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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