Virginia State Standards for Arts Education: Grade 4
VA.M.4. Music
M1.4. Performance and Production
M1.4.1. The student will sing a repertoire of songs in tune with a clear tone quality.
M1.4.1.1. Sing with expression, using indicated dynamics and phrasing.
M1.4.1.2. Sing in a group performing songs in simple harmony.
M1.4.2. The student will notate and perform rhythmic patterns that include sixteenth notes, single eighth notes, eighth rests, paired eighth notes, quarter notes, quarter rests, half notes, half rests, dotted half notes, whole notes, and whole rests, using body p
M1.4.3. The student will notate and perform melodies from the treble staff, using traditional notation.
M1.4.3.1. Identify melodic movement as step, leap, or repeat.
M1.4.3.2. Use voice or instruments.
M1.4.7. The student will create music through a variety of experiences.
M1.4.7.1. Improvise simple melodic and rhythmic accompaniments.
M2.4. Cultural Context and Music Theory
M2.4.9. The student will recognize dynamic markings and interpret them in performance.
M2.4.10. The student will identify instruments from various music ensembles, including instruments from other cultures, using sight and sound.
M2.4.13. The student will use music terminology to describe various styles of music.
M2.4.13.2. Recognize a composer and a music composition from each of four different periods of music history.
VA.M.IB. Instrumental Music (Beginning Level)
M1.IB. Performance and Production
M1.IB.1. The student will demonstrate proper posture, embouchure, hand position, and playing position.
M1.IB.2. The student will produce tones that are clear, free of tension, sustained, and unwavering in pitch.
M1.IB.3. The student will adjust intonation while playing an instrument.
M1.IB.6. The student will perform one-octave major scales, ascending and descending.
M1.IB.6.1. Play F, B-flat, E-flat, and A-flat one-octave scales on wind and mallet instruments.
M1.IB.6.2. Play D, G, C, and F one-octave scales on stringed instruments.
M1.IB.7. The percussion student will perform multiple bounce roll, five stroke roll, nine stroke roll, flam, single paradiddle, and drag from the Percussive Arts Society (PAS) International Drum Rudiments, open-close-open.
M1.IB.8. The wind/mallet student will perform a one-octave chromatic scale, ascending and descending.
M1.IB.9. The student will use dynamic contrast as a means of expression.
M1.IB.11. The student will demonstrate ensemble skills.
M1.IB.11.1. Blend instrumental timbres.
M1.IB.11.4. Maintain a steady tempo.
M1.IB.16. The student will demonstrate knowledge of the instrument being studied.
M1.IB.16.1. Identify instrumental parts.
M2.IB. Cultural Context and Music Theory
M2.IB.18. The student will compose a two- to four-measure melody, using available technology and teacher-specified rhythms and pitches.
M2.IB.19. The student will read and notate music.
M2.IB.19.3. Identify, define, and demonstrate standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
M4.IB. Aesthetics
M4.IB.23. The student will associate terminology common to music with the other fine arts and other disciplines.
M4.IB.25. The student will discuss musical performance and its value to the community.
VA.M.II. Instrumental Music (Intermediate Level)
M1.II. Performance and Production
M1.II.1. The student will demonstrate proper posture, embouchure, hand position, and playing position.
M1.II.2. The student will produce tones that are clear, free of tension, sustained, and unwavering in pitch.
M1.II.3. The student will adjust intonation and match pitches.
M1.II.5. The student will demonstrate a variety of articulations or bowings.
M1.II.5.2. Play staccato, brush stroke, hooked bowings, martele, marcato, tremolo, and multiple-note slurs on stringed instruments.
M1.II.6. The student will perform major scales, ascending and descending, in eighth notes (M.M. quarter note = 72).
M1.II.6.1. Play D, G, C, F, B-flat, E-flat, A-flat, and D-flat one-octave scales on wind and mallet instruments.
