TRENTON PUBLIC SCHOOLS
3rd – 5thGRADE MUSIC CURRICULUM GUIDE
Creating
Grade level: 3-5
Stage 1: Desired ResultsAnchor Statement 1:Generate and conceptualize artistic ideas and work.
Anchor Statement 2: Organize and develop artistic ideas and work.
Anchor Statement 3: Refine and complete artistic work.
By the end of each grade, students will:
3rd Grade
Create by: Imagining, Planning and Making, Evaluating and Refining, and Presenting material based on personal experience and exhibiting a basic connection to intent. / 4th Grade
Createmusically by: Imagining, Planning and Making, Evaluating and Refining, and Presenting material based on more detailed personal experience and exhibiting a connection to intent . / 5th Grade
Createmusically by: Imagining, Planning and Making, Evaluating and Refining, and Presenting material based on personal experience, exhibiting an increased level of craftsmanship and connection to intent .
Enduring Understandings:
Anchor Statement 1
- The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources.
- Musicians’ creative choices are influenced by their expertise, context, and expressive intent.
- Musicians evaluate, and refine their work through openness to new ideas, persistence, and the application of appropriate criteria.
Essential Questions:
Anchor Statement 1
- How do musicians generate creative ideas?
- How do musicians make creative decisions?
- How do musicians improve the quality of their creative work?
What Key Knowledge and Skills will Students acquire as a result of this unit?
Grade / Content / National Core Arts Standards: / Skills: Student Learning Objectives
Students will be able to:
3rd / Imagine
- Improvise rhythmic and melodic ideas, and describe connection to specific purpose and context (such as personal and social).
- Generate musical ideas (such as rhythms and melodies) within a given tonality and/or meter
Plan and Make
- Demonstrate selected and organized musical ideas for an improvisation, arrangement, or composition to express intent, and explain connection to purpose and context.
- Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and simple harmonic musical ideas.
Evaluate and Refine
- Evaluate, refine , and document revisions to personal musical ideas, applying teacherprovided and collaborativelydeveloped criteria and feedback.
Present
- Present the final version of personal created music to others, and describe connection to expressive intent .
4th / Imagine
- Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social and cultural)
- Generate musical ideas (such as rhythms, melodies, and simple accompaniment patterns) within related tonalities (such as major and minor) and meters.
Plan and Make
- With guidance, organize personal musical ideas using iconic notation and/or recording technology
Evaluate and Refine
- Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback to show improvement over time.
Present
- Present the final version of personal created music to others, and explain connection to expressive intent.
5th Grade / Imagine
- Improvise rhythmic, melodic, and harmonic ideas, and explain connection to specific purpose and context (such as social, cultural, and historical).
- Generate musical ideas (such as rhythms, melodies, and accompaniment patterns) within specific related tonalities, meters, and simple chord changes
Plan and Make
- Demonstrate selected and developed musical ideas for improvisations, arrangements, or compositions to express intent, and explain connection to purpose and context.
- Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two chord harmonic musical ideas.
Evaluate and Refine
- Evaluate, refine, and document revisions to personal music, applying teacher-provided and collaboratively developed criteria and feedback, and explain rationale for changes.
Present
- Present the final version of personal created music to others that demonstrates craftsmanship , and explain connection to expressive intent.
Grade / Interdisciplinary Activities / 21st Century Skills Integration
3rd -5th Grade / Language Arts: word wall, critical thinking, articulating thoughts (Anchors 1,2, and 3)
Art: drawing (Anchor 2)
Math: operations in Math (Anchor 2)
Health: anatomy of singing/posture (Anchor 3) / 3rd – 5thGrade
Anchor 1: Collaboration, Teamwork, and Leadership
Anchor 2:Critical Thinking and Problem Solving
Anchor 3:Cross-Cultural Understanding and Interpersonal Communication
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option: Assessment Strategy Part 1 (Imagine)
MU:Cr1.1.5a
Students understand the importance of imagining and creating a rhythmic improvisation.
SLO / Improvisational/Compositional Devices (Imagine)
Rhythmic – use of repetition; rhythmic patterns; and silence (rests).
Melodic – use of repetitions; melodic patterns, tones.
Form – rondo (ABA, ABACA), AABA, theme and variations, and original form.
