion or a extra sound
End with the Goodbye song

Day 3 Introduction of 4th leaps (O Lebisibiyo)

Students welcomed with the Hello song

Sing O Lebisibiyo to the students, (I would use Ukulele)
Teach the song by rote
Teach the game to the students
Bring attention to the 5th jump at the end of the song
Comparing 5th jump to the way the students are sitting down at the end of the song. The student is going down when the
interval is.

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End with the goodbye song

Day 4 Reinforcing Ti - notation (There’s a Light in the Window, The Wind Blow the China Right Down in Town)

Welcome with the Hello Song

Review There’s a Light in the Window. Sing through it once to remind the students, and then have them sing it with you.
Have students body map the highness and lowness of pitches (high notes they touch their head low notes they touch their
knees)
Discuss and review leading tones
Sing The Wind Blow the China Right Down in Town
Have students join in
Discuss background of song- The China was a ship blown over in a hurricane
Sing again
Have students body map this song as well and try to get them to identify where ti is in the song
End with the Goodbye song

Day 5 Dotted rhythms

Movement (Gypsy in the Moonlight) *

See Example Experience design

Day 6 Syncopation (Four White Horses & Peg Leg the Pirate)

Welcome with the Hello Song

Peg Leg the Pirate (See example experience design)
Sing through four white horses
Discuss that it also has syncopated rhythms like Peg leg the Pirate
Teach game
End with Goodbye Song

Day 7 Movement and Line dancing (Down the River)

Reinforcing Ti - notation(The Wind Blow the CHina Right Down in Town)

See Example Experience Design

Overview of Activities​ (include comments on assessment and accessibility)

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Day 8 Movement and Line dancing (Down the River)

Begin with Hello Song.

Review Down the River by singing it once and then having them come in when they remember the song.
We would then get up and practice the line dance without singing. Going in for 4, out for 4 and then demonstrating how to
switch lines.
We would then do the line dance while chanting the words
Then we would do the line dance and sing.
Play the game until everyone has had a chance to switch lines at least 2 times.
Once game is done discuss what they learned through the movement activity.
End with Goodbye Song.

Overview of Activities​ (include comments on assessment and accessibility)

Day 9 Pitched and unpitched instruments (Ai Di Di Di Dai) (Gypsy in the Moonlight)

Begin with Hello Song.

Review Gypsy in the Moonlight
Introduce pitched instruments like the marimba and unpitched instruments rhythm sticks through exploration.
Ask them if they noticed if there is a difference in the instruments.
Start by singing the song and having them tap along to the down beat while you sing. (On marimba have them keep the beat on
a D)
Then have them stop playing so they can learn the song. Teach this by call and response.
Then have them sing it all together.
Then have them sing and play the down beat on the instruments all together.

Review Gypsy in the Moonlight and what is important about it. (minor 6 and syncopation dotted quarters)
Review the Song
Have them Stand up and play the game a few times.

End with Goodbye Song.

Overview of Activities​ (include comments on assessment and accessibility)

Day 10 Talk about tonality (Joshua fit the Battle of Jericho)

Hello Song
Sing Joshua Fit the Battle of Jericho at least twice.

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Discuss: Ask them what they heard? Did they notice anything different from other songs they have song?
Then sing it again and have them raise their hands when they hear something unique.
Discuss what is a minor key signature (lowered third) and si (a raised 5th or sol).
Have them sing the song by you singing it all the way through and then have them sing the first section with you, then them
listen to the second section and then put it all together.
Sing the song multiple times.
End Class with Goodbye song.

Overview of Activities​ (include comments on assessment and accessibility)

Extension Day Rounds (Vamos a Remar and four white horses)

Hello Song
Sing Vamos a Remar
Have students join in
Once they get the hang of the song ask them to start singing it and say you will sing different part
Start the song and then come in with the start of the song a measure after forming a round
Split into two groups and have them sign in rounds
Split into as many as four groups
Move on to Four White horse they can sing in rounds up to 4 parts while playing the game

Extension Day Wind it forward day

Hello Song
Have students in previous class pick their favorite songs they have done over the course
With the songs they picked review the importance of each one (the song had leaps or the song had syncopation)
Sing through them and play game if there was one
Put students into groups
One group can sing the songs, one can use pitched or unpitched percussion instruments to improvise over the songs, and
another group can either sing the song or improvise a melody of the songs
Goodbye Song

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Creative Kids Co-Op Curricular Guide Fourth Grade

Song Collection (in order of use)

Hello Song

Notation:

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Creative Kids Co-Op Curricular Guide Fourth Grade

Source: Beth’s Note Background: Hello song

Melodic Element: N/A Rhythmic Element: Dotted Eighth sixteenth

Mode: Major

Learning Facets: Hello and goodbye song

Game: Insert the name of any color to get the student in line or in class or any way you need to structure it for the students. In
addition to this, add different movements to the end of the song. Feel free to improvise. This song should be very welcoming for the
students and get them ready to learn.

