The BHASD Music Department focuses on three overarching goals in the design of curriculum and instruction for music courses from Kindergarten through Grade 12. BHASD students will be able to:
1) Apply music knowledge and skills to lifelong music learning and enjoyment,
2) Appreciate a wide variety of music in the ever-changing global environment, and
3) Mature into intelligent and discerning consumers of music and musical experiences.
General Music courses and vocal and instrumental performing groups at each grade level sequentially establish the foundation for developing these capacities in all Brandywine students by their high school graduation.
Elementary General Music Grade 3Description
Grade 3 General Music builds on the foundation established in Grades K-2 General Music. Students interact with the seven elements of music (rhythm, melody, harmony, form, timbre, dynamics and tempo) at a more mature level. The yearlong Soprano Recorder Unit includes learning proper mechanics and music reading skills in playing a wind instrument. This course features units in music reading mastery; meter in 2, 3 and 4; the treble note letter names and music alphabet; notes and rests from ½ to 4 beats in length; beginning harmony skills utilizing rounds, partner songs and ostinato; visual and aural identification of 10 instruments in the 4th Grade Band program; various musical styles including Jazz; and enjoying music as an expression and celebration of various cultures and life. Grade 3 General Music culminates with a public concert in which performance skills in singing and playing recorders, mastery of song material, memory skills and student accompaniment ensembles are introduced and utilized with age-appropriate proficiency.
At the third grade developmental level, this course builds on thefoundation for developing the following capacities in all Brandywine Grade 3students: 1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) appreciate a wide variety of music in the ever-changing global environment, and 3) mature into intelligent and discerning consumers of music and musical experiences.
Grade 3Units:
- Unit 1: Melody
- Unit 2: Rhythm
- Unit 3: Harmony
- Unit 4: Form
- Unit 5: Expression
- Unit 6: Movement
- Unit 7: Composition
- Unit 8: Playing the Recorder
- Unit 9: Performance
- Unit 10: Music Appreciation
Subject: Elementary General Music / Grade: Grade 3 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 3 year
UnitTitle: RHYTHM
Unit Overview/Essential Understanding:
Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the first element of music: RHYTHM. How does meter influence the feeling of music?How are proper notes names different from the names used in rhythm reading (ta, ti ti, etc.)? What is necessary for singing and playing rhythmic passages with fluency?
Unit Objectives:
Grade 3 students will utilize all known rhythmic elements with fluency while singing and playing instruments.
Grade 3 students will sing, play and conduct in 2, 3, and 4-meters.
Grade 3 students will label all notes and rests with their proper names: whole, dotted half, half, quarter and eighth.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
difficulty in developing fluency due to complexity of full range of rhythmic elements
Concepts/Content:
Review Rhythm Foundations from Grade 2
- reading fluency with all known rhythmic elements
- proper note names: whole note/rest, dotted half note, half note/rest, quarter note/rest, eighth note/rest
- eighth rest
- 2/4, 3/4, 4/4 meters – sing, play, conduct
- identify and label eighth rest
- count and conduct in 2, 3, and 4-meter
- identify whole note/rest, dottedhalf note, half note/rest, quarter note/rest and eighth note/rest
- read extended rhythmic passages with fluency while singing or playing recorder
- readinglengthy passages of written notation
- proper note/rest games such as Sneaky Snake
- dictation of rhythm patterns
- conducting
- rhythm games
Assessments:1) Teacher observation of rhythm performance while singing and playing recorder, 2) Rhythm worksheets and quizzes, 3) rhythmic component of recorder playing assessments
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Recorder Resources: Recorder Express; Ready, Set, Play
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 3 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 3year
Unit Title: MELODY
Unit Overview/Essential Understanding:
Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the second element of music: MELODY. What is a bass clef?How is bass clef different than treble clef? What is the music alphabet? How do note names relate with the music scale solfege? What is necessary for singing and playing melodic passages with fluency?
Unit Objectives:
Grade 3students will sing and play a wide variety of song literature.
Grade 3students will identify the bass clef and describe how it differs from treble clef.
Grade 3 students will label treble clef notes with their music alphabet name: ABCDEFG.
