DOMAIN: PERFORM Foundations P1: Select, analyze and interpret artistic work for performance. P2: Develop and refine artistic techniques and work for performance. P3: Convey and express meaning through the presentation of artistic work. G3 Q1 PERFORM DOMAIN RESOURCE LIST SRA=SRA Share the Music=STM Spotlight On Music=SOM Silver Burdett Making Music=SBMM Tyme for a Rhyme=TFAR Mallet Madness Strikes Again=MMSA Random House Book of Poetry for Children=RHB Making the Most of the Holidays=MMH Strike it Rich=SR Teaching Movement and Dance=TMD Rhythmically Moving=RM As American as Apple Pie-AAP Third Rhyme s the Charm=TRC Second Rhyme Around=SRA www.dsokids.com (Dallas Symphony Orchestra) https://kids.usa.gov/art-and-music/index.shtml http://www.nyphilkids.org/ (New York Philharmonic) http://www.nyphilkids.org/main.phtml www.sfskids.org (San Francisco Symphony) http://teachingwithorff.com/ P1.A Discuss how to select Hey, Motswala SOM 3.SL.CC.1- Prepare for Musical Concepts performance discuss performance collaborative Demonstrate and repertoire repertoire. Clocks discussions on 3rd explain how the Group Discussion grade level topics and selection of music to Rubric Que llueva (It s texts; engage Raining)
perform is influenced by personal interest, knowledge, purpose, and context. P1.B Musical Contrasts Demonstrate understanding of the structure and elements of music (such as rhythm or melodic direction) in music selected for performance. P1.C Musical Context Describe how context (such as personal and social) can inform a performance. Perform a dance that includes movement patterns that go up, down, or remain level Discuss the connections between the song text and song activity. demonstrate understanding of melodic direction through singing, playing instrument and moving. Assess understanding using a teacher-created or district-provided discuss connections between song and text. Assess understanding using a teacher-created or district-provided I Don t Care If the Rain Comes Down SBMM, page 24, CD 1-39; Dance Directions on page 472 Little Sally Walker Stevedore s Song Wang Ü Ger SOM Gr. 3 effectively with varied partners, building on others' ideas and expressing their own ideas clearly. Comprehension: Describe and identify sequence of movements in a choreographed dance 3.SL.PKI.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. Compare and contrast: In Little Sally Walker, have students discuss with a partner or in small groups how "Afrakakraba" and "Little Sally Walker" are the same and how
they are different. Have them describe the sound of each song using specific music vocabulary and recall the style they identified for "Little Sally Walker." Collect their ideas and write them on the board. 3.RI.IKI.9- Compare and contrast the most important points and key details presented in two texts on the same topic. P1.D Notation When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Read 8-beat notated rhythmic patterns using quarter notes, two eighths, quarter rests, tied quarters, and half notes Read melodic patterns using solfege (hand signs and/or body scale) for the perform rhythmic patterns in traditional notation using quarter notes, two eighths, quarter rests, tied quarters, and half notes. Assess using a teacher-created or district-provided Rocky Mountain STM, SBMM Gr. 2 Guadalaquivir SOM "Dumplin's" STM (Use STM Recording) Jingle at the Window Wee Willie Winkie TFAR Fluency: Perform rhythm of the words, reviewing and asking students to describe the relationship between rhythm and syllables. Comprehension: Describe and identify sequence of
pentatonic scale (La- Sol-Mi-Re-Do) Rocky Mountain STM, SBMM Gr. 2 Echo-play patterns on barred instruments set up in a pentatonic scale, translating solfege syllables into the corresponding bars on the instruments sing solfege patterns using hand signs or body scale and assess using teacher created or district-provided rubric for singing or reading solfege as appropriate. I Don t Care If the Rain Comes Down SBMM, page 24, CD1-39; Dance Directions on page 472 movements in a choreographed dance Comprehension: Describe and relate sequence of movements in a choreographed dance to the text of songs. 3.RI.RRTC.10- Read and comprehend stories and informational texts at the high end of the grades 2-3 text complexity band independently and proficiently. 3.RI.IKI.7- Use information gained from illustrations and the words in a text to demonstrate understanding of the text.
