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PRIMARY MUSIC: THIRD GRADE
PRIMARY MUSIC: THIRD GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard:
Students recognize the elements of music
Performance Standard:
Students begin to recognize terminology, notation, and symbols
within the elements of music
Performance Standard:
Students identify and discuss the elements of music
Performance Standard:
Students interpret and use terminology, notation, and symbols
within the elements of music
ACADEMIC EXPECTATION(S):
1.14 Students
construct meaning and/or communicate ideas and emotions through
music
2.22 Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
2.23 - Students analyze their own and others artistic
products and performances
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Core Content for Assessment:
AH-E-1.1.31 Rhythm: steady beat, meter (duple, triple),
time signatures (2/4, 3/4, 4/4), rhythmic durations (whole,
half, quarter, 8th notes and rests), fermata
AH-E-1.1.32 Tempo: slow, fast, medium
AH-E-1.1.33 Melody: shape, direction (up, down, same, step,
skip) high vs. low notes (pitches), lines and spaces, treble
clef sign, pitch notation (middle C to F at top of staff)
AH-E-1.1.34 Harmony: unison, parts, tonality (major, minor,
resting), intervals
AH-E-1.1.35 Form: call & response, two-part (AB),
three-part (ABA), verse/chorus, repeat signs, round
AH-E-1.1.36 Timbre: sounds of individual voices and
instruments, instrument families,
AH-E-1.1.37 Dynamics: soft (piano), loud (forte), medium
soft (mezzo piano), medium loud (mezzo forte), very loud
(fortissimo), very soft (pianissimo),crescendo/decrescendo
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Demonstrators:
Explore and respond to music through singing, instrument
playing, moving, listening, reading, writing and creating
Experience and perform music from diverse cultures
Recognize and develop music concepts (melody, harmony,
rhythm, form expression, and style)
Recognize and demonstrate arts concepts used to describe
feelings
Create and/or perform original and existing works of music
Discuss works of art using appropriate concepts and
terminology
Observe and explore a variety of artistic styles and forms
in music
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Specific Activities:
AH-E-1.1.11
Create and notate short, simple melodies that demonstrate
melodic shape/contour and meter
AH-E-1.1.12 Create simple melodic or rhythmic
accompaniments to given melodies
AH-E-1.1.13 Improvise answers in similar style to
given rhythmic and/or melodic phrases
AH-E-1.1.21 Sing and play alone simple rhythmic
or tonal patterns by reading music notation. Be able to
sustain own part in an ensemble
AH-E-1.1.22 Perform simple rhythmic, melodic or
chordal patterns on classroom instruments
Specific Activities Continued:
AH-E-1.1.23 Sing rote melodies accurately
AH-E-1.1.24 Evaluate own musical performance or
composition by citing appropriate musical elements
Suggested Activities:
Singing age-appropriate songs using the terms
"unison" and "parts"
Performing rhythmic accompaniments on sticks, rhythm
instruments, body percussion
Performing rhythmic, melodic or chordal patterns on
classroom instruments
Reading simple rhythms
Creating melodies that demonstrate "shape" with
voices or on classroom instruments
Improvising answers in similar style of given rhythmic
and/or melodic phrases
Directed listening with focus on elements
Identifying simple forms
Creating pieces in simple forms
Recognizing voices as "high" or "low"
Visual recognition of instruments
Aural recognition of instruments by families
Identifying and creating pieces with changing dynamics
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Critical Vocabulary:
Rhythm (steady beat); tempo slow, fast, medium; melody (up, down,
same, step, skip, high, low); form, call & response, verse,
chorus, round; dynamics, loud (forte), soft (piano), medium loud
(mezzo forte), medium soft (mezzo piano), very loud (fortissimo),
very soft (pianissimo) crescendo, decrescendo; unison; parts;
tonality, major, minor, "resting tonality"; treble clef,
intervals
PRIMARY MUSIC: THIRD GRADE // HISTORICAL/CULTURAL
CONTEXT
PROGRAM OF STUDIES:
Performance Standard:
Students listen to music of diverse cultures, periods, and styles
Performance Standard:
Students experience music of diverse cultures, periods and styles
Performance Standard:
Students use simple music terminology when describing music of
diverse cultures, purposes and styles
Performance Standard:
Students develop an awareness that specific styles of music
define time periods and respective cultures
Performance Standard:
Students identify music from diverse cultures, periods and styles
ACADEMIC EXPECTATION(S):
1.14 Students
construct meaning and/or communicate ideas through music
2.22 Students create products and make presentations that
convey concepts and feeling in the human experience through their
productions, performance or interpretations
2.23 Students analyze their own and others artistic
products and performances
2.24 Students appreciate creativity and the values of the
arts and the humanities
2.25 Through their productions and performances or
interpretation, students show an understanding of the influence of
time, personality and society on the arts and humanities
2.26 Students recognize differences and commonalities in
the human experience through their productions, performances or
interpretations
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Core Content for Assessment:
AH-E-1.2.31 Identify similarities and differences in
musical elements used in the music of Native Americans, West
African and American folk music
AH-E-1.2.32 Discuss game songs, folk songs, work songs,
lullabies, marches, patriotic songs, spirituals, and blues
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Demonstrators:
Explore and respond to music through singing, instrument
playing, moving, listening, reading, writing and creating
Recognize and develop music concepts (melody, harmony,
rhythm, form, expression, and style)
Explore a variety of art forms in music
Experience and perform a variety of art forms in music
drama from diverse cultures
Create and/or perform original and existing works of music
Describe reaction to artworks and performances using basic
vocabulary
Express openness to differences and commonalities among
diverse cultures.
Communicate recognition of the diversity of art forms and
structure in music
Respond to the expressive qualities of music
Recognize and demonstrate arts concepts used to describe
feelings
Recognize the role of the artist in music
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Specific Activities:
AH-E-1.1.12
Create simple melodic or rhythmic accompaniments to given
melodies
AH-E-1.1.13 Improvise answers in similar style to
given rhythmic and/or melodic phrases
AH-E-1.1.21 Sing and play alone simple rhythmic
or tonal patterns by reading music notation. Be able to
sustain own part in an ensemble
AH-E-1.1.22 Perform simple rhythmic, melodic or
chordal patterns on classroom instruments
AH-E-1.1.23 Sing rote melodies accurately
AH-E-1.1.24 Evaluate own musical performance or
composition by citing appropriate musical elements
AH-E-1.1.25 Recognize and demonstrate the
relationship between elements of music and expressive
qualities of movement
Suggested Activities:
Listening to, singing and/or writing about songs and
music of other cultures (SSC Matches Social Studies
Curriculum)
Listening to, singing and/or writing about
age-appropriate traditional American folk songs (SSC)
Listening to, singing and/or writing about holiday music,
both traditional American and from other cultures (SSC)
Creating accompaniments to music from many cultures on
age-appropriate instruments (SSC)
Moving to and/or writing about music from many cultures
Singing and/or writing about patriotic songs (SSC)
Listening to, moving to and/or writing about marches
(SSC)
Listening to and writing about Native American music
(SSC)
Singing and/or writing about Native American songs (SSC)
Listen to and writing about West African music (SSC)
Singing and/or writing about West African Songs (SSC)
Playing and/or writing about West African games and
instruments (SSC)
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Critical Vocabulary:
Culture, American Folk culture, Native American, West African;
game songs, folk songs, work songs, lullabies, patriotic songs,
marches; spirituals, blues
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