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Term Two Planning – Music – Grade 3 and 3-4
ELEMENTS OF MUSIC – Grade 3
• duration: three beats per bar ( metre), dotted half note, sixteenth-note patterns, sixteenth rest; very
fast (presto), very slow (largo)
• pitch: low “so”, low “la”, higher and lower pitch, pitch contour
• dynamics and other expressive controls: standard symbols for soft (e.g., piano – p) and loud (e.g., forte – f);
invented symbols for soft and loud; articulation and expression marks encountered in music listened
to, sung, and played (e.g., staccato, legato, signs for crescendo and decrescendo)
• timbre: classification of instruments by means of sound production (e.g., sounds produced by strumming,
striking, shaking, blowing)
• texture/harmony: simple two-part rounds, partner songs, canons
form: ABA
Feb
Mar
Apr
May
ELEMENTS OF MUSIC – Gr. 4
• duration: syncopation using an eighth note followed by a quarter note and an eighth
note (oral prompts: “ti-ta-ti” or “syn-co-pa”); sustaining a note or rest for longer than its
value (pause or fermata)
• pitch: melody maps, five-line staff, absolute pitch names in treble clef (A, B, C, D, E,
F, G), major and minor tonality, major scale (written with notes or numbers), intervals
(unison, step, skip, leap), key signatures in the music they perform (e.g., no sharps or
flats, one sharp, one flat), accidentals (sharp, flat, natural)
• dynamics and other expressive controls: changes in volume encountered in music
listened to, sung, and played (e.g., sforzando [sfz]); articulation (e.g., phrase markings)
• timbre: homogeneous sound of ensemble instruments (e.g., individual instruments of
the orchestra or other performing ensemble)
• texture/harmony: canon, simple two-part piece (simple polyphony)
• form: verse and chorus; piece with an introduction and/or a coda; simple repeats
Element
C.1 - Knowledge
C.2 - Response
C.3 – Music in l\ife
Repertoire/Resources
Rhythm
2é4
Melody
s-m-l
Harmony
(round)
Form
(ABA)
Expression
(staccato,
legato)
Timbre
Expression
1.3 compose r.p. for my mother
1.5 write r.p. for my mother
(half, whole, quarter, eighth)
1.5 write d-r-m-s on staff
1.1 Sing, move in canon (gr. 3)
1.2 Use legato, staccato in
poem
1.5 visual representation of
staccato, legato
2.2 Identify the
relationship of pitch to
staff notation
2.2 identify 3-4 metre
2.2 Identify staccato,
legato
3.1 – music and romance
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My mother and your mother (3-4)
Tennessee Boys (d-r-m-s)
Create r.p. (half, whole)
Legato-staccato
Round (gr. 3)

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Movement Canon (gr. 3)
Legato-staccato mvt. and n.p. with
poem
1.2 timbre in classroom ”found
sound” instr.
1.2 choose dynamics for
composition
1.3 compose piece for found
sound instruments
1.5 soundscape notation
2.2 Identify differences
in timbre in classroom
instruments

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Found sound” in classroom
Creating soundscape for instr.
STOMP
Ourchestra
Form
(aba)
Melody
(d-r-m)
1.1 Play Pentatonic melodies
1.5 identify d-r-m-s-l-d’-s,-l, on
staff
1.3 create rain rondo (ABA)
2.2 identify pitch on staff
2.2 identify ABA, Rondo

Liza Jane (s,l,drmsl)
Term Two Planning – Music – Grade 3 and 3-4
June
Harmony
Rhythm
1.5 perform ostinato accomp.,
canon, partner-soungs
2.2 identify 4-4 metre

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Ungai mungai (sixteenth notes for gr.
3)
Land of the Silver Birch/My paddle
(round/partner song/syncopation)