P2.A Apply Feedback Apply teacherprovided and collaboratively developed criteria and feedback to evaluate accuracy of solo/ensemble rehearsals/performanc es. P2.B Rehearse and Refine Rehearse to refine technical accuracy, expressive qualities, and identified performance challenges. P3.A Singing Sing alone and with others, with expression and skill. Specified skills: Pitch-matching Apply feedback to a performance of an unpitched percussion layered ostinato piece Sing a song in a second language Sing pentatonic songs using proper vocal technique Echo sing melodic patterns using solfege (hand signs and/or discuss evaluation of performance. Assess understanding using a teacher-created or district-provided apply teacher feedback to a given performance. match pitch using pentatonic patterns (singing answers or parts of songs). Assess using a teacher-created or district-provided Concerto in B Minor (Handel) The Gold Ring SOM La mar Stevedore s Song Gong xi fa cai SOM Gr. 3 Tanabata "Rocky Mountain" STM SBMM Gr. 2 "Dumplin's" STM (Use STM Recording) 3.RL.KID.1- Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as a basis for the answers. 3.RL.CS.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from nonliteral language (e.g., feeling blue versus the color blue). Comprehension: Using a version of the Japanese folk story associated with the Tanabata festival (such as the one found at
games, la, sol, mi, re, do, do patterns, body scale) for the pentatonic scale (La Wee Willie Winkie TFAR extended Sol-Mi-Re-Do) pentatonic/diatonic Bandy Legs TFAR melodies, questions/answers, in circle formation, in major/minor, partner songs and in canon. P3.B Instruments and Body Percussion Using body percussion and/or instruments, perform instrumentally, alone and with others, with expression and skill. Specified skills: Performing standard notation, ascending/descending, Perform beat accompaniment for song or poem with body percussion or instruments Perform rhythm of the words of a song or poem with body percussion or instruments perform steady beat of poem, then perform rhythm of the words of same poem or speak a familiar poem or sing a song with eyes closed and silently tap the beat; repeat the Way Down South (link is for Grade 2 Appendix for review or if not previously used.) "Bonefish, Bluebird" STM "Bickle Bockle" (See Appendix) "Sally on the Seesaw" (with B Section, See Appendix) webjapan.org/kidsweb/fol k/tanabata), have the students determine the central message of the story. 3.RL.RRTC.10- Read and comprehend stories and poems at the high end of the grades 2-3 text complexity band independently and proficiently. Fluency: Perform rhythm of the words, reviewing and asking students to describe the relationship between rhythm and syllables. Ask students to discuss the difference between literal and non-literal language in rhymes such as Way Down South and Bonefish,
a pitched accompaniment, a bordun, extended rhythm patterns, appropriate technique, with a conductor. poem or song and silently tap the rhythm of the words. Demonstrate correct technique using unpitched instruments by echoing eight beat patterns and performing rhythm of the words of a poem Demonstrate correct technique using barred instruments by performing an Orff orchestration Perform rhythmic ostinato with body percussion or unpitched instruments Assess the above using a teacher-created or district-provided Observe student performance of chord and broken chord accompaniments and assess using a teachercreated or districtprovided Perform a piece with pitched (barred Orff instruments) in one section and unpitched (rhythmic) percussion instruments in another section and assess using a teacher-created Rocky Mountain STM Great Big House SOM Wee Willie Winkie TFAR If TFAR Bandy Legs TFAR Way Down South "Welcome Back" MMH "Sally on the Seesaw" (B Section, See Appendix) Bickle Bockle (See Appendix) Practice pg. 156 Music Skills SOM Rain on the Green Grass SRA If TFAR One More River SOM "Rattlesnake Skipping Song" Bluebird Model and have students echo fluid reading of text 3.RL.CS.4- Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language (e.g., feeling blue versus the color blue). 3.SL.CC.2- Determine the main ideas and supporting details of a text presented in diverse media such as visual, quantitative, and oral formats.
or district-provided rubrics for Unpitched Percussion Technique Pitched Percussion Technique STM (Split Ostinato, See Appendix) No R s in That TFAR Punch and Judy TFAR Hickory Dickory Dare SRA P3.C Performance Etiquette Perform appropriately for the audience and context; demonstrate appropriate posture, and evaluate performance etiquette. Display grade-level appropriate applications of performance etiquette skills including watching the conductor, responding to non-verbal cues, maintaining appropriate posture, remaining on-task, refraining from distracting others, and Observe student performances of rhythmic ostinato and assess using a teachercreated or districtprovided Observe student performance etiquette assess using teachercreated or districtprovided Concert Etiquette Video 1 (General) Concert Etiquette Video 2 (Choral) Ten Performance Etiquette Tips for Musicians Performance Practices by Grade Level 3.RI.KID.2- Determine the main idea of a text; recount the key details and explain how they support the main idea.