M1.II.6.2. Play C, G, D, A, B-flat, and A-flat two-octave scales on violin.
M1.II.6.3. Play C, G, D, E, F, and E-flat two-octave scales on viola or cello.
M1.II.6.4. Play C, G, D, A, E, F, B-flat, and A-flat one-octave scales on string bass.
IM1.II.7. The percussion student will perform multiple bounce roll, five stroke roll, nine stroke roll, flam, single paradiddle, drag, drag paradiddle, flam accent, flam tap, flamacue, single drag tap, double drag tap, and lesson 25 from the Percussive Arts Society
M1.II.8. The wind/mallet student will perform a chromatic scale, ascending and descending, in eighth notes (M.M. quarter note = 72).
M1.II.9. The student will use dynamic contrast and technical skills as means of expression.
M1.II.9.1. Use vibrato, alternate fingerings, trills, and grace notes when performing on wind instruments.
M1.II.9.2. Use multiple mallets technique on two timpani, and techniques on auxiliary instruments when performing on percussion instruments.
M1.II.9.3. Use shifting (violin or viola-up to third position; cello or bass-up to fourth position), alternate fingerings, and vibrato when performing on stringed instruments.
M1.II.11. The student will demonstrate ensemble skills.
M1.II.11.1. Blend instrumental timbres.
M1.II.13. The student will sing a part while other students sing or play contrasting parts.
M2.II. Cultural Context and Music Theory
M2.II.17. The student will embellish four to eight measures of a folk song by creating rhythmic and melodic variations.
M2.II.18. The student will compose an eight-measure melody, using available technology, within teacher-specified parameters.
M2.II.19. The student will read and notate music.
M2.II.19.3. Identify, define, and demonstrate standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression.
M4.II. Aesthetics
M4.II.25. The student will discuss musical performance and its value to the community.
VA.M.IAD. Instrumental Music (Advanced Level)
M1.IAD. Performance and Production
M1.IAD.2. The student will produce tones that are clear, free of tension, sustained, and unwavering in pitch.
M1.IAD.3. The student will adjust intonation and match pitches.
M1.IAD.5. The student will demonstrate a variety of articulations or bowings.
M1.IAD.5.2. Use spiccato, sforzando, loure, and flautando on stringed instruments.
M1.IAD.6. The student will perform all major scales and selected melodic minor scales with one-octave tonic arpeggios, ascending and descending, in eighth notes (M.M. quarter note = 72).
M1.IAD.6.1. Play e, a, d, g, c, f, b-flat, and e-flat melodic minor scales and one-octave tonic arpeggios on wind and mallet instruments.
M1.IAD.6.2. Play g, a, b-flat, and c three-octave melodic minor scales and one-octave tonic arpeggios on violin.
M1.IAD.6.3. Play c and d three-octave melodic minor scales and one-octave tonic arpeggios on viola or cello.
M1.IAD.6.4. Play e, f, and g two-octave melodic minor scales and one-octave tonic arpeggios on string bass.
M1.IAD.7. The percussion student will perform the 40 Percussive Arts Society (PAS) International Drum Rudiments, open-close-open.
M1.IAD.9. The student will use dynamic contrast and technical skills as a means of expression.
M1.IAD.9.1. Use vibrato, alternate fingerings, trills, and grace notes when performing on wind instruments.
M1.IAD.9.2. Use three-mallet technique when performing on mallet percussion.
M1.IAD.9.3. Use multiple percussion techniques when performing on auxiliary percussion instruments.
M1.IAD.9.4. Use timpani technique on three or four drums, tuning drums to reference pitches and making changes during performance of an instrumental work.
M1.IAD.9.5. Use shifting (violin or viola-up to fifth position; cello or bass-up to thumb position), alternate fingerings, and vibrato when performing on stringed instruments.
M1.IAD.11. The student will demonstrate ensemble skills.
M1.IAD.11.1. Blend instrumental timbres.
