MUSIC

3rd Grade Students Will Understand That…

  • Individuals within a performing group share a common beat.
  • Manipulating rhythms creates patterns.
  • Rhythmic patterns exist in ordered sets.
  • Melody has direction.
  • Combining two or more pitches creates harmony.
  • Layers of sounds create interest within music.
  • Structure creates order and clarity in music.
  • Dynamics, tempo, articulation, and text express and enhance the message of music.
  • Sounds have distinguishing and recognizable characteristics.
  • Timbre reflects mood and culture.
  • Music facilitates the communication of emotions and ideas.
  • Musical cultures exhibit both change and continuity over time.
  • Performance fosters personal growth and development.
  • Participation in a performing group facilitates the development of lifetime coping skills: ability to work with others, problem solving, respect and analytical ability.
  • Perseverance is required to meet a goal.
  • Compassion and kindness foster a stronger, empathetic community.

3rd Grade Students Will Know…

  • The importance of sharing a common beat.
  • How beats can be grouped.
  • How melodic patterns are created and saved.
  • How harmony is created.
  • What a round is.
  • How a round is different from a single melody.
  • The difference between a soloist and a group.
  • How sections in music are combined to create a composition.
  • How expressive elements can be used to communicate an idea.
  • How various timbres are produced and where they come from.
  • Why people react differently to the same piece of music.
  • Why certain types of music are used at certain times.
  • How preparing for a performance fosters teamwork, respect, cooperation and personal growth.
  • How perseverance, compassion and kindness impact our musical community.

3rd Grade Students Will Be Able To…

  • Perform beat and simple patterns with rhythmic precision.
  • Recognize, read, create, and improvise using whole note, dotted half note, sixteenth notes, half rest, and whole rest.
  • Distinguish between beats in groups of two and groups of three (meter).
  • Read, write and create using mi-re-do.
  • Demonstrate that stepwise motion follows a line-space-line pattern.
  • Recognize visually, on a staff, a step and a repeat.
  • Sing simple partner songs, and/or rounds.
  • Recognize aurally solo vs. group.
  • Recognize same and different phrases.
  • Recognize and identify repeat signs and double bars.
  • Choose expressive elements to elicit emotional reactions to their music.
  • Recognize and demonstrate staccato, legato, and marcato.
  • Recognize aurally and kinesthetically ABA form, introduction, interlude and coda.
  • Recognize aurally and visually different orchestral families.
  • Create and/or manipulate music to demonstrate emotions and ideas.
  • Experience cultural similarities and differences of music, history, art, drama, literature and dance.
  • Sing in groups blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.
  • Perform for others.
  • Demonstrate appropriate performance skills, i.e. correct posture, stage deportment, riser etiquette, attentiveness and memorization.
  • Demonstrate appropriate concert manners.