properly acknowledging the audience. P3.D Audience Etiquette Demonstrate appropriate audience behavior, and evaluate student behavior during a performance. Demonstrate proper audience etiquette and evaluate audience behavior during performances Observe student behavior during performances and assess using a teachercreated or districtprovided Audience Etiquette Self-Evaluation Audience Etiquette Video List of live, local, free or low-cost events, field trip grants and how to apply for them. Comprehension: Reinforce audience etiquette when students are listening to stories and song tales in the music room to develop real world contexts and connections. 3.SL.CC.2- Determine the main ideas and supporting details of a text presented in diverse media such as visual, quantitative, and oral formats.
DOMAIN: CREATE Foundations Cr1: Generate and conceptualize artistic ideas and work. Cr2: Organize and develop artistic ideas and work. Cr3: Refine and complete artistic work. G3 Q1 CREATE DOMAIN RESOURCE LIST Cr1. A Improvise pentatonic Direction Dots pg. 58 3.W.PDW.4- With Musical Concepts ascending and improvise ascending MMSA; guidance and support, Use pitch and rhythm descending patterns and descending produce clear and to improvise vocal, vocally and melodic patterns and Which Way is Up, coherent writing in instrumental, and/or movement ideas within instrumentally assess using a teachercreated or districtprovided Which Way is Down? MMSA which the development, a context (such as My Little Sister RHB organization, and style question and answer are appropriate to task, phrases or a simple I Eat My Peas with purpose, and audience. accompaniment/ostina to). Honey RHB I m Glad the Sky is Painted Blue RHB Cr1.B Varied Timbres Use parameters such as improvising/composin g a 2-4 measure musical idea, a pentatonic melody, or a Create a 4-beat pentatonic melody using quarter, eight, and half notes and rests. Assess student improvisations/compo sitions according to a class created rubric The Lion RHB I Lost the Farmer s Dairy Key SBMM Wee Willie Winkie TFAR Rocky Mountain STM, SBMM Gr. 2 3.W.RBPK.8- Recall information from experiences or gather information from print and digital sources, with support; take brief notes on sources
rhythm pattern using limited note values to generate musical ideas. and sort evidence into provided categories. Cr2.A Selecting Musical Ideas Using musical ideas to be performed, demonstrate and discuss personal reasons for selecting musical ideas. Cr2.B Notating Ideas Use iconic or standard notation and/or recording technology to sequence and document personal musical ideas (such grade-appropriate rhythm/melodic pattern, introduction, coda, interlude, etc.) Cr3.A Refining Musical Ideas Vocally improvise answers to teacher's sung questions using pentatonic pitches and discuss why you ended with the melodic direction going up or down Create rhythmic patterns that contain quarter notes, two eighths, and quarter rest, tied quarters, and half notes and perform using student-selected different levels of body percussion. Use body percussion to create an introduction, interlude, or coda and Assess student discussion with a district-created rubric notate rhythms in traditional notation using manipulatives. Assess using a teachercreated or districtprovided listen to teacher feedback and refine My Friend Tom SOM Farmer John SR Golden Ring Around the Susan Girl SBMM p.16 (See Appendix for movement) The Marvelous Toy Cumberland Gap SOM 3.SL.PKI.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. 3.W.PDW.4 - With guidance and support, produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. 3.W.PDW.5- With guidance and support from peers and adults,
Interpret and apply feedback, using vocabulary such as introduction, sequence, interlude, coda, and grade-appropriate musical characteristics, to revise personal music. refine it using teacher provided feedback. their musical ideas. develop and strengthen writing as needed by planning, revising, and editing. Cr3.B Demonstrate Musical Ideas Demonstrate a final version of personal musical ideas using created vocal, instrumental, or movement pieces through performance. Present a final performance of a student created rhythm pattern Observe student performances of student created patterns Cumberland Gap SOM "Rocky Mountain" STM, SBMM Gr. 2 3.SL.PKI.4- Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