Name of Song

Notation:

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Source: Kodaly Background:

Melodic Element: Introduction to Ti Rhythmic Element: Annacrusis

Mode: Major

Learning Facets:Annacrusis and major fourth skip. Introduction to TI.

Game:

O Lebisibiyo

Notation:

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Creative Kids Co-Op Curricular Guide Fourth Grade

Source: Beth’s Music Notes Background: Ghana

Melodic Element: Sol to do (5th) Rhythmic Element: Quarter rest

Mode: Ionian

Learning Facets: Teach the 5th jump

Game: One child is selected and is sent somewhere they cannot hear the other student. Another student is then selected to be the
“spoiled child”. The first one will then come in. The students will sing the song as the student walks around the circle. When the first
verse ends, the “spoiled child” gets up and starts trying to catch the other student before the end of the second verse. When the
second verse ends, the student being chased has to make it to the empty spot in the circle without being caught.

The Wind Blow the China Right Down in Town

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Notation:

Source: Kodaly Background: ​The Sunshine and the China were ships; they were lying in Kingston
harbor during a hurricane and were blown out of the water and into the streets of the
town. Originally from the bahamas

Melodic Element: entire major scale Rhythmic Element: syncopation

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Mode: major

Learning Facets: syncopation, anacrusis

Game:

Name of Song: Gypsy in the Moonlight

Notation:

Source: Kodaly Background: Trinidad and Tobago

Melodic Element: minor 6th Rhythmic Element: syncopation dotted quarter

Mode: F maj

Learning Facets: Rhythm, Minor vs Major

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Game:

Four white horses

Notation:

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Creative Kids Co-Op Curricular Guide Fourth Grade

Source: Kodaly Background: ​This is a traditional Caribbean song. In one

interpretation, it's about four white horses traveling on a river in a
boat or on a barge. It's going to rain the next day, so they'd better
come back up river to where it's safe in the shallow bay.

Melodic Element: ti Rhythmic Element: eighth rests

Mode: Hexatonic

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Learning Facets:
- Forma analysis
- Movement while singing
- rests

Game:​​1. The "ones" clap partners palms above shoulder level, the "twos" below.
2. All clap own hands together.
3. The "ones" clap partners palms below, and the "twos" above.
4. All clap own hands together.
5. The "ones" clap palms of neighbor on the right, the "twos" to the left.
6. All clap own hands together.
7. Reverse 5. (the "ones" turning to the left, etc.)
8. All clap own hands together

Name of Song: Peg leg the Pirate

Notation:

Source: Kodaly Background: Song made for learning

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Melodic Element: Low la Rhythmic Element: Syncopation, singing on offbeats

Mode: Minor

Learning Facets: Rhythm

Game:

Name of Song: Down the River

Notation:

Source: Kodaly Background: American Folk Song

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Melodic Element: Low mi Rhythmic Element: 6/8

Mode: G Pentatonic scale

Learning Facets: rhythm, pentatonic scale

Game: Most common game to go with this song is a line dance. They move in towards each other for 4 measures and back out for 4
measures. When “down the river” starts, the two on the end sashe their way down to the other end of the line. Song then repeats until
everyone has gone.

Ai Di Di Di Dai

Notation:

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Source: Beth’s Notes Background: Hebrew folk song

Melodic Element: Minor Rhythmic Element: Dotted quarter followed by eights

Mode: Aeolian

Learning Facets: Dotted Quarter followed by eighths

Game:

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Creative Kids Co-Op Curricular Guide Fourth Grade

Joshua Fit the Battle of Jericho

Notation:

Source: Background: African american spiritual

Melodic Element: Si Rhythmic Element: Syncopation

Mode: Harmonic minor

Learning Facets: Leading tones

Game:

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Vamos a Remar

Notation:

Source: Beth’s Note Background: Spanish folk song

Melodic Element: Major Triad Rhythmic Element: 6/8

Mode: Ionian

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Learning Facets:

Game: ​This is a round! So we can begin by singing the song all together and then the teacher can sing the song over top of the class so that they can hear it! Then you can
break them off into different groups.

