Four-year-olds can identify changes in pitch, tempo, loudness and musical duration. They can sing songs of their own creation as well as memorized ones. Their art begins to be more realistic, and may incorporate letters. Four-year-olds love to dance, and are able to move rhythmically and smoothly. Their dramatic play is highly imaginative and now has the structure of specific scenarios, like going to the grocery store or rescuing a cat stuck in a tree.
May seek out opportunities to hear different genres of music representing different cultures (e.g., listens to reggae music on headphones after being read a story about Jamaica).
Sings complex songs and plays an instrument alone as well as with group (e.g., learns newly introduced songs by memory in a day or two).
Uses music to reflect thoughts and feelings (e.g., starts buzzing like a bee while looking through a storybook on insects).
Regards music as a part of daily life (e.g., gets out mat for nap upon hearing soft music being played, puts away toys when clean-up song is sung).
Can understand basic principles of tone, tempo, genre, pitch, etc. (e.g., can describe which songs are fast and slow or high and low).
Begins to create art that is more realistic and includes some details of objects, animals or people. Such details are typically remembered features that have made an impression, but do not include all that is seen or known (e.g., draws a picture of a car with four wheels but no windows).
Uses art to reflect thoughts and feelings (e.g., transforms a list of favorite foods that his teacher had recorded on paper into a mobile from which illustrations of these foods are hung).
Builds on knowledge of basic art techniques to do activities like printing, etching, puppetry and weaving (e.g., joins in a preschool class project to weave ribbons into a back fence).
Can describe what is is pleasing about others' artwork and how the art makes him or her feel (e.g., finds pleasure in the bright colors and bold lines of Andy Warhol's artwork viewed on a trip to a museum).
Imitates the movements of different people, animals and objects on request (e.g., moves like an elephant, a frog and a field of wheat when asked to do so).
Uses movement and dance to reflect thoughts and feelings (e.g., performs an interpretive dance when asked, “Show me with your body how this music makes you feel.")
May understand and be able to explain the importance of movement to one's personal well-being (e.g., says, "My daddy runs because it's good for his heart.")
Explores the world beyond the home and classroom through dramatic play scenarios (e.g., recreates space travel seen on TV by pretending to be an astronaut).
Communicates thoughts and feelings through role playing (e.g., play acts being a kitten seeking affection and hugs).
Uses objects as symbolic props (e.g., places a shell on top of a dollhouse and declares it to be a satellite dish).