Third Grade Music. Curriculum Guide Iredell-Statesville Schools

Transcription

1 Third Grade Music Curriculum Guide Iredell-Statesville Schools

2 Table of Contents Purpose and Use of Documents. 3 College and Career Readiness Anchor Standards for Reading.4-5 College and Career Readiness Anchor Standards for Writing 6-7 Year at a Glance.8-9 Music Literacy Music Response Contextual Relevancy

3 Purpose and Use of the Documents The Curriculum Guide represents an articulation of what students should know and be able to do. The Curriculum Guide supports teachers in knowing how to help students achieve the goals of the new standards and understanding each standard conceptually. It should be used as a tool to assist teachers in planning and implementing a high quality instructional program. The At-a-Glance provides a snapshot of the recommended pacing of instruction across a semester or year. Learning targets ( I can statements) and Criteria for Success ( I will statements) have been created by ISS teachers and are embedded in the Curriculum Guide to break down each standard and describe what a student should know and be able to do to reach the goal of that standard. The academic vocabulary or content language is listed under each standard. There are words in bold in each subject area that should be taught to mastery. The unpacking section of the Curriculum Guide contains rich information and examples of what the standard means; this section is an essential component to help both teachers and students understand the standards. Teachers will be asked to give feedback throughout the year to continually improve their Curriculum Guides. 3

4 College and Career Readiness Anchor Standards for Reading The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Key ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. Craft and Structure 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole. 6. Assess how point of view or purpose shapes the content and style of a text. Integration of Knowledge and Ideas 4

5 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.* 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. * Please see Research to Build and Present Knowledge in writing and Comprehension and Collaboration in Speaking and Listening for additional standards relevant to gathering, assessing, and applying information from print and digital sources. 5

6 College and Career Readiness Anchor Standards for Writing The K-12 standards on the following pages define what students should understand and be able to do by the end of each grade. They correspond to the College and Career Readiness (CCR) anchor standards below by number. The CCR and grade-specific standards are necessary complements the former providing broad standards, the latter providing additional specificity that together define the skills and understandings that all students must demonstrate. Text Types and Purposes* 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. 6. Use technology, including the internet, to produce and publish writing and to interact and collaborate with others. 6

7 Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. 8. Gaither relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. 9. Draw evidence from literacy or informational texts to support analysis, reflection, and research Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. * These broad types of writing include many subgenres. See Appendix A for definitions of key writing types. Taken from Common Core Standards ( 7

8 Iredell-Statesville Schools Elementary Music 3rd Grade Essentials Alignment Grade Level 1 st Quarter 2 nd Quarter 3 rd Quarter 4 th Quarter Essentials Musical Literacy Execute Essentials Musical Literacy Illustrate Interpret Essentials Musical Literacy Musical Response Create Essentials Musical Literacy Musical Response Synthesize 3 Grade ML Execute the performance of major scale tones using the voice. ML 2.3 Recognize standard symbols and traditional terms for dynamics, tempo, and articulation. ML 2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures. ML 2.4 Use standard symbols to notate rhythm and pitch in 3/4 and 4/4 meter signatures. ML 3.1 Use improvisation to create rhythmic and melodic ostinato accompaniments. ML 3.2 Create soundscapes using a variety of sound sources. ML 1.3 Use instruments to perform rhythmic and melodic patterns accurately and independently on classroom rhythmic and melodic instruments. ML 2.2 Interpret through voice and/or instruments visual representation of the major scale. ML Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music. MR Illustrate the corresponding response to conductor gestures for meter, tempo, and dynamics. MR Use musical terminology when describing music that is presented aurally.