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Example Experience Designs

Experience Design: CKC 4th Grade Day 5

http://altonpeters.weebly.com/musicianship/orff-arrangement-and-experience-design

Experience Design: Day 6

Peg Leg the Pirate

Rationale
The purpose of this experience design in terms of musicianship is to start to perform, read, and notate syncopated rhythms.
This song is developmentally appropriate for 4th graders for two reasons. First of all, the syncopated rhythms are in line with where
these age students should be reading and performing. Melodically, this piece has an octave range which is a tiny bit
lower than the comfortable range for these students without being too challenging. It also has an
octave jump which will most likely be a somewhat new concept for the students. This whole
experience will be just barely touching the edge of the comfort zone of the students musically,
but the game will have them not focusing on the difficulty of the new concept.

Understanding Statements
Students will be able to sing diatonic melodies
Students will be able to perform and read syncopated rhythms.
Students will be able to sing the tone set of the piece from low la to high la.

I Can Statements
I can sing a diatonic melody written on a treble staff.
I can perform and notate eighth and quarter notes when syncopated

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I can respond to music with a musical activity or game.

Materials
• Gold Coin (Or another trinket)
• Speakers to play music

Process
• Chunk 1 (11 minutes (counting wiggle room)
o Students walk in and immediately sit in a circle with hands palms up on their
knees. (1 min)
o At a relatively slow tempo, reach into your left palm with your right hand and
mime putting something in the left hand of the person to your right. Do this
rhythmically and start to say left, right, left, right, in tempo. (30 sec)
o Sing the song from beginning to end twice. (1 min)
o Ask “What did you hear?” (1 min)
● They will most likely talk about the pirate and his gold
● We are looking for words about how the pirate is feeling
o Say, “This time when I sing it, listen to how he is feeling” (30 sec)
● Sing it again
o Ask, “So how is he feeling?” (1 min)
o “It turns out, I have his gold!” (30 sec)
● Put the gold in your left hand and start doing the motion again
● “Can you sing it with me this time?” (1 min 30 sec)
● Sing it twice, or more if it takes more for them to sing it back.
o Let’s play a game! (3 minutes)
● Have one student sit in the center of the circle (this student is peg leg)
● The students start passing the trinket around the circle
● Once the trinket is being passed, they start singing the song
● § When the song ends, the student in the center guesses who has the trinket
● Do this 4 or 5 times to give a few students a chance to be peg leg

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• Chunk 2 (5 minutes including wiggle room)

o “Now I’m going to sing this by myself. I want you to keep the beat by patting your legs. Listen for on which words the notes are
short and which words the notes are long.”
● Sing twice (1 min)
o “What words were the longest?” (1 min)
o “What are the words that I sang where the notes were the shortest?” (1 min)
● Sing again and have them listen.
• Chunk 3 (9 minutes (including wiggle room)
o Help the students sing the song but instead sing it on short, long, short, depending on if the note is a quarter or eighth. For
example, The first measure would be Short, long, short, short long.
Write an S or L in the order they say. If they get it incorrect sing it the way they said and ask if that sounds right
Then show them the music notation and have them clap the rhythms and then sing the song again.

Assessments
To assess you can have students sing in groups while the rest of the class keeps tapping the beat. Observe if they are doing the
rhythms correctly.

Adaptation
If students are struggling, wind it back and have them simply clap the rhythms and not sing. If they still can’t seem to get them right in
tempo have them keep a steady beat while you or other class members sing the song. If a student is really picking up on the rhythms
you can always have them try to improvise rhythms on a drum while other students sing.

Extension
An extension on this exercise would be to use this as an exercise on major and minor chords because the song ends on a minor
chord. Play the chords with the song and bring students attention to which ones are major and which are minor.

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Experience Design: CKC 4th Grade Day 7

Designers:​​ Katy Morgan

Summary/Overview​​: This is a lesson plan for the Creative Kids Co-Op 4th grade general music classroom. It is to be
used on day 7 of their curriculum. This lesson is a continuation on an introduction to the solfege syllable ti, and to
demonstrate where it is on a staff in the key of D Major. They will learn ti by singing the song The Wind Blow the China
Right Down in Town. This lesson will also be used to teach the song “Down the River” which will later be sung while
participating in a line dance. Through this activity students will participate in learning music through aural skills and visual
notation.

