Third Grade Music Curriculum Guide Iredell-Statesville Schools
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 ML Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music. X ML 1.2 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 Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target 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 1.3 identify high/low/same pitches identify melodic direction recognize pitches on treble clef staff determine and classify types of part singing skills needed self evaluation of performance 1.3 Evaluate and analyze melodic direction self evaluation of performance Determine necessary skills needed to match pitch Perform ostinatos and rounds with pitch and rhythmic accuracy 1.3 play correct pitches model correct playing technique Key Academic Vocabulary (Elements) Pitch/Melody, Rhythm, Harmony, Dynamics, Tempo, Timbre/Tone Color, Texture, Form, Ensemble, Expression, Notation, meter, Composition, Duple, Triple, Common time, Arrangement, mood/emotion Theme, pattern, Culture, Inference, Analyze, Summarize, Synthesize, Conclusion, Interpret, Assess, Evaluate, Integrate, Delineate, Comprehend Blend, Conductor, Unison, Harmony, Round/Canon,, Partner Song, Ostinato, countermelody, Pitch, Staff, Treble clef, melodic notation, 2
Improvisation, Body percussion Learning Targets: I Can 3.ML. I can sing or play with expression and by applying elemental changes (tempo, dynamics, etc.). 3.ML.1.2 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. 3.ML.1.3 I can create harmony with my voice or on instruments. Instructional Learning Resources and Activities Iredell Statesville Schools Third Grade Music 2012-13 Integration with Other Curriculum Areas CCR Anchor Standards for Reading: 1, 2, 3 Critical Thinking and Problem Solving; Creativity 1.2 Critical Thinking and Problem Solving Collaboration Creativity 1.3 Use tools strategically Critical Thinking and Problem Solving Criteria For Success: I Will 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. Observation Questioning Discussion Rubrics Checklists Written Products Performance task 3
Portfolio Assessment 1.2 Written Products as well as audio and/or Video Portfolio Self-Assessment Formative Assessment Benchmark Summative Assessment (See Assessment file on the wiki http://isselementarymusic.pbworks.com 4
Musical Literacy Essential Standard: 3.ML.2 Interpret the sound and symbol systems of music. Q1 Q2 Q3 Q4 Clarifying Objectives: X ML 2.1 Interpret rhythm patterns, including notes and rests in 3/4 and 4/4 meter signatures. X X ML 2.2 Interpret through voice and/or instruments simple pitch notation in the treble clef in major keys. X ML 2.3 Recognize standard symbols and traditional terms for dynamics, tempo, and articulation. X ML 2.4 Use standard symbols to notate rhythm and pitch in 3/4 and 4/4 meter signatures. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target 2.1 2.1 identify whole, half, dotted play with correct rhythmic half, quarter, and eighth, accuracy notes/ quarter rest model correct playing describe 2/4, 3/4, and 4/4 technique meters Read music note/quarter rest recognize time signature/meter durations correctly in 2/4, 3/4 and 4/4 meters name note/rest values 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. Key Academic Vocabulary Notation, Rhythm, Sixteenth notes, Meter Pitch, Treble clef, melodic notation 2.1 Evaluate and analyze note/quarter rest durations distinguish between meter markings/time signatures determine necessary skills to match note durations to musical symbols self evaluation of performance Determine necessary skills needed to distinguish between line/space notes evaluate accuracy 2.2 distinguish between line/space notes evaluate accuracy 2.2 read melodic notations in treble clef Perform simple songs on pitched percussion Write simple songs using the treble clef 5
Learning Targets: I Can 3.ML.2.1 I can interpret rhythm patterns, including whole, half, dotted half, quarter, dotted quarter, eighth and sixteenth notes and rests in 2/4, ¾, 4/4 and 6/8 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 recognize pitches on the treble and bass staves, including ledger lines. 3.ML.2.3 I can use standard symbols to notate rhythm, meter, pitch, and dynamics. 3.ML.2.4 I can apply understanding of standard symbols and traditional terms for dynamics, tempo, articulations, rhythm, meter and pitch when reading and notating music. Instructional Learning Resources and Activities 2.2 Good Morning TE p.192 MM Recorders (BAG) You re a Grand Old Flag TE p. 264 MM Pitched instrument Walk together, children TE p. 146 MM Mallet instruments Iredell Statesville Schools Third Grade Music 2012-13 Integration with Other Curriculum Areas 2.1 CCR Anchor Standards for Reading: 1 Critical Thinking and Problem Solving 2.2 CCR Anchor Standards for Reading: 1 Critical Thinking and Problem Solving 2.3 CCR Anchor Standards for Reading: 1 Criteria For Success: I Will Assessment 6
Critical Thinking and Problem Solving 2.4 Critical Thinking and Problem Solving 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 beamed X eighth notes in duple or triple time. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Improvisation, Body percussion Learning Targets: I Can 3.ML.3.1 I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds and sounds produced by electronic means. 3.ML.3.2 I can create compositions and arrangements with specified guidelines. 3.ML.3.3 I can create rhythmic compositions using notation for whole, dotted half, half, and quarter notes; whole, half and quarter rests; and beamed eighth notes in duple, triple and common time and which are arranged using a variety of sound sources. Criteria For Success: I Will 7
Instructional Learning Resources and Activities Integration with Other Curriculum Areas 3.1 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 Critical Thinking and Problem Solving Creativity Innovation 3.3 Critical Thinking and Problem Solving Creativity Innovation Assessment 8
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 MR. Illustrate the corresponding response to conductor gestures for meter, tempo, and dynamics. X MR 1.2 Use musical terminology when describing music that is presented aurally. X X X X MR 1.3 Use established criteria to evaluate music. X 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. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target particular instrument belong to that family? Compare and contrast brass and woodwinds Essential and non-essential characteristics How does that family of instruments create their sound? Key Academic Vocabulary string family, woodwind family, brass family, percussion family Learning Targets: I Can Criteria For Success: I Will 3.MR. I can interpret through instruments and/or voice the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music. 3.MR.1.2 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.1.3 I can exemplify appropriate behaviors as a participant and observer of music in relations to the context and style of music performed. 9
3.MR.1.4 I can identify the sounds of a variety of instruments and voices. 3.MR.1.4 I can classify classroom, Western orchestral, and world instruments into categories based on how their sounds are produced. Instructional Learning Resources and Activities Integration with Other Curriculum Areas Collaboration Communication Assessment 1.2 CCR Anchor Standards for Writing: 2, 4 Communication 1.3 Reason Abstractly and quantitatively Construct viable arguments and critique the reasoning of others. Critical Thinking and Problem Solving 1.4 Reason Abstractly and quantitatively Critical Thinking and Problem Solving 10
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 1.2 Understand the relationships between music and concepts from other areas. Interpreting/Knowledge Target Creating/Reasoning Target Responding/Performing Target Connecting/Product Target Key Academic Vocabulary Line, color, texture, forn/shape, mood/emotion, Theme, Melody patterns, culture, Inference, Analyze, Summarize, Conclusion, Interpret, Assess, Evaluate, Integrate, Delineate, Comprehend Learning Targets: I Can Criteria For Success: I Will 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.1.2 I can understand the relationships between music and concepts from other areas. 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 Social and Cross-Cultural Skills 1.2 Reason Abstractly and quantitatively Collaboration Communication Assessment The ISS Curriculum Guide is adapted from NC DPI http://www.ncpublicschools.org/acre/standards/new-standards/. 11