Strategies for Improvising/Composing (Imagine)
Strategies for contrasting improvisations in a simple form using dynamics or articulation for variety.
Strategies for creating two chord harmonic accompaniment to a melody.
Strategies for varying expression.
Strategies for adding rhythmic accompaniment e.g., ostinato).
Independently create echo patterns, responses to calls, and improvisations.
Teacher Preparation / Review the Imagine Scoring Device, and Elements of Music Menu.
Prepare a scoring roster for documentation
Prepare and practice musical/rhythmic phrases as examples for the Elements of Music Menu.
Assessment Environment Setup /
- Step 1 – Echo what is heard: present rhythmic and melodic phrases of various lengths that include expressive qualities and timbres (e.g., singing, playing, moving, body percussion, beat box, or combinations) with students echoing what is heard.
- Step 2 – Call/Response: Students take turns being the caller of short phrases using a variety of rhythms, melodies, expressive qualities, and timbres. Peers respond without hesitation, with response representing a similar length of phrase.
- Step 3 – Manipulate musical ideas: Model examples of each device found on the Elements of Music Menu. Ask students to improvise with partners using each technique or choose specific techniques reflecting a variety of musical contexts.
Assessment / The teacher:
observes students echoing phrases, responding to calls, and improvising with compositional techniques from the Elements of Music Menu.
score observations using the Imagine Scoring Device.
Performance Task Option 2: Common General Music Assessments
Weekly Assessment Strategies / Quarterly Assessment Strategies / Yearly Assessment Strategies
- Do Now Assignments
- In-class Aural/Visual Assessment
- Written/Drawing Assignment
- In-class Performance
- Class participation rubric
- Exit Ticket
- Written cumulative assessments
- Audio/visual individual/group skill-based rubric.
- Individual/Group skill-based rubric.
- Culminating performance for school and community.
- Create a yearlong listening journal.
TRENTON PUBLIC SCHOOLS
GRADE 3-5 MUSIC CURRICULUM GUIDE
Performing
Grade level:3-5
Stage 1: Desired ResultsAnchor Statement 4: Select, analyze, and interpret artistic work for presentation
Anchor Statement 5: Develop and refine artistic techniques and work for presentation.
Anchor Statement 6: Convey meaning through the presentation of artistic work.
By the end of each grade, students will:
3rd Grade
Perform musically by: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting based on personal experience and exhibiting a basic connection to intent. / 4th Grade
Performmusically by: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting based on more detailed personal experience and exhibiting a connection to intent. / 5th Grade
Perform musically by: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presentingbased on personal experience, exhibiting an increased level of craftsmanship and connection to intent.
Enduring Understandings:
Anchor Statement 4
- Performers’ interest in and knowledge of musical works, understanding of their own technical skill, and the context for a performance influence the selection of repertoire.
- Analyzing creators’ context and how they manipulate elements of music provides insight into their intent and informs performance.
- To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria
Musicians judge performance based on criteria that vary across time, place, and cultures.
Essential Questions:
Anchor Statement 4
- How do performers select repertoire?
- How does understanding the structure and context of musical works inform performance?
- How do performers interpret musical works?
- How do musicians make creative decisions?
- How do musicians improve the quality of their performance?
- When is a performance judged ready to present?
- How do context and the manner in which musical work is presented influence audience response?
What Key Knowledge and Skills will Students acquire as a result of this unit?
Grade / Content / National Core Arts Standards:
Creating / Skills: Student Learning Objectives
Students will be able to:
3rd Grade / Select
- Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, purpose , and context .
Analyze
- Demonstrate understanding of the structure in music selected for performance.
- When analyzing selected music, read and perform rhythmic patterns and melodic phrases using iconic and standard notation.
- Describe how context (such as personal and social) can inform a performance.
Interpret
- Describe how context (such as personal and social) can inform a performance.
Rehearse, Evaluate, and Refine
- Apply teacherprovided and collaboratively - developed criteria and feedback to evaluate accuracy of ensemble performances.
- Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges.
Present
- Perform music with expression and technical accuracy.
- Demonstrate performance decorum and audience etiquette appropriate for the context and venue .
4th Grade / Select
- Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
Analyze
- Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch , and form ) in music selected for performance.
- When analyzing selected music, r ead and perform using iconic and/or standard notation.
- Explain how context (such as social and cultural ) informs a performance.