Grade 3 students will utilize all known melodic elements when singing and playing recorder.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
difficulty in developing fluency due to complexity of full range of melodic elements
Concepts/Content:
Review Melody Foundations from Grade 2
- reading fluency with all known melodic elements
- bass clef sign
- music alphabet: ABCDEFG
- names of treble staff lines EGBDF (Every Good Boy Does Fine)
- names of treble staff spaces FACE (Spaces spell FACE)
- solfege notes: pentatonic scale plus high do,low la, low sol
- auraldictationusingknownmelodicandrhythmicsyllables
- echo singing, group singing
- echo playing with recorder
- label bass clef
- identify music alphabet names of lines and space on hand staff and notation
- sing and decode Pentatonic scale plus high do, low la and low sol
- use hand staff to name letter names
- music alphabet games, flashcards
- Note name spelling words
- play step bells, Boomwhackers, bells
- play recorder
- Sneaky Snake and other games
Assessments:
Teacher observation of accurate replication of pitches of known songs, individually and in a group, both singing and playing recorder.
Melodic dictation and melodic vocabulary quizzes/tests.
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Recorder resources: Recorder Express; Ready, Set, Play
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 3 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 3 year
Unit Title: HARMONY
Unit Overview/Essential Understanding:
Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: HARMONY. How is unison different than harmony? How do rounds and canons create harmony? How are partner songs different than rounds? Am I able to sustain my own part of a song while a different rhythmic or melodic part is performed simultaneously?
Unit Objectives:
Grade 3 students will perform two or more contrasting parts at the same time, both singing and playing recorder.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty maintaining one’s own part in a song if layered with other sounds
Concepts/Content:
Review Harmony Foundations from Grade 2
- unison vs harmony
- roundsandcanons (2-4 parts)
- partnersongs
- rhythmicandmelodicostinati
- perform two or more equal rhythmic or melodic parts simultaneously
- perform rounds/canons in 2-4 parts
- extensive exposure to wide variety of vocal and instrumental music selections
- sing 2-4-part rounds/canons
- sing partner songs with 2 or more parts
- play recorder duets or rounds
Assessments:
Teacher observation of accurate replication of pitched percussion patterns to accompany group singing
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 3 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 3 year
Unit Title: FORM
Unit Overview/Essential Understanding:
Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: FORM. How are round and canons built so they can be sung in layers? How isD.C. al fine used in a song and what is its purpose?
Unit Objectives:
Grade 3students will labeland compare/contrast how phrases are sequencedin a variety of song forms.
Grade 3students will identify symbols that are used in building songs.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty with abstractness of the concept of form; finding ways to make it more concrete
Concepts/Content:
Review Form Foundations from Grade 2
- phrase
- round/canon
- song form(A,A1,B,B1,AA,BB,ABA,4-barphrases,etc.)
- introduction, D.C. al fine
- compare/contrast song phrases
- indicate understanding of D.C. al fine
- identify the form of rounds/canons
- echo singing
- sing songs with a variety of form
- chart form of known songs
- vocabulary of musical form
- song mapping
Assessments:
Teacher observation of student following written notation while singing and playing recorder; song map
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 3 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 3 year
Unit Title: EXPRESSION
Unit Overview/Essential Understanding:
Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: EXPRESSION. How do nuances of tempo and dynamics make music more interesting?What are the unique qualities of each instrument in the 4th Grade Band program?How do a range of Orff instruments sound when played together?
Unit Objectives:
Grade 3 students will distinguish between and use proper labels for dynamics and tempo.
Grade 3students will identify gradual changes in tempo or dynamics.
Grade 3 students will distinguish between the different tone colors of woodwind, brass and percussion instruments.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
9.4.D Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities.
Misconceptions:
Difficulty in distinguishing between nuances of timbre in voices and instruments
Concepts/Content:
Review Expression Foundations from Grade 2
Dynamics
- mezzo-piano (mp), mezzo-forte (mf)
- andante (walking pace) and moderato (moderately)
- recorder
- intro to 4th Grade Band program: flute, clarinet, oboe, saxophone, trumpet, French horn, trombone, baritone horn, snare drum, bells
- increase complexity, frequency , and variety of Orff arrangements
- identify and label broad range of tempo and dynamics markings
- identify timbre of Woodwind, Brassand Percussion instrumentsincluded in the 4th Grade Band program
- wide variety of song material and listening selections that illustrate nuances of dynamics and tempo
- illustrated posters of range of tempi
- Recorder Unit
- 4th Grade Band Unit in April/May
- posters and soundtracks of Band instruments
- instrument identification games, Clip the Instrument listening game, etc.
Assessments:
Teacher observation of student performances incorporating variety of dynamics and tempi.
Picture worksheets and quizzes of brass family instruments.
Listening quiz of brass family instruments.
Interdisciplinary Connections: