Third Grade Music Curriculum

*To be taught by Music Teacher (revise curriculum if no music teacher)

Standard A:  A student should be able to create and perform in the arts.

A student who meets the content standard should:

  1. Participate in dance, drama, music, visual arts, and creative writing;
  2. Refine artistic skills and develop self-discipline through rehearsal, participation, and revision;
  3. Appropriately use new and traditional materials, tools, techniques, and processes in the arts;
  4. Demonstrate the creativity and imagination necessary for innovative thinking and problem solving.
  5. Collaborate with others to create and perform works of art’
  6. Integrate two or more art forms to create a work of art; and
  7. Investigate careers in art production.

 

ACTIVITIES

·        Continue to refine the voice through a varied repertoire and vocal production guidance of the teacher, promoting a clear, free-flowing tone as opposed to shouting.

·        Sing rounds, partner songs, and vocal ostinato.

·        Read, write, and perform sol-mi, sol-me-la, and mi-re-do patterns and combinations of these.

·        Introduce the absolute pitch names of the five line staff (A, B, C, etc.).

·        Practice steady beat in various tempi and meters, including 6/8.

·        Read, write and perform all previously learned rhythmic symbols, plus , ,  . , , and combinations of these.

·        Review high and low, up and down melodic direction, repeated pitches, and relate these to how they look on the 5 line staff, e.g. how notes look when they go up, etc.

·        Identify aurally and visually, the difference between double and triple meter.

·        Introduce the formal names quarter note, eighth note, half note, whole note, and corresponding rests.

·        Practice using classroom instruments appropriately and musically.

·        Use legato, staccato, and accent.

·        Become familiar with the recorder.

·        Define performer, composer, conductor, orchestra member, band member, and soloist.

·        Listen to a guest musician tell about their instrument and/or career.

·        Show knowledge of same and different phrases; create simple question and answer phrases.

·        Create introductions and codas; show knowledge of AB, ABA, and rondo form; show knowledge of repeat sign, DC al fine, DS al fine, and fermata.

·        Add accompaniments with body percussion and classroom instruments including Orff instruments. These should include steady beat and multiple ostinato accompaniments.

·        Identify and use traditional markings for tempo; fast, slow, getting faster, getting slower.

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal record

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard B: A student should be able to understand the historical and contemporary role of the arts in Alaska, the nation, and the world.

A student who meets the content standard should:

  1. Recognize Alaska Native cultures and their arts;
  2. Recognize United States and world cultures and their arts;
  3. Recognize the role of tradition and ritual in the arts;
  4. Investigate the relationships among the arts and the individual, the society, and the environment;
  5. Recognize universal themes in the arts such as love, war, childhood, and community;
  6. Recognize specific works of art created by artists from diverse backgrounds;
  7. Explore similarities and differences in the arts of world cultures;
  8. Respect differences in personal and cultural perspectives; and
  9. Investigate careers relating to arts history and culture.

 

ACTIVITIES

·         Listen to and perform a wide variety of music from different cultures and historical periods.

·         Recognize specific works of music and well-known stories in music (e.g. Beethoven’s Fifth Symphony).

·        Listen and perform when culturally appropriate traditional Alaskan Native music.

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Standard C: A Student should be able to critique the student’s art and the art of others.

A student who meets the content standard should:

  1. Know the criteria used to evaluate the arts; these may include craftsmanship, function, organization, originality, technique, and theme.
  2. Examine historical and contemporary works of art, the works of peers, and the student’s own works as follows:
    1. Identify the piece;
    2. Describe the use of basic elements;
    3. Analyze the use of basic principles;
    4. Interpret meaning and artist’s intent;
    5. Express and defend an informed opinion;
  3. Accept and offer constructive criticism;
  4. Recognize and consider an individual’s artistic expression;
  5. Exhibit appropriate audience skills; and
  6. Investigate careers relating to arts criticism.

 

ACTIVITIES

·         Listen to and/or observe and discuss many examples of music, including recordings and live performances.

·         Describe specific musical aspects of a given example (e.g. loud/soft, names of instruments, etc.).

·         Practice and exhibit appropriate audience skills.

·         Begin to analyze own performance and created sounds according to criteria.

·         Listen to and discuss the four families of orchestral instruments, and instruments from other cultures.

 

 

ASSESSMENT:

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio

 

 

 

 

 

 

 

 

 

 

Standard D: A student should be able to recognize beauty and meaning through the arts in the student’s life.

A student who meets the content standard should:

  1. Make statements about the significance of the arts and beauty in the student’s life;
  2. Discuss what makes an object or performance a work of art;
  3. Recognize that people tend to devalue what they do not understand;
  4. Listen to another individual’s beliefs about a work of art and consider the individual’s reason for holding those beliefs;
  5. Consider other culture’s beliefs about works of art;
  6. Recognize that people connect many aspects of life through the arts;
  7. Make artistic choices in everyday living; and
  8. Investigate careers related to the search for beauty and meaning, which is aesthetics.

 

ACTIVITIES

 

 

ASSESSMENT

·        Student performance

·        Rubric/checklists

·        Observational, anecdotal records

·        Video portfolio