9 ML 3.3 Create rhythmic compositions using whole, half, and quarter notes; half and quarter rests; and beamed eighth notes in duple or triple time. MR 1.4 Identify the sounds of a variety of instruments and voices, including many orchestral instruments, instruments from various cultures, children s voices, and male and female adult voices. Ongoing all quarters: MR 1.3. Use established criteria to evaluate music. CR Understand the relationships between music and concepts from other areas. CR Exemplify how music is used by various groups for artistic expression within the local community. 9

10 Musical Literacy Essential Standard: 3.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Q1 Q2 Q3 Q4 Clarifying Objectives: X X X ML Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music. ML Execute the performance of major scale tones using the voice. ML 1.3 Use instruments to perform rhythmic and melodic patterns accurately and independently on classroom rhythmic and melodic instruments Learning Targets: I Can 3.ML. I can sing or play with expression and by applying elemental changes (tempo, dynamics, etc.). 3.ML. I can produce accurate pitch with expanded ranges. 3.ML.1.3 I can use the correct techniques to use when singing or playing instruments. 3.ML.1.3 I can sing and play music independently. Interpreting/Knowledge Target Define texture Define ostinato and rounds. identify harmony identify high/low/same pitches identify melodic direction name note/rest values recognize pitches on treble clef staff recognize time signature/meter Criteria For Success: I Will Creating/Reasoning Target Determine and classify types of part singing skills needed self-evaluation of performance Responding/Performing Target Perform ostinatos and rounds with pitch and rhythmic accuracy Connecting/Product Target self-evaluation of performance 10

11 Define One Octave Major Scale, Demonstrate understanding of Major Scale using, numbers, Letter names, Solfege Perform a Major Scale using, numbers, Letter names, Solfege Assess singing of Major Scale 1.3 identify high/low/same pitches identify melodic direction recognize pitches on treble clef staff 1.3 Determine necessary skills needed to match pitch 1.3 play correct pitches model correct playing technique 1.3 Evaluate and analyze melodic direction self-evaluation of performance Key Academic Vocabulary : (Elements) Pitch/Melody, Rhythm, Harmony, Dynamics, Tempo, Timbre/Tone Color, Texture, Ensemble, Expression, Notation, meter, Composition, Duple, Triple, Common time, Arrangement, mood/emotion Theme, Pattern, Analyze, Assess, Evaluate Blend, Conductor, Unison, Harmony, Round/Canon, Partner Song, Ostinato, Countermelody, Staff, Treble clef, Melodic notation, Improvisation, Body percussion : Major Scale/Solfege 1.3: Technique Instructional Learning Resources and Activities Partner Songs: This Old Man / Michael Finnaginn MMTE p.148 Rounds: Frere Jacques MMTE p.109 A Ram Sam Sam MMTE p.204 Good Morning MMTE p.188 Texture: Good Morning MMTE p.188 He s Got The Whole World In His Hands MMTE p.226 If A Tiger Calls MMTE p.346 Integration with Other Curriculum Areas CCR Anchor Standards for Reading: 1, 2, 3 Attend to precision 21CS: Critical Thinking and Problem Solving; Creativity Assessment Evaluation/assessment is an integral part of instruction. A combination of teacher, peer, and self - assessment should be employed. The method of assessment used will depend on the purpose of the assessment. Appropriate assessment must be authentic and linked to learning targets that are identified in the North Carolina Essential Standards. The assessment process in as ongoing part of the teaching and learning cycle, and should be used to diagnose, monitor, and summarize student learning. 11

12 Dynamics: America MMTE p.398 America, The Beautiful MMTE p.399 Back Of The Bus MMTE p.396 Hello To All The Children Of The World MMTE p.4 Hush, Hush MMTE p.158 Mazurka Op.30, No.3 MMTE p.309 Peace Like A River MMTE p.242 Supercalifragrlisticexpilaidocious MMTE p.7 Attend to precision 21CS: Critical Thinking and Problem Solving Collaboration Creativity 1.3 Use tools strategically Attend to precision 21CS: Critical Thinking and Problem Solving Observation Questioning Discussion Rubrics Checklists Written Products Performance task Portfolio Assessment Written Products as well as audio and/or Video Portfolio Self-Assessment Formative Assessment Benchmark Summative Assessment (See Assessment file on the wiki 12

