STATE GOAL 25: Know the language of the arts. Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - First Quarter STATE GOAL 26: Through creating and performing, understand how works of arts are produced. STATE GOAL 27: Understand the role of the arts in civilizations, past and present. State Standard Objectives Action Plan Resources 25A: Understand the sensory elements, Listen and sing melodic organizational Aurally identify melodic direction. patterns representing up, Recorded music principals and down, and same. expressive qualities of the arts. Identify AB and ABA. Sing songs in AB and ABA forms. Orff resources Identify duple and triple meter. Identify tempo (fast/slow). Listen to examples of fast/slow tempo changes. Echo rhythm patterns in duple or triple meter by clapping or playing on unpitched Sing a song with different tempos. 25B: Understand the similarities, distinctions and connections in and among the arts. Identify the mood/emotion of music. Identify variety of dynamics (p,f). Identify how music relates to other art forms (dance, theater, visual arts). Model mood/emotion by using appropriate facial expressions. Sing and play music using dynamics. Recorded music Teacher modeling Page 1
26A: Understand the processes, traditional tools and modern technologies used in the arts. Identify melodic patterns using solfege. Identify the families of unpitched and pitched Identify the variety of voices. Dramatize simple poems and seasonal songs. Play and sing melodic patterns using solfege. Play pitched and unpitched instruments with proper technique and care. Other teacher resources 26B: Apply skills and knowledge necessary to create and perform in one or more of the arts. Identify ostinato patterns. Identify a steady beat. Model and listen to a variety of voices. Play, sing, and perform ostinato patterns. Echo play rhythm patterns keeping a steady beat. Pitched and unpitched 27A: Analyze how the arts function in history, society and Recognize the role of music in history and Perform a variety of patriotic songs (National Anthem). Sing seasonal songs. Musical examples Video 27B: Understand how the arts shape and reflect history, society and Identify a variety of folk songs from around the world. Hear and sing music from diverse cultures. Sing folk songs with unpitched instruments and Orff accompaniment. Perform a variety of American folk songs. Other teacher resources Perform a folk dance. Page 2
STATE GOAL 25: Know the language of the arts. Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - Second Quarter STATE GOAL 26: Through creating and performing, understand how works of arts are produced. STATE GOAL 27: Understand the role of the arts in civilizations, past and present. State Standard Objectives Action Plan Resources 25A: Understand the sensory elements, Sing examples of AB and ABA, songs and rounds. organizational Recognize AB and ABA. Orff pitched instruments principals and Play examples of melodic expressive qualities of the arts. patterns up, down, and same on pitched Piano/keyboard Recognize duple and triple meter. Recognize tempo (fast/slow). Recognize melodic direction up, down, and same. Move to show duple and triple meter. Perform a speech piece in duple meter changing to triple meter. Move to show tempo changes fast/slow. Aurally identify melodic direction as up, down, and same. Move to show melodic directions up, down, and same. Recorders Recorded music/cds Page 3
Sing and move in faster and slower tempos. 25B: Understand the similarities, distinctions and connections in and among the arts. Recognize the mood/emotion of music. Recognize the connection between music and other art forms (dance, theater, visual arts). Recognize the use of dynamics in music (p, f). Respond to mood/emotion of music through singing and movement activities. Perform at the holiday program using song, choreography, and simple props. Recorded music Textbooks Modeling Concert music 26A: Understand the processes, traditional tools and modern technologies used in the arts. Recognize melodic patterns using solfege. Recognize the variety of voices. Echo sing patterns using solfege and hand signs using do-re-mi-so-la. Sing and perform a solfege melodic pattern. Choreography resources Kodaly music resources Discuss tone color in a listening selection. Orff pitched and unpitched instruments Move in response to vocal heavier and lighter. Recognize the families of unpitched and pitched Play a rhythm piece on a variety of unpitched Perform a rhythm pattern on Orff instruments including xylophone, metallophones and glockenspiel arranged in a pentatonic scale. Page 4
26B: Apply skills and knowledge necessary to create and perform in one or more of the arts. Recognize ostinato patterns. Differentiate between steady beat and rhythms in duple and triple meter. Play, sing, and perform ostinato patterns. Move to show beat and rhythm of words. pitched and nonpitched Holiday music Echo play rhythm patterns keeping a steady beat. 27A: Analyze how the arts function in history, society and 27B: Understand how the arts shape and reflect history, society and Switch from patting the beat to clapping the rhythm of a familiar song. Recognize the role of music in history and Sing patriotic and seasonal songs. Sing a variety of spirituals. Identify a variety of folk songs from around the world. Sing American folk songs. Perform a dance from an American folk song. Learn to sing children s classics from diverse cultures around the world. Perform a simple folk dance from other cultures. National Anthem Page 5