Standards:
● 4.2.⅔ Students will sing a varied repertoire of songs alone and with others including singing diatonic melodies
written on a treble staff.
● 4.5.1 The student will respond to music with movement by performing non choreographed and choreographed
movements.

I Can Statements:
● I can sing diatonic melodies that include ti.
● I can identify ti on a staff.
● I can respond to music with movement.
Materials and Visual Aids​​:
● Highlighters

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● The Wind Blow the China RIght Down in Town Score

● Way to project score to entire class.

Detailed process​​:
1. Begin with the Hello Song
2. Teacher sings The Wind Blow the China Right Down in Town two times (once on words the other on solfege)
3. Ask class what they remember is special about the song (introduction of ti)
4. Have the students practice singing a major scale on solfege while using hand signs
5. Teacher sings the song again and has them do the movement used on Day 2 assignment when ti is sung.
6. Then put the score on the board and have the student’s figure out which note on the staff is ti.
a. One at a time have students come up and highlight the note ti is on.
7. Then use the score to have read and sing the song.
a. Sing it line by line on solfege.
b. Sing entire song all together on solfege.
c. Sing the song line by line on words
d. Sing entire song all together on words.
e. Sing the entire song 2 times all the way through.
8. Sing Down the River two times
9. On the second time singing it have them bounce/tap their hands on their knees the beats.
10. On the third time singing it have the students sing with you on the refrain “Down the River..”
11. On the fourth time singing it have everyone sing and maintain the steady beat.
12. Sing the Goodbye Song

Assessment:

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As a way to asses to see if the students can sing ti, you can split the song The Wind Blow the China Right Down in
Town up and have groups of two sing the verse (the first two lines) and then have the entire class sing the refrain (last two
lines). Go around the class and have them sing the song until everyone has had a turn singing the verse.

Extensions:
The Wind Blow the China Right Down in Town
I would transpose the song into another key, so instead of it being in D Major I would change it to G Major and have them
identify what ti is on the staff then. You can do this with multiple keys.

Down the River

An aspect you could spend time focusing on is the time signature 6/8. As they are singing the song have them tap the
down beats. Once you have sung the song multiple times ask how many little beats were in the big beat. If they need help
have them clap the rhythm. This will assist them during the line dance because they will then understand how many beats
they will be moving forwards and backwards.

Down the River is a line dance song. In this lesson you are learning the song. As an extension you can continue on to day
8 and teach them the line dance. This is when the class gets into two lines facing each other. They walk towards each
other for 4 beats and then move away from each other for 4. When the ensemble starts to sing “Down the River…” the
two students at the end sashe to the other end of the line.

Adaptations:
One way we can adapt the activities and wind them forward is by picking up the pace in which they are doing each
activity. So you could teach the line dance on the same day as learning the music. For those students who are struggling
by learning through reading, you can adjust teaching The Wind Blow the China Right Down in Town by teaching by rote.

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To increase the level of difficulty for The Wind Blow the China Right Down in Town, you can remove the lyrics from the
score when they are trying to identify Ti on the staff. This will make them think harder about where it occurs in the song as
well as the key signature because they can’t just remember what lyric it was associated with.

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Additional Resources (children’s books, methodology books, etc

All God’s Children Got Wings

Notation:

Source: Kodaly Background:

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Melodic Element: ​They are working towards Do-La skips. Rhythmic Element: syn-co-pa

Mode: F ​Major

Learning Facets: Syncopation, major 6 interval

Game: There is no game that is assigned with this song

Come and I will Sing You

Notation:

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Creative Kids Co-Op Curricular Guide Fourth Grade

Source: ​Elizabeth Poston, ed. The Second Book of Christmas Carols Background: ​A form of “Carol of the Twelve Numbers”. Song occurs
in multiple form with the same theme of all agree in the symbolism of
One, the God.

Melodic Element: ​introducing ti Rhythmic Element: ​half note

Mode: ​Hexatonic

Learning Facets: perfect fourth skips.