13 Musical Literacy Essential Standard: 3.ML.2 Interpret the sound and symbol systems of music. Q1 Q2 Q3 Q4 Clarifying Objectives: X X ML 2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures. ML 2.2 Interpret through voice and/or instruments simple pitch notation in the treble clef in major scale. ML 2.3 Recognize standard symbols and traditional terms for dynamics, tempo, and articulation. X X ML 2.4 Use standard symbols to notate rhythm and pitch in 3/4 and 4/4 meter signatures. Learning Targets: I Can 3.ML.2.1 I can interpret rhythm patterns, including whole, half, quarter, beamed eighth notes and half, quarter rests in ¾, and 4/4 meter signatures. 3.ML.2.2 I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys. 3.ML.2.3 I can use standard symbols and terms for dynamics, tempo,and articulation. 3.ML.2.4 I can notate standard symbols for rhythm, meter and pitch in ¾ and 4/4 meter. Interpreting/Knowledge Target 2.1 identify whole, half, quarter, and beamed eighth, notes and half and quarter rest describe 3/4, and 4/4 meters recognize time signature/meter name note/rest values Criteria For Success: I Will Creating/Reasoning Target 2.1 Understanding of note/quarter rest durations distinguish between meter markings/time signatures determine necessary skills to match note durations to Responding/Performing Target 2.1 play with correct rhythmic accuracy model correct playing technique Read music note/quarter rest durations correctly in 3/4 and 4/4 meters Connecting/Product Target 2.1 Evaluate and analyze note/quarter rest durations Self-evaluation of performance evaluate accuracy 13

14 musical symbols Determine necessary skills needed to distinguish between line/space notes evaluate accuracy 2.2 Know the musical alphabet. Label line/space notes. Identify the pitches on a treble clef staff. Define treble clef, staff, pitch, line and space. Define Major Scale 2.2 distinguish between line/space notes 2.2 read melodic notations in treble clef Perform simple songs on pitched percussion Write simple songs using the treble clef 2.2 Assess student notation of Major scales in the Treble Clef 2.3 Memorize symbols for dynamics, tempo, and articulation 2.3 Recognize symbols for dynamics, tempo, and articulation 2.3 Recognize and perform symbols for dynamics, tempo, and articulation in select songs 2.3 Assess student recognition of symbols for dynamics, tempo, and articulation 2.4 Memorize symbols for note/rest names, values and meter 2.4 Recognize symbols and pitch for note/rest names, values in ¾ and 4/4 meter 2.4 Recognize symbols and pitch for notation of note/rest names, values in ¾ and 4/4 meter 2.4 Assess student notation of symbols and pitch 14

15 Key Academic Vocabulary Notation, Rhythm, Meter, Dynamics, Tempo, Articulation, Major Key, Up Beat, Measure, Barline, Pitch, Treble clef, melodic notation Instructional Learning Resources and Activities 2.1 America MMTE p.412 Chicken on the Fence Post MMTE p Good Morning TE p.192 MM Recorders (BAG) You re a Grand Old Flag TE p. 264 MM Pitched instruments Walk together, Children TE p. 146 MM Mallet instruments 2.3 America MMTE p.398 America, The Beautiful MMTE p.399 Back Of The Bus MMTE p.396 Hello To All The Children Of The World MMTE p.4 Integration with Other Curriculum Areas 2.1 CCR Anchor Standards for Reading: 1 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving 2.2 CCR Anchor Standards for Reading: 1 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving 2.3 CCR Anchor Standards for Reading: 1 Attend to precision Look for and make use of Assessment 2.1 Evaluate and analyze note/quarter rest durations Self-evaluation of performance evaluate accuracy 2.2 Assess student notation of Major scales in the Treble Clef 2.3; 2.4 Assess student recognition of symbols for dynamics, tempo, and articulation 15

16 Hush, Hush MMTE p.158 Mazurka Op.30, No.3 MMTE p.309 Peace Like A River MMTE p.242 Supercalifragrlisticexpilaidocious MMTE p Notation America MMTE p.398 Juniper Tree MMTE p131 Don t Let Your Watch Run Down MMTE p.166 ¾ Meter Al Citron MMTE p312 Mazurka Op.30 No.3 MMTE p309 4/4 Meter Hush, Hush MMTE p158 Turn the Glasses over MMTE p200 Up Beat Qu Gusto MMTE p132 structure 21CS: Critical Thinking and Problem Solving CS: Critical Thinking and Problem Solving