M1.IAD.13. The student will sing a part while other students sing or play contrasting parts.
M2.IAD. Cultural Context and Music Theory
M2.IAD.19. The student will read and write rhythmic patterns in complex meters, demonstrating technical facility and precision commensurate with VBODA Level 4-5.
M2.IAD.21. The student will identify, define, and apply music terms and symbols from materials being studied.
M4.IAD. Aesthetics
M4.IAD.25. The student will demonstrate concert etiquette as an active listener.
VA.M.IAR. Instrumental Music (Artist Level)
M1.IAR. Performance and Production
M1.IAR.2. The student will produce tones that are clear, free of tension, sustained, and unwavering in pitch.
M1.IAR.3. The student will adjust intonation and match pitches.
M1.IAR.5. The student will perform all articulations or bowings indicated in materials being studied.
M1.IAR.7. The percussion student will perform the 40 Percussive Arts Society (PAS) International Drum Rudiments, open-close-open.
M1.IAR.8. The wind/mallet student will perform a chromatic scale, ascending and descending, in sixteenth notes (M.M. quarter note = 96) throughout the practical range of the instrument.
M1.IAR.9. The student will use dynamic contrast and technical skills as means of expression.
M1.IAR.9.1. Use embellishments, extreme tessitura, and a variety of timbre effects when performing on wind instruments.
M1.IAR.9.2. Use four-mallet technique when performing on mallet percussion.
M1.IAR.9.3. Use multiple percussion techniques when performing on auxiliary percussion instruments.
M1.IAR.9.4. Use timpani technique on four or more drums, tuning all drums in reference to a single pitch and making changes during performance of a piece, using intervallic pitches.
M1.IAR.9.5. Use shifting (violin or viola-5th position and higher; cello or bass-thumb position and higher), varying speeds of vibrato, harmonics, and a variety of timbre effects when performing on stringed instruments.
M1.IAR.11. The student will demonstrate ensemble skills.
M1.IAR.11.1. Blend instrumental timbres.
M1.IAR.11.2. Match dynamic levels, style, and intonation.
M1.IAR.13. The student will sing a part while other students sing or play contrasting parts.
M1.IAR.15. The student will improvise a melody to a 12-bar blues progression.
M1.IAR.18. The student will read and write rhythmic patterns in complex meters, demonstrating technical facility and precision commensurate with VBODA Level 6.
M1.IAR.19. The student will demonstrate increased learning through a variety of music activities.
M1.IAR.19.3. Participate in activities such as concerts, performances, marching band, jazz ensemble, chamber ensembles, and All-District, All-Region, and All-Virginia events.
M2.IAR. Cultural Context and Music Theory
M2.IAR.23. The student will identify, define, and apply music terms and symbols from materials being studied.
VA.M.CB. Vocal/Choral Music (Beginning Level)
M1.CB. Performance and Production
M1.CB.2. The student will sing with a free and clear tone, using accurate intonation.
M1.CB.2.2. Perform assigned vocal parts in repertoire accurately.
M1.CB.5. The student will perform an assigned vocal part in unison and in simple harmony.
M1.CB.5.1. Sing at least three of the following: rounds, canons, descants, partner songs.
M1.CB.5.2. Sing literature in two-part harmony.
M2.CB. Cultural Context and Music Theory
M2.CB.9. The student will read and write basic music notation.
M2.CB.9.1. Identify notes and rests (eighth, quarter, half, whole), basic symbols, and terms.
M2.CB.9.3. Read and write rhythmic patterns in simple meter at various tempos.
M2.CB.11. The student will study selections that represent various historical, stylistic, and cultural contexts of choral music.
M2.CB.11.1. Compare and contrast the functions of vocal/choral music in various cultures.
M3.CB. Judgment and Criticism
M3.CB.12. The student will apply choral techniques and musicianship in the evaluation of music performances.
M3.CB.12.1. Provide answers to questions regarding criteria for evaluating vocal/choral performances and compositions.