Interpret
- Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, and timbre ) .
Rehearse, Evaluate, and Refine
- Apply teacher provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
- Rehearse to refine technical accuracy and expressive qualities, and address performance challenges.
Present
- Perform music, alone or with others, with expression and technical accuracy, and appropriate interpretation.
- Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre .
5th Grade / Select
- Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as their personal and others’ technical skill.
Analyze
- Demonstrate understanding of the structure and the elements of music (such as rhythm, pitch, form, and harmony ) in music selected for performance
- When analyzing selected music, read and perform using standard notation.
- Explain how context (such as social, cultural, and historical ) informs performances.
Interpret
- Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities (such as dynamics, tempo, timbre, and articulation/style).
Rehearse, Evaluate, and Refine
- Apply teacherprovided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performances.
- Rehearse to refine technical accuracy and expressive qualities to address challenges, and show improvement over time.
Present
- Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
- Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style
3rd -5th Grade / Language Arts: critical thinking, articulating thoughts (Anchor 5)
Math: operations in math (Anchor 5 and 6)
Health: anatomy of singing/posture (Anchor 5)
Science: Weather (Anchor 6) / 3rd -5th Grade
Anchor 7 and 8: Critical Thinking and Problem Solving
Anchor 9:Communication and Media Fluency
Stage 2: Assessment Evidence
What evidence will show that students understand?
Performance Task Option: Assessment Strategy Part 2 (Plan and Make)
MU:Cr1.1.5a
Students understand the importance of planning making and performing a rhythmic improvisation.
SLO / Improvisational/Compositional Devices (Imagine)
Rhythmic – use of repetition; rhythmic patterns; and silence (rests).
Melodic – use of repetitions; melodic patterns, tones.
Form – rondo (ABA, ABACA), AABA, theme and variations, and original form.
Strategies for Improvising/Composing (Imagine)
Strategies for contrasting improvisations in a simple form using dynamics or articulation for variety.
Strategies for creating two chord harmonic accompaniment to a melody.
Strategies for varying expression.
Strategies for adding rhythmic accompaniment e.g., ostinato).
Independently create echo patterns, responses to calls, and improvisations.
Preparation / Prepare copies of the Plan and Make Worksheet.
Have on hand the Score Documentation Form
Have staff and chart paper.
Assessment Environment Setup / Teacher hands out Plan and Make Worksheet and pencils, then reviews instructions.
If you would like students to record their ideas, have charged recorders available.
Put students in groups of two reinforcing that: o Each person contributes equally.
o Cooperation is essential (listen to each other’s ideas).
o Follow all directions given by the teacher
Assessment / The teacher instructs students to:
Choose the purpose or context for which to compose their piece.
Select at least three elements of music with which to compose.
Complete the Plan and Make Worksheet by sequencing their selected elements of music and identifying purpose or context.
Compose and document musical phrases using traditional notation, iconic notation, or via recording device. The teacher scores the worksheet and documented phrases using the Plan and Make Scoring Device.
Performance Task Option 2: Common General Music Assessments
Weekly Assessment Strategies / Quarterly Assessment Strategies / Yearly Assessment Strategies
- Do Now Assignments
- In-class Aural/Visual Assessment
- Written/Drawing Assignment
- In-class Performance
- Class participation rubric
- Exit Ticket
- Written cumulative assessments
- Audio/visual individual/group skill-based rubric.
- Individual/Group skill-based rubric.
- Culminating performance for school and community.
- Create a yearlong listening journal.
Responding
Grade level:3-5
Stage 1: Desired ResultsAnchor Statement 7: Perceive and analyze artistic work
Anchor Statement 8: Interpret intent and meaning in artistic work.
Anchor Statement 9: Apply criteria to evaluate artistic work
By the end of each grade, students will:
3rd Grade
Respond musically by: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting based on personal experience and exhibiting a basic connection to intent. / 4th Grade
Respond musically by: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting based on more detailed personal experience and exhibiting a connection to intent. / 5th Grade
Respond musically by: selecting, analyzing, interpreting, rehearsing, evaluating, refining, and presenting based on personal experience, exhibiting an increased level of craftsmanship and connection to intent.
Enduring Understandings:
Anchor Statement 7
- Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes.
- Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. / Anchor Statement 9
The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.