17 Musical Literacy Essential Standard: 3.ML.3 Create music using a variety of sound and notational sources. Q1 Q2 Q3 Q4 Clarifying Objectives: X ML 3.1 Use improvisation to create rhythmic and melodic ostinato accompaniments. X ML 3.2 Create soundscapes using a variety of sound sources. ML 3.3 Create rhythmic compositions using whole, half, and quarter notes; half and quarter rests; and X beamed eighth notes in duple or triple time. Learning Targets: I Can 3.ML.3.1 I can use improvisation to create short ostinati accompaniments, using a variety of sound sources, including traditional and nontraditional sounds, body sounds and sounds produced by electronic means. 3.ML.3.2 I can create compositions and arrangements with specified guidelines using a variety of sound sources. 3.ML.3.3 I can create rhythmic compositions using notation for whole, half, and quarter notes; half and quarter rests; and beamed eighth notes in duple and triple time. Interpreting/Knowledge Target Define improvisation, ostinato, accompaniment Define sound scape, composition, arrangement Criteria For Success: I Will Creating/Reasoning Target 3.1 Understand improvisation, ostinato, accompaniment Create improvisation, ostinato, accompaniment 3.2 Understand a sound scape Create/arrange a Responding/Performing Target 3.1 Improvise short ostinato accompaniments 3.2 Perform created sound scape Connecting/Product Target Assess and critique students short ostinati accompaniments Assess and critique student created sound scape 17

18 3.3 Define composition, rhythm sound scape 3.3 Understand rhythm Create a composition using correct rhythm notation in duple and triple time 3.3 Preform student created compositions in duple and triple time 3.3 Assess and critique student created compositions Key Academic Vocabulary Improvisation, Body percussion, sound source, rhythm, melodic, ostinato, duple, triple Instructional Learning Resources and Activities 3.1; 3.2 Integration with Other Curriculum Areas 3.1 Zomo the Rabbit Book and Song MMTE p365 Turn the Glasses Over MMTE p ; 3.2 ;3.3 Hashkediya MMTE p206 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving Creativity Innovation 3.2 CCR Anchor Standards for Writing: 3, 4, 5, 6 CCR Anchor Standards for Reading: 1, 2, 3 Attend to precision Assessment 3.1; 3.2; 3.3 Assess and critique student created compositions 18

19 Look for and make use of structure 21CS: Critical Thinking and Problem Solving Creativity Innovation 3.3 Attend to precision Look for and make use of structure 21CS: Critical Thinking and Problem Solving Creativity Innovation 19

20 Musical Response Essential Standard: 3.MR.1 Understand the interacting elements to respond to music and music performances. Q1 Q2 Q3 Q4 Clarifying Objectives: X X MR Use musical terminology when describing music that is presented aurally. X X X X MR 1.3 Use established criteria to evaluate music. MR 1.4 Identify the sounds of a variety of instruments and voices, including many orchestral X instruments, instruments from various cultures, children s voices, and male and female adult voices. Learning Targets: I Can MR. Illustrate the corresponding response to conductor gestures for meter, tempo, and dynamics. 3.MR. I can interpret through instruments and/or voice the gestures of the conductor, including meter, tempo, dynamics, entrances, cutoffs, and phrasing, when singing and playing music. 3.MR. I can use music terminology in explaining music, including notations, instruments, voices, and performances 3.MR.1.3 I can design a set of criteria for evaluating music performances and compositions. 3.MR.1.4 I can identify the sounds of a variety of instruments and voices. Interpreting/Knowledge Target Define gesture, conducting patterns, meter, tempo, dynamics, entrance, cutoff, and phrases Identify meter, tempo, dynamics Recognize entrances and cut-offs Criteria For Success: I Will Creating/Reasoning Target Distinguish between conducting patterns of each meter Distinguish between entrances and cut-offs Responding/Performing Target Follow and respond to the gestures of the conductor Connecting/Product Target Assess student performance response to the gestures of the conductor 20