STATE GOAL 25: Know the language of the arts. Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - Third Quarter STATE GOAL 26: Through creating and performing, understand how works of arts are produced. STATE GOAL 27: Understand the role of the arts in civilizations, past and present. State Standard Objectives Action Plan Resources 25A: Understand the The student will be able to continue to recognize: Create simple rhythm sensory elements, AB and ABA. patterns in AB and ABA organizational form on pitched and Recorded music principals and unpitched. expressive qualities of the arts. Perform a variety of Duple and triple meter. rhythm patterns Orff pitched and demonstrating 2 beat and unpitched instruments 3 beat meter. Melodic direction. Play examples of melodic patterns up, down, and same on pitched Echo sing simple solfege pentatonic patterns showing melodic direction of up, down, and same. Describe the melodic shape of a phrase from a visual representation. Sing familiar songs showing melodic shape of Kodaly music resources Page 6
25B: Understand the similarities, distinctions and connections in and among the arts. Tempo in slow/fast. The student will be able to continue to recognize: The mood and emotion of the music. The use of dynamics in music. p/f/ (soft/loud). The connection between music and other art forms (dance, theater, and other art forms). phrases. Sing in different tempos. Respond to mood/emotion of music through singing and movement activities. Listen to musical examples to hear f/p dynamics. Follow f/p dynamics in a listening map. Recorded music Teacher modeling Listen to musical selections of various dance styles such as ballet, jazz, and folk. Describe examples of visual art and compare to musical tone color. 26A: Understand the processes, traditional tools and modern technologies used in the arts. Recognize melodic patterns using solfege. Identify families of Perform a melodic pattern using solfege and hand signs. Play and sing melodic patterns using solfege. Play body percussion patterns on appropriate classroom instruments to accompany a melody or chant. Kodaly resources Orff resources Orff pitched and unpitched instruments 26B: Apply skills and knowledge necessary to create and perform in one or more of the arts. Identify verse refrain form. Identify rhythm notation. Recognize tone colors in music. Create a simple rhythm pattern to perform on Orff instruments in a pentatonic pattern. Pitched and unpitched instruments Page 7
Perform a song in verserefrain form. 27A: Analyze how the arts function in history, society and The student will be able to continue to recognize: The role of music in history and Compose a short four measure piece using whole, half, quarter, and eighth notes and rests. Sing patriotic and seasonal songs. Perform an American jump rope game. Kodaly resources Perform a play part and circle dance. 27B: Understand how the arts shape and reflect history, society and Develop an understanding of musical concepts from diverse cultures. Identify a variety of folk songs from around the world. Sing American folk songs. Sing songs in call/response. Sing songs in other languages. Kodaly resources Sing songs from diverse cultures. Page 8
STATE GOAL 25: Know the language of the arts. Danville School District #118 Fine Arts Music Curriculum and Scope and Sequence Third Grade - Fourth Quarter STATE GOAL 26: Through creating and performing, understand how works of arts are produced. STATE GOAL 27: Understand the role of the arts in civilizations, past and present. State Standard Objectives Action Plan Resources 25A: Understand the Listen to examples of AB, sensory elements, Identify AB / ABA (canon forms). ABA and canon form. organizational Recorded music principals and expressive qualities of the arts. Create patterns in AB and ABA. Perform rhythm patterns Orff pitched and in AB/ABA on pitched and unpitched instruments Recognize duple and triple meter. unpitched Sing songs in AB, ABA and canon forms. Visually identify melodic direction. Demonstrate tempo changes (fast/medium/slow). Sing do-re-mi-so-la melody from notation. Sing from notation identifying melodic direction up, down, same. Perform rhythms at different speeds (fast/medium/slow). recorders Page 9
Echo 4 and 8 beat rhythm patterns on classroom Identify conducting patterns in duple and triple meters. Conduct simple rhythm patterns in duple and triple meters. Conduct simple patterns in different tempos slow, medium, fast. 25B: Understand the similarities, distinctions and connections in and among the arts. Identify the tone color, instrumentation, and form of a piece of music. Listen to examples of a classical orchestra. Listen to examples of Renaissance instruments lute, recorder, viol, crumhorn, percussions. Listening maps Recorded music Teacher modeling 26A: Understand the processes, traditional tools and modern technologies used in the arts. 26B: Apply skills and knowledge necessary to create and perform in one or more of the arts. The student will be able to recognize: a melodic pattern using solfege. Recognize rhythm notation. Recognize tone colors in music. Identify instruments by sight and sound. Play and sing melodic patterns using solfege and hand signs. Echo sing pitch syllable patterns. Play rhythm patterns on pitched and unpitched Compose a short eight measure piece using whole, half quarter and eighth notes. Kodaly resources Pitched and unpitched instruments Continue to follow visual representations of tone color in listening maps. Page 10
27A: Analyze how the arts function in history, society and Recognize the role of music history and Perform a variety of patriotic songs (National Anthem). Continue to sing play party songs and American folk songs. Perform a line dance. Perform a partner dance. Listen to examples of marches. Perform music for a spring program. 27B: Understand how the arts shape and reflect history, society and Develop an understanding of musical concepts from diverse cultures. Identify a variety of folk songs from around the world. Sing American folk songs. Sing songs in other languages. Orff instruments Sing songs from diverse cultures. CDs Perform folk dances from around the world. Accompany folk songs with Orff instruments and unpitched Listen to musical selections of various composers and styles. Page 11