Title Music Grade 3 Type Individual Document Map Authors Sarah Hunter, Ellen Ng, Diana Stierli Subject Visual and Performing Arts Course Music Grade 3 Grade(s) 03 Location Nixon, Kennedy, Franklin, Jefferson Curriculum Writing History Notes Attachments Page: 1 of 13
September/Week 1 - June/Week 40 September October November December January February March April May June 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 Melody/Harmony September/Week 1 - June/Week 40 Rhythm September/Week 3 - May/Week 36 Form October/Week 6 - April/Week 32 Expression November/Week 9 - June/Week 40 Timbre Page: 2 of 13
Duration: September/Week 1 - June/Week 40 UNIT NAME: Melody/Harmony Enduring Understandings Essential Questions Knowledge Skills Standards Music notation faciliates the recreation and dissemination of music. Music notation facilitates music analysis. People notate music to preserve, communicate and express ideas. Music notation organizes sound. Melody is a combination of high and low sounds. How does notation help us read and notate music? Why do musicians notate music? Why is music notation important? How can you identify a melody? How do you create a recognizable melody? What is the difference between melody and harmony? Identify and notate melodic contour. Determine and identify the intervallic relationship between pitches 6-5-3-2-1 (la-sol-mi-re-do). Melody can occur with or without accompaniment in music from all time periods and cultures. Accurately sing pitches 6-5-3-2-1 (la-sol-mi-re-do) from iconic and traditional notation. Kinesthetically and visually represent melodic contour. Improvise 6-5-3-2-1 melodies using voice and Orff instruments. Echo 6-5-3-2-1 melodic patterns using Curwen/ Glover hand signs or placement on "body scale." Distinguish between melody with or without accompaniment in a diverse repertoire of music. Perform melodic ostinati. Create harmony to accompany a melody on Orff instruments. Perform 2 and 3 part speech and melodic canons and rounds. 1.1.5.1-Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. (03-05) 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. (03-05) 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.2.5.2-Characteristic approaches to content, form, style, and design define art genres. (03-05)[State:New Jersey] 1.3.5.1-Complex scores may include compound meters and the grand staff. (03-05) 1.3.5.B.1-Sing or play music Page: 3 of 13
Plans: U 3rd Grade- Melody/Harmony from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) 1.3.5.B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. (03-05) 1.3.5.3-Music composition is governed by prescribed rules and forms that apply to both improvised and scored music. (03-05) 1.3.5.B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (03-05) Page: 4 of 13
Duration: September/Week 1 - June/Week 40 UNIT NAME: Rhythm Enduring Understandings Essential Questions Knowledge Skills Standards Music notation faciliatates the recreation and dissemination of music. Music notation facilitates music analysis. People notate music to preserve, communicate and express. Music notation organizes sound. How does rhythmic notation help us to read and create music? Why do musicians notate music? Why is music notation important? How does one form a rhythm? Identify notation using quarter note, eighth notes, quarter rest, half note, sixteenth notes, and whole notes. Identify duple and triple meter. Perform and improvise rhythm patterns using quarter note, eighth note, quarter rest, half note, sixteenth notes, and whole notes. Perform songs in duple and triple meter, from various time periods and cultures. Imitate rhythm patterns. Maintain a 3-4 level ostinato using body percussion or non-pitched percussion instruments. 1.1.5.1-Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. (03-05) 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. (03-05) 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.3.5.1-Complex scores may include compound meters and the grand staff. (03-05) 1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) Page: 5 of 13
Plans: U 3rd Grade- Rhythm 1.3.5.3-Music composition is governed by prescribed rules and forms that apply to both improvised and scored music. (03-05) 1.3.5.B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) 1.3.5.4-Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) 1.3.5.B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) Page: 6 of 13
Duration: September/Week 3 - May/Week 36 UNIT NAME: Form Enduring Understandings Essential Questions Knowledge Skills Standards Form provides framework for composition. Composers from different eras of musical history and various cultures chose to write their compositions in different forms. How does form organize sections of music within a single composition? What are the composer's reasons for choosing a particular form for their piece? Identify AB, ABA, call and response, rondo, and verserefrain forms Identify repeat signs Sing and play songs in AB, ABA, call and response, rondo, and verse-refrain forms. Compose and perform songs in verse-refrain, call and response, ABA, and rondo forms. Physically represent the form of historically and culturally diverse pieces of music. Improvise movement to show the form of a piece. Draw symbols to identify form. Observe repeat signs within a variety of repertoire 1.1.5.1-Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. (03-05) 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. (03-05) 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.3.5.1-Complex scores may include compound meters and the grand staff. (03-05) 1.3.5.B.1-Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter. (03-05) Page: 7 of 13