21 Define notation, instruments, voices and performance, describing words, aurally Demonstrate knowledge of music using correct terminology for notation, instruments, voices, and performances Describe music using the appropriate terminology to explain notation, instruments, voices, and performances Answer questions, using correct music terminology 1.3 Define criteria 1.3 Create criteria 1.3 Use criteria 1.3 Rate criteria Key Academic Vocabulary : conductor, gesture, meter, tempo, dynamics : terminology, describing words, aural 1.4 particular instrument belong to that family? Compare and contrast brass and woodwinds Essential and nonessential characteristics How does that family of instruments create their sound? 21

22 1.3: criteria, evaluate 1.4: string family: violin, viola, cello, string bass woodwind family: single reed-clarinet, saxophone, double reed-oboe, bassoon, no reed-flute, piccolo, recorder brass family: trumpet, French horn, trombone, tuba percussion family : snare drum, bass drum, cymbals, xylophone, metallophone, glockenspiel, triangle, tambourine pitched/unpitched Vocal: Children, Female, and Male Voices, Soprano, Alto, Tenor, Bass Instructional Learning Resources and Activities ; ; 1.4 Valse Noble from Carnival Unit 6 Lesson 1 MMTE p200 ; Do Lord MMTE p162 Hello To All The Children Of The World MMTE p.4 ; ;1.3 Hashkediya MMTE p206 ; 1.4 Mozart 12 Variations Unit 1 Lesson 5 MMTE p18 Vivaldi 4 Seasons Winter movement Unit 3 Lesson 10 MMTE p110 Integration with Other Curriculum Areas Attend to precision Look for and make use of structure 21CS: Collaboration Communication CCR Anchor Standards for Writing: 2, 4 Attend to precision Look for and make use of structure 21CS: Communication Assessment Assess student performance Compare and contrast 1.3 Reason Abstractly and quantitatively Construct viable arguments 1.3 Valse Noble 22

23 and critique the reasoning of others. 21CS: Critical Thinking and Problem Solving 1.4 Look for and make use of structure Reason Abstractly and quantitatively 21CS: Critical Thinking and Problem Solving 1.4 Use PLC designed assessment 23

24 Contextual Relevancy Essential Standard: 3.CR.1 Understand global, inter-disciplinary, and 21 st century connections with music. Q1 Q2 Q3 Q4 Clarifying Objectives: X X X X CR Exemplify how music is used by various groups for artistic expression within the local community. X X X X CR Understand the relationships between music and concepts from other areas. Learning Targets: I Can 3.CR. I can exemplify how music is used by various groups for artistic expression within the local community. 3.CR. I can understand how music has affected and is reflected in, the culture, traditions of our community. 3.CR. I can understand the relationships between music and concepts from other areas. Interpreting/Knowledge Target Understand differences in musical groups in the community Understand differences in common vocabulary Creating/Reasoning Target Criteria For Success: I Will Compare and contrast the different musical groups/styles of the community compare and contrast various common vocabulary reading, math, science, social studies, movement, technology and art strategies Responding/Performing Target perform various styles of music form the community Demonstrate the connect between music and another subject Connecting/Product Target Demonstrate, alone or with a group, an example of different music groups/styles of the community or Student created presentation of specific musical groups/styles of the community Assess student created presentation 24

25 Key Academic Vocabulary Line, Texture, Mood/Emotion, Theme, Melody patterns, Culture, Traditions, Analyze, Summarize, Conclusion, Interpret, Assess, Evaluate, Community Instructional Learning Resources and Activities I ve Been Working on the Railroad TE p. 242 MM Non-pitched percussion Integration with Other Curriculum Areas Reason Abstractly and quantitatively 21CS: Social and Cross-Cultural Skills Reason Abstractly and quantitatively 21CS: Collaboration Communication Assessment Demonstrate, alone or with a group, an example of different music groups/styles of the community or Student created presentation of specific musical groups/styles of the community Asses student created presentation The ISS Curriculum Guide is adapted from NC DPI 25