Game:

In the Wilderness

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Notation:

Source: Benjamin Botkin The American Play-Party Song Background: Play party song

Melodic Element: hi do, low sol Rhythmic Element: ta-ti, ta-di-mi, ta-ka-mi, ta-mi

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Mode: Hexatonic scale

Learning Facets: Dotted rhythms, major triads

Game: Standing circle of partner with hand clasped and one girl in the center. Verse 1: All circle left Chorus: All raise hands and circle
to the right Verse 2: The girl’s partner swings her in the center, others stand still and clap. Repeat this sequence with the next girl in
the circle “Second little lady in the wilderness” until all the girls have had a turn. Then repeated dance with boys “find young
gentleman…”

Old Brass Wagon

Notation:

Source: Background: Folk song

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Melodic Element: Low sol Rhythmic Element: 16th notes or dotted eighth notes

Mode: G Maj

Learning Facets: Chord progressions, harmonic structure

Game:

Name of Song

Notation:

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Source: Kodaly Background:

Was song everywhere in the United Society.

Melodic Element: so-do skip Rhythmic Element: eighth notes and 2 sixteenth notes (ta-dimi)

Mode: ​Hexatonic Scale

Learning Facets: sixteenth notes, dotted eighth notes

Game: n/a

Hungaria’s Treasure (Magasan repül a daru)-Alyssa

Notation:

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Source: Background:
https://imslp.org/wiki/100_Folksongs_of_All_Nations_(Bantock%2
C_Granville)

Melodic Element:Introducing ti Rhythmic Element: Dotted eighth

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Mode: Major

Learning Facets: Introducing ti.

Game:

El Alba

Notation:

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Source: Kodaly Background: ​The Alba hymn was the song of dawn. In each little settlement the
resador (a community member who leads prayers) arose at dawn, and walked around
the placita singing the Alba. That was a call for everyone to arise, day was coming.

Melodic Element: Mi, Re, Do & ti Rhythmic Element:dotted eighth

Mode: Aeolian

Learning Facets:
- Jump of a 4th
- Eighth note rests

Game:

Charlie Over the Ocean

Notation:

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Source: Background: This folk song is included in the ​Harold

https://www.bethsnotesplus.com/2012/01/charlie-over-ocean.html
Courlander's 1963 collection ​Negro Folk Music: U.S.A.​
Historically in this song the child would change the word black
bird everytime it is sung to black bird or blackfish or black shark
always using the word black, most likely referencing black
children. In later times the some teachers would change the
words to big fish or starfish.

Melodic Element: The use of La -> Sol Rhythmic Element: ta-da, ta-ki-da

Mode: aeolian (pentatonic)

Learning Facets:
- Historical context of the song (during times of segregation)

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- Introducing La
- Pentatonic scale

Game: ​Leader walks around the circle while singing. On the last word, he/she taps the student closest to him/her. That person
becomes the next “it.”

A la Puerta del Cielo

Notation:

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Source: Kodaly Background: It is a Christmas Carol originating from Mexico

Melodic Element: ti Rhythmic Element: eighth note vs quater note

Mode: Major

Learning Facets: - teaching religion and culture

Game:

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Al Corre, Corre

Notation:

ff

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Source: Kodaly Background: The song was collected in Texas in 1939

Melodic Element: Fi Rhythmic Element:ta-ti

Mode: Lydian

Learning Facets: 6/8, accidentals

Game: ​Sing song to gather or greet children, replacing "Jóven" with the name of a child, or a title like maestra(teacher), madre(mother), padre(father), tía(aunt), abuelo
(grandfather), gato(cat). Use hand gestures such as hands running on thighs for "al corre corre", inviting for "Ven", hug or kiss, open to flowers for"flores", hands on heart
for "amores", and hands on face for "feliz".

Did You Ever See a Lassie?

Notation:

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Source: Beth’s Notes Background: It originated in Scotland, but collected in the U.S.

Melodic Element: Pentatonic scale, Re, So, So, Do Rhythmic Element: Dotted quarter to eighth

Mode: Pentatonic

Learning Facets: Dotted quarter to eighth rhythms

Game: ​Theplayers form a circle and, as they sing “this was and that way,” one player chooses a motion which
the others imitate. At the end of the song, the child in center chooses another child to be “it.” If a boy is
chosen, the word “Lassie” becomes “Laddie.”

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Other Websites:

https://www.bethsnotesplus.com/

http://kodaly.hnu.edu/collection.cfm

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