DOMAIN: RESPOND Foundations R1: Perceive and analyze artistic work. R2: Interpret intent and meaning in artistic work. R3: Apply criteria to evaluate artistic work. G3 Q1 RESPOND DOMAIN RESOURCE LIST R1.A Identify the style of Observe student Three Little Birds 3.RI.IKI.7- Use Musical Preferences music being played and identification of the information gained Demonstrate and express a preference from illustrations and style of a song by using describe how selected for it compared two the words in a text to music connects to and other examples. cue cards, listening demonstrate is influenced by maps, creative understanding specific interests, experiences, or movement, or discussion and assess purposes (such as how using a districtprovided music listening is influenced by interests, experience, and context). R1.B Musical Concepts Using movement, manipulatives, and/or pictorial representation, demonstrate and describe how specific Perform and label verse-refrain, AB, ABA pieces using speaking or singing, instruments, and/or movement Observe student identification of the form by using cue cards, listening maps, creative movement, or discussion Level I Dance: The Little Shoemaker RM 3 TMD pp. 127-129 (another video with children) Level II Dance: Zigeunerpolka 3.RI.RRTC.10- Read and comprehend stories and informational texts at the high end of the grades 2-3 text complexity band independently and
music concepts are (another video) proficiently. used to support a RM 2 TMD page 147- specific purpose in 148 music (such as different sections, selected orchestral, band, folk, or ethnic instruments). R1.C Describing Elements of Music Describe a listening example by using teacher-given characteristics, and describe stylistic characteristics of selected regional, national, or global styles or genres of music through teachergiven parameters (such as by guided questioning, using an element of music, or music vocabulary). Describe a song using knowledge of instrument timbres. Observe student description of vocabulary and assess using a teacher-created or Hornpipe Ballet of the Unhatched Chicks Playful Pizzacato from Simple Symphony Batuque Gallop of Sancho s Donkey 3.RI.KID.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.
R2.A Describe the mood of a Observe student Flor de huevo SOM 3.RL.KID.1- Ask and Musical piece of music. descriptions of the answer questions to Characteristics mood of the piece of Bach's Toccata and demonstrate Demonstrate and music understanding of a Fugue in D minor describe how music Group Discussion text, referring explicitly concepts are used by performers to reflect intent (such as describing the mood of a piece of music using descriptive adjectives or demonstrating an understanding of how dynamics and tempo affect the mood of a piece through drawing, writing, or discussing). Rubric to the text as a basis for the answers. R3.A Evaluating Artistic Work Evaluate musical works and performances, applying established criteria; discuss a music selection or performance using Evaluate a performance using rhythmic ostinato using vocabulary that includes steady beat and rhythm of the words Observe student's description of steady beat/rhythm and assess using a group discussion rubric Concerto in B Minor (Handel) 3.SL.CC.1- Prepare for collaborative discussions on 3rd grade level topics and texts; engage effectively with varied partners, building on others' ideas and expressing their own ideas clearly.
grade-appropriate music vocabulary and teacher-given criteria. DOMAIN: CONNECT Foundations Cn1: Synthesize and relate knowledge and personal experiences to artistic endeavors. Cn2: Relate artistic ideas and works with societal, cultural, and historical context. G3 Q1 CONNECT DOMAIN RESOURCE LIST Cn1.A Sing and classify a song Using a graphic America, the Comprehension: Using Music and Personal as patriotic using organizer, ask students Beautiful Library of Congress Experiences teacher-given to identify patriotic You re a Grand Old resources, Identify key Demonstrate how vocabulary and express music Flag ideas in the stories of interests, knowledge, a preference for a and skills relate to favorite patriotic song. This is America SOM patriotic songs. personal choices and http://www.loc.gov/te achers/lyrical/ intent when creating, Yankee Doodle Boy 3.RI.CS.5- Use text features to performing, and locate information relevant to a responding to music (such as identifying pieces of music that are important to one s family or how music is This Land is Your Land SBMM Gr. 1 given topic efficiently.
used in daily life). Writing about American Music Cn2.A Identify the size and Students describe Farmer John SR Vocabulary: Determine Society, Culture and pitch relationship and relationship of size to the meanings of the History the sound relate it to the ranges words soprano, alto, Demonstrate source/instrument and and bass relative to understanding of of the barred Orff its pitch Assess their use in the relationships between instruments (soprano, understanding using a elementary music music and the other alto, and bass) teacher-created or classroom. arts, other disciplines, district-provided Comprehension: varied contexts, and/or Describe and identify daily life (such as sequence of understanding the movements in a science of sound). choreographed dance Perform songs and dances from various cultures and historical periods Observe student performance of folk dances and assess using a teacher-created or district-provided Guadalquivir SOM Gr. 3 TMD pp. 117-139 (Review Level I folkdances: CW/CCW, forward, in/out, scissor step) 3.RI.KID.3- Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.