M3.CB.12.2. Develop and apply criteria for evaluating vocal/choral performances.
M4.CB. Aesthetics
M4.CB.13. The student will compare music to the other fine arts.
M4.CB.13.1. Identify common elements and descriptive terms used in music with those used in the dance arts, theatre arts, and visual arts.
M4.CB.14. The student will demonstrate an awareness of the collaborative nature of the choral art.
M4.CB.14.1. Contribute to the success of the ensemble.
VA.M.Cl. Vocal/Choral Music (Intermediate Level)
M2.CI. Cultural Context and Music Theory
M2.CI.9. The student will read and write music notation.
M2.CI.9.1. Identify dotted notes and rests, sixteenth notes and rests, basic symbols, and terms.
M2.CI.9.2. Perform harmonic analysis of eight-measure phrases.
M2.CI.9.3. Read and write rhythmic patterns in simple and compound meters and various tempos.
M3.CI. Judgment and Criticism
M3.CI.12. The student will use choral techniques and musicianship in the evaluation of music performances.
M3.CI.12.1. Formulate questions related to criteria for self-evaluation of vocal/choral performances.
M3.CI.12.2. Design a rubric for the evaluation of individual and group performances.
M4.CI. Aesthetics
M4.CI.13. The student will investigate the relationship of music to the other fine arts and to disciplines outside the arts.
M4.CI.13.1. Identify characteristics of various arts from a particular historical period and from various cultures, using common elements and characteristic terms.
M4.CI.14. The student will demonstrate an awareness of the collaborative nature of the choral art.
M4.CI.14.1. Contribute to the success of the ensemble.
VA.M.CAD. Vocal/Choral Music (Advanced Level)
M1.CAD. Performance and Production
M1.CAD.5. The student will perform music written in four or more parts with and without accompaniment.
M1.CAD.5.2. Perform music with traditional and nontraditional harmonies.
M2.CAD. Cultural Context and Music Theory
M2.CAD.9. The student will read and write notation.
M2.CAD.9.2. Read and write rhythmic and melodic notation.
M2.CAD.10. The student will create music through composing, improvising, and arranging.
M2.CAD.10.1. Create harmonies to a given melody.
M2.CAD.11. The student will identify various compositional methods, including fugue, word painting, modulation, and aleatory music, encountered in the music being studied.
M3.CAD. Judgment and Criticism
M3.CAD.13. The student will evaluate music performances.
M3.CAD.13.2. Articulate musical preferences through the use of music terminology.
M3.CAD.14. The student will make informed decisions as a consumer of music.
M3.CAD.14.2. Demonstrate knowledge of opportunities for attendance at professional and community concerts.
VA.M.CAR. Vocal/Choral Music (Artist Level)
M2.CAR. Cultural Context and Music Theory
M2.CAR.9. The student will read and write complex notation.
M2.CAR.9.3. Read and write complex rhythmic patterns in various meters.
M2.CAR.9.4. Sight-read any voice part in a full vocal score.
M2.CAR.10. The student will create through improvising, composing, and arranging.
M2.CAR.10.4. Create an arrangement to a given melody.
M3.CAR. Judgment and Criticism
M3.CAR.13. The student will evaluate music performances.
M3.CAR.13.2. Articulate music preferences through the use of music terminology.
M3.CAR.13.3. Examine professional music reviews, as found in available publications.
VA.V. Visual Arts
V1. Visual Communication and Production
V1.4.4. The student will identify and use the characteristics of color, including hue, tint, shade, and intensity.
V1.4.5. The student will identify and use variety, repetition, and unity in a work of art.
V1.4.6. The student will identify and use a variety of lines in a work of art.
V1.4.7. The student will describe and use hand-building techniques, including the slab method, to make a ceramic work of art.
V1.4.9. The student will use contour drawing, perspective drawing, and shading techniques to create a work of art that depicts a three-dimensional object on a two-dimensional surface.