1.3.5.3-Music composition is governed by prescribed rules and forms that apply to both improvised and scored music. (03-05) 1.3.5.B.3-Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs. (03-05) 1.3.5.4-Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) 1.3.5.B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) 1.4.5.A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (03-05) 1.4.5.3-While there is shared vocabulary among the four arts disciplines of dance, music, Page: 8 of 13
Plans: U 3rd Grade- Form theatre, and visual art, each also has its own disciplinespecific arts terminology. (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (03-05) Page: 9 of 13
Duration: October/Week 6 - April/Week 32 UNIT NAME: Expression Enduring Understandings Essential Questions Knowledge Skills Standards Characteristics of expression are an integral part of each piece of music. Expression dictates how the music should be performed. Characteristics of expression affect the listeners of the same piece in different ways. What is tempo? What are dynamics? What elements of music contribute to the mood of a piece of music? Distinguish between fast and slow tempi. Distinguish between loud and soft dynamics. Mood is conveyed through characteristics of expression, such as dynamics and tempo. Identify tempo changes using appropriate vocabulary (largo, andante, allegro) Identify dynamics using appropriate vocabulary and symbols (P, F, mf, mp, pp, ff, cresc., descres.) Identify fermata Create appropriate kinesthetic reponses to tempo changes. Create appropriate kinesthetic responses to dynamic changes, both sudden and gradual. Perform pieces of music using a variety of dynamic levels, tempi, and expressive symbols, from a variety of time periods and cultures. 1.1.5.1-Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill. (03-05) 1.1.5.B.1-Identify the elements of music in response to aural prompts and printed music notational systems. (03-05) 1.1.5.2-The elements of music are building blocks denoting meter, rhythmic concepts, progressions, all of which contribute to musical literacy. (03-05) 1.1.5.B.2-Demonstrate the basic concepts of meter, rhythm, progressions, and differentiate basic structures. (03-05) 1.3.5.4-Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts. (03-05) 1.3.5.B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and Page: 10 of 13
Plans: U 3rd Grade- Expresssion balance in musical compositions. (03-05) 1.4.5.1-Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes). (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (03-05) 1.4.5.A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). (03-05) 1.4.5.1-Identifying criteria for evaluating performances results in deeper understanding of art and art-making. (03-05) 1.4.5.3-While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own disciplinespecific arts terminology. (03-05) Page: 11 of 13
Duration: November/Week 9 - June/Week 40 UNIT NAME: Timbre Enduring Understandings Essential Questions Knowledge Skills Standards Timbre or tone color is the unique quality that makes one instrument or voice sound different from any other. Instruments with similiar timbre can be grouped into "families." Some timbres are more suitable for certain styles of music. Some timbres have pitch, while others do not. What is timbre? What is the criteria for grouping instruments into four "families?" Why are some timbres more suitable for certain styles of music? How does one describe timbre? Identify and distinguish between timbre of pitched and non-pitched percussion instruments. The four instrument families are brass, woodwinds, percussion, strings. Identify and distinguish between members of the brass and string families (trumpet, horn, trombone, tuba; violin, viola, cello, bass, guitar, harp). Aurally and visually identify the four instrument families (brass, woodwinds, percussion, strings). Aurally and visually identify the trumpet, horn, trombone, tuba, violin, viola, cello, bass, guitar, harp, and autoharp. Sing with appropriate vocal technique (breathing and posture). 1.2.5.2-Characteristic approaches to content, form, style, and design define art genres. (03-05)[State:New Jersey] 1.2.5.A.2-Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art. (03-05) 1.3.5.B.2-Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice. (03-05) 1.3.5.B.4-Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions. (03-05) 1.4.5.A.1-Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications. (03-05) 1.4.5.A.3-Demonstrate how art communicates ideas about personal and social values and is inspired by an individual s imagination and frame of reference (e.g., personal, social, political, historical context). (03-05) Page: 12 of 13
Plans: U 3rd Grade- Timbre 1.4.5.A.2-Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view. (03-05) Page: 13 of 13