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Emirates National Schools
Music Curriculum Standards
3rd Grade Learning Expectations
Concepts and Skills – Big Ideas: Perform from memory and use simple traditional notation
Standard 1:
Expression
and
performing
through -
Employ musical skills through a variety of means,
including singing and purposeful movement.
Demonstrate the expressive elements of music –
including melody, harmony, rhythm, style, genre,
texture, mood, tonality, and form – through voice.
Singing:
Demonstrate the processes of development of musical
literature from rehearsal to performance, exhibiting
appropriate interpersonal and expressive skills, both
individually and within ensembles
Evidence Outcomes:
Use correct vocal techniques when singing.
Recognize and follow conductor’s beat patterns and gestures
Perform expressively for peers in a large or small group setting
Sing simple notated melodies
Sing with accuracy and control, focusing awareness on the musical elements of pitch,
rhythm, tempo, duration and dynamics
Sing from signs and traditional notation
Increase their song repertoire to include simple partner songs and continue to develop the
ability to sing in harmony with or without teacher support
Sing with others, developing ensemble skills and an awareness of audience
Sing songs from a variety of times and cultures
Concepts and Skills – Big Ideas: Perform extended rhythmic, melodic, and harmonic patterns
Evidence Outcomes:
Playing
instruments:
Demonstrate the expressive elements of music –
including melody, harmony, rhythm, style, genre,
texture, instrumentation, mood, tonality, and form –
through playing musical instruments.
Perform music with appropriate technique and level of
expression at an appropriate level of difficulty in sight
reading and prepared performance.
Demonstrate the processes of development of musical
literature from rehearsal to performance, exhibiting
appropriate interpersonal and expressive skills, both
individually and within ensembles.
Perform more complex patterns that include do, re, mi, sol, la, high do, low sol, and low la
(extended pentatonic scale)
Perform rhythmic and melodic ostinati in small groups
Perform a steady beat while contrasting rhythms are being played
Develop control of sounds on a widening range of instruments.
Continue to perform rhythmic and melodic patterns of increasing length on a variety of
classroom instruments and in different meters of two, three and four and by rote and/or
traditional notation.
Perform with others and develop an awareness of ensemble and audience
Respond to directions from a conductor.
Concepts and Skills – Big Ideas: Create short musical phrases and patterns
Standard 2:
Creating and
composing:
Create music by composing and/or arranging what is
heard or envisioned, in notated or non-notated form,
with or without the use of music technology,
demonstrating originality and technical understanding.
Display instrumental or vocal improvisation skills by
performing what is created in the mind
March 2011
Evidence Outcomes:
Improvise four measures within a musical selection
Compose written short rhythmic and melodic ostinati
Choose and arrange sounds to create a specific mood or feeling
Explore, create, select, combine and/or organize sounds
Begin to explore and organize sounds into simple musical forms such as binary or ternary.
Perform compositions using classroom instruments and other sound sources
Use basic musical notation to record and communicate ideas
3rd Grade Learning Expectations
Notation:
Concepts and Skills – Big Ideas: Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using
appropriate music vocabulary
Read and employ the language and
vocabulary of music in discussing musical
examples and writing music, including
technology related to melody, harmony,
rhythm, style, genre, voicing/orchestration,
mood, tonality, expression, and form
Evidence Outcomes:
Apply vocabulary such as pianissimo/fortissimo, largo/allegro, and legato/staccato when describing
musical examples.
Demonstrate pianissimo/fortissimo, largo/allegro, and legato/staccato using movement, voice, and
instruments.
Explain the function of the top number of a time signature involving two, three, and four beats.
Concepts and Skills – Big Ideas: Analyze simple notational elements and form in music
Read and employ the language and
vocabulary of music in discussing musical
examples and writing music, including
technology related to melody, harmony,
rhythm, style, genre, voicing/orchestration,
mood, tonality, expression, and form
Evidence Outcomes:
Visually identify line and space notes and notate pitches on the treble clef staff
Orally identify question-and-answer phrases
Accurately interpret first and second endings
Identify and use non-traditional and traditional notation to represent and record sound events and
simple songs
Use traditional and/or folk song material to learn appropriate melodic content
Use non-traditional and traditional notation to practice and perform a piece of music
Read and notate using basic rhythm values of quarter note, eighth note and quarter rest
Read and notate using rhythm values of whole note and half note, whole and half rests with teacher
support
Read and notate using dotted rhythms in simple meters
Concepts and Skills – Big Ideas: Identify vocal and instrumental tone colors
Read and employ the language and
vocabulary of music in discussing musical
examples and writing music, including
technology related to melody, harmony,
rhythm, style, genre, voicing/orchestration,
mood, tonality, expression, and form
Evidence Outcomes:
Identify families of instruments visually and orally
Differentiate male and female voices in choral settings
Concepts and Skills – Big Ideas: Identify and orally recognize simple melodic, rhythmic, and harmonic patterns
Demonstrate melodic, harmonic, and rhythmic
aural skills through identification, transcription,
and vocalization or instrumental playback of
aural musical examples
Evidence Outcomes:
Identify and demonstrate do, re, mi, sol, la, high do, low sol, and low la pitches (extended pentatonic
scale)
Concepts and Skills – Big Ideas: Identify personal preferences for specific music
March 2011
3rd Grade Learning Expectations
Standard 3:
Listening and
appreciation:
Evidence Outcomes:
Make informed, critical evaluations of the
effectiveness of musical works and
performances on the basis of aesthetic
qualities, technical excellence, musicality, or
convincing expression of feelings and ideas
related to cultural associations.
Develop a framework for making informed
personal musical choices, and use that
framework in making and defending musical
choices
Use simple terms to describe preferences
Demonstrate how music communicates meaning of text, feelings, personal preferences, etc.
Demonstrate respect for the music preferences and opinions of others
Develop an understanding of musical elements such as the difference between steady beat and
rhythm, and awareness of meter
Develop an understanding of form in music
Continue to describe musical elements using appropriate musical vocabulary, giving reasons for
preferences
Identify the sounds and names of an increasing number of instruments: orchestral, non-orchestral,
non-western and multi-ethnic (resource dependent)
Develop and awareness and appreciation of music from different sources and cultures, its uses and
associations
Concepts and Skills – Big Ideas: Respond to and make informed judgments about music through participation, performance,
and the creative process
Demonstrate a understanding of aesthetics in
music, appropriate to the particular features of
given styles and genres, as it relates to the
human experience in music
Know the place of each of the participants in
the performance environment and practice
appropriate audience participation; recognize
the place and importance of music in life
March 2011
Evidence Outcomes:
Select and use specific criteria in making judgments about the quality of a musical performance
Create developmentally appropriate movements to express pitch, tempo, form, and dynamics
Describe how specific musical elements communicate particular ideas or moods in music
Explain how music speaks to every person in unique ways
Develop and articulate an understanding of the aesthetic qualities of music performed or heard