3rd grade

UNIT OF STUDY: Vocal Music

CLASS: 3rd Grade

CONCEPTS: RHYTHM

OBJECTIVES: / PRODUCTION/ACTIVITIES / SKILLS OR CONCEPTS TO LEARN / RESOURCES/EVALUATION
  1. Review known rhythmic values
-ta, ti-ti, rest, ta-o, half rest
  1. Add ta-o-ah
  1. Equal and unequal rhythmic feelings
  1. Add dotted quarter note
  1. Name fermata
  1. Continue learning the difference between beat and rhythm
/
  1. Echo clapping rhythmic values
  2. Identify rhythmic values in known songs
  1. Learn to write and clap new rhythmic value
  2. Echo-clap rhythmic patterns using ta-o-ah
  3. Rhythmic dictation
  1. Identify equal and unequal steady beats
  2. Gallop (skip) and trot to different beats
  1. Use for unequal rhythmic beat
  2. One dotted quarter note per beat
  1. Hold notes for longer
  1. Write ‘beat dots’ under note values
  2. Pat steady beat while singing melody
  3. Tap steady beat while clapping rhythm
/
  1. Review of 2nd grade
  1. Writing different rhythmic values
  2. Repeating what was heard
  3. Learning that one sound can last 3 beats
  4. Music’s relationship to math
  1. Unequal and equal beat feelings in music
  2. Body movement to relate to different feelings of music
  1. Different types of notes can get one beat
  1. Vocabulary: fermata
  1. Same as 2nd grade
/
  1. MENC 5
  1. MENC 5, 6, 8
  2. Rhythmic dictation
  3. Drawing symbols correctly
  4. Note math
  1. MENC 5, 6
  2. Evaluate ability to differentiate between equal and unequal rhythms
  1. MENC 5
  1. MENC 5
  1. MENC 1, 5, 6
  2. Written work writing rhythmic values and/or ‘beat dots’

CONCEPTS: MELODY

OBJECTIVES: / PRODUCTION/ACTIVITIES / SKILLS OR CONCEPTS TO LEARN / RESOURCES/EVALUATION
  1. Continue work on matching pitches
  1. Review known solfedge notes
- Do, Mi, So, La
  1. Add Re and high Do
  1. Writing notes in the correct order on staff
/
  1. Learn new songs by rote and reading music
  2. Echo-sing parts of songs
  3. Sing individually and as a group
  1. Sing known songs on solfedge
  2. Continue using hand movements to show note placement
  1. Write Do, Re, Mi, So, La and high Do for known songs
  2. Identify placement of Re and high Do on staff
  3. Write these solfedge notes correctly on the staff
  4. Write melodic lines for known songs or given rhythm
  1. Write notes from left to right
  2. Correctly place notes on staff in a given order
  3. Notes placed together will be played together
/
  1. Repeat what was heard
  1. Review of 2nd grade
  1. Vocal placement of these pitches
  2. Relationship between these notes
-Re is between Do and Mi, and high Do is highest
  1. Relationship between notes stays constant
  1. Notes are read left to right, just like words
  2. Must be written left to right
  3. Notes cannot be placed on top of each other
  4. Spacing of notes is important
/
  1. MENC 1
  2. Solo singing grades
  1. MENC 1, 5
  1. MENC 1, 2, 4, 5, 6
  2. Evaluate ability to identify these sounds
  3. Melodic dictation
  1. MENC 5, 8
  2. Evaluate ability to write notes in dictated order

CONCEPTS: EXPRESSION (Tone Color, Tempo, Dynamics)

OBJECTIVES: / PRODUCTION/ACTIVITIES / SKILLS OR CONCEPTS TO LEARN / RESOURCES/EVALUATION
  1. Name dynamics
-forte, piano, crescendo, decrescendo
  1. Different tempi
/
  1. Identify written symbols
  2. Find where dynamics change in songs
  3. Sing songs with different dynamic levels
  4. Evaluate performances with and without dynamic differences
  1. Sing known songs at different tempi
- discuss what tempo songs should be sung/played
  1. Sing songs that accelerate and slow down
  2. Change tempo within one piece
/
  1. Vocabulary: dynamics
  2. Learn how dynamics affect the mood of a piece
  1. Vocabulary: tempo
  2. Learn how dynamics affect the mood of a piece
/
  1. MENC 1, 5, 7
  2. Evaluate knowledge of dynamic term meaning
  1. MENC 1, 3, 5

CONCEPTS: FORM AND STYLE

OBJECTIVES: / PRODUCTION/ACTIVITIES / SKILLS OR CONCEPTS TO LEARN / RESOURCES/EVALUATION
  1. Echo singing
  1. Styles of singing: legato and staccato
  1. Style of playing barred instruments
  1. Repeat signs
/
  1. Continue echo singing more complex patterns
  1. Sing songs in different styles
  2. Determine if a song should be sung legato or staccato
  1. Discuss technique to bring best sound out of instruments
  2. Hold mallets correctly
  3. Strike instruments correctly
  1. Identify repeat signs in printed music
  2. Perform music containing repeat signs
/
  1. Voices can sing one note different ways
  2. Vocal technique to produce these sounds
  1. How to correctly play barred instruments
  1. Symbol: repeat sign
/
  1. MENC 1
  1. MENC 1, 6
  2. Evaluate use of legato and staccato techniques
  1. MENC 2
  2. Evaluate ability to correctly play instruments
  1. MENC 5

CONCEPTS: HARMONY AND TEXTURE

OBJECTIVES: / PRODUCTION/ACTIVITIES / SKILLS OR CONCEPTS TO LEARN / RESOURCES/EVALUATION
  1. Ostinato rhythms
  1. Echo canon body percussion
  1. Simple canons (rounds)
/
  1. Sing songs while another group plays an ostinato pattern
  2. Sing songs while another group says an ostinato pattern
  3. Improvise a pattern to go with a known song
  1. Echo a pattern of body percussion movements
  2. Observe and remember a pattern of body percussion movement while performing a separate pattern
  1. Perform early childhood songs in 2 and 3 part rounds
/
  1. Vocabulary: ostinato
  2. Maintaining own part
  1. Observing and repeating body movements
  2. Storing body movements to be repeated while performing another movement
  3. Body control
  1. Maintaining own part
/
  1. MENC 1, 2, 3, 4
  2. Evaluate ability to maintain own part
  1. Evaluate ability to keep steady beat
  2. Evaluate ability to think ahead and perform correct movements
  1. MENC 1
  2. Evaluate ability to maintain own part

Revised: Spring 2010

By: Ashley Hellerich

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