Download ROCKY FORD CURRICULUM GUIDE SUBJECT: Music GRADE: 3

ROCKY FORD CURRICULUM GUIDE
SUBJECT: Music
GRADE:
TIMELINE: 2nd Quarter
3
Standard and Grade
Level Expectation
Evidence Outcome
1. Expression
1. Perform from
memory and use
simple traditional
notation
1. Expression
2. Perform extended
rhythmic, melodic,
and harmonic
patterns
d. Play and sing simple notated
melodies C
We will play/sing
notated melodies.
Knowledge
Any simple notated
Comprehension melodies
Application
Notated melody
a. Perform more complex
patterns that include do, re, mi,
sol, la, high do, low sol, and low
la (extended pentatonic scale)
and dffg , h.
(pentatonic scale) C
We will perform
patterns that include
pitches of the extended
pentatonic scale.
Extended
pentatonic scale
1. Expression
2. Perform extended
rhythmic, melodic,
and harmonic
patterns
1. Expression
2. Perform extended
rhythmic, melodic,
and harmonic
patterns
2. Creation
1. Create short
musical phrases
and patterns
a. Perform more complex
patterns that include do, re, mi,
sol, la, high do, low sol, and low
la (extended pentatonic scale)
and dffg , h.
(dotted half) I, M
b. Perform rhythmic and
melodic ostinato in small groups
(rhythmic) I, M
We will perform
patterns that include h.
(dotted half note).
Comprehension Making Music, Grade 3
Application
- Unit 3, Lesson 7
(low so)
- Unit 3, Lesson 8
(low so)
- Unit 4, Lesson 7
(high do)
- Unit 4, Lesson 8
(high do)
Knowledge
Making Music, Grade 3
Comprehension - Unit 4, Lesson 2
- Unit 4, Lesson 3
We will perform
rhythmic ostinatos in
small groups.
Knowledge
Making Music, Grade 3
Comprehension - Unit 1, Lesson 12
Application
- Unit 2, Lesson 1
Ostinato
a. Improvise four measures
within a musical selection C
We will improvise four
measures within a
song.
Synthesis
Improvise
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objectives
Level of
Thinking
Resource Correlation
Academic
Vocabulary
Dotted half note
Page 1
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Music
GRADE:
TIMELINE: 2nd Quarter
3
Standard and Grade
Level Expectation
Evidence Outcome
2. Creation
2. Notate music
using basic notation
structure
3. Theory
1. Apply and
demonstrate use of
basic dynamics,
tempo, meter, and
articulation using
appropriate music
vocabulary
3. Theory
1. Apply and
demonstrate use of
basic dynamics,
tempo, meter, and
articulation using
appropriate music
vocabulary
3. Theory
1. Apply and
demonstrate use of
basic dynamics,
tempo, meter, and
articulation using
appropriate music
a. Create phrases using learned
rhythms and pitches on a treble
clef staff C
We will create phrases
on a treble clef staff.
Synthesis
a. Apply vocabulary for
pianissimo/fortissimo,
largo/allegro, and
legato/staccato when describing
musical examples
(largo/allegro) I, M
We will apply
vocabulary for largo and
allegro when describing
musical examples.
Application
Music or songs that
have contrasting
tempos
Largo
Allegro
b. Demonstrate
pianissimo/fortissimo,
largo/allegro, and
legato/staccato using
movement, voice, and
instruments
(largo/allegro) I, M
We will demonstrate
largo and allegro using
movement, voice, and
instruments.
Application
Any song they can
perform
Largo
Allegro
c. Explain the function of the top
number of a time signature
involving two, three, and four
beats C
We will explain the
function of the top
number of a time
signature involving two
and four beats.
Knowledge
Comprehension
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objectives
Level of
Thinking
Resource Correlation
Academic
Vocabulary
Phrase
Treble clef
Staff
Time Signature
Beat
Page 2
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Music
Standard and Grade
Level Expectation
vocabulary
3. Theory
2. Analyze simple
notational elements
and form in music
3. Theory
2. Analyze simple
notational elements
and form in music
3. Theory
3. Identify vocal and
instrumental tone
colors
4. Aesthetic
Valuation
2. Respond to and
make informed
judgments about
music through
participation,
performance,
and the creative
process
4. Aesthetic
Valuation
2. Respond to and
GRADE:
Evidence Outcome
TIMELINE: 2nd Quarter
3
Student-Friendly
Learning Objectives
Level of
Thinking
Resource Correlation
Academic
Vocabulary
b. Aurally identify question-andanswer phrases I, M
We will aurally identify
question-and-answer
phrases.
Knowledge
Making Music, Grade 3
- Unit 2, Lesson 6
Question and
answer
c. Aurally identify rondo form C
We will aurally identify
rondo form.
Knowledge
Making Music, Grade 3
- Unit 4, Lesson 5
(ABA form)
Rondo form
b. Differentiate male and female
voices in choral settings I, M
We will differentiate
male and female voices
in choral settings.
Knowledge
Comprehension
Choral setting
a. Select and use specific
criteria in making judgments
about the quality of a musical
performance I, M
We will select and use
specific criteria in
making judgments
about the quality of a
musical performance.
Application
Criteria
b. Create developmentally
appropriate movements to
express pitch, tempo, form, and
dynamics
We will create
movements to express
tempo.
Synthesis
© Learning Keys, 800.927.0478, www.learningkeys.org
Making Music, Grade 3
- Unit 4, Lesson 1
Tempo
Page 3
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Music
GRADE:
Standard and Grade
Level Expectation
Evidence Outcome
make informed
judgments about
music through
participation,
performance,
and the creative
process
4. Aesthetic
Valuation
2. Respond to and
make informed
judgments about
music through
participation,
performance,
and the creative
process
4. Aesthetic
Valuation
2. Respond to and
make informed
judgments about
music through
participation,
performance,
and the creative
process
(tempo) I, M
TIMELINE: 2nd Quarter
3
Student-Friendly
Learning Objectives
Level of
Thinking
Resource Correlation
b. Create developmentally
appropriate movements to
express pitch, tempo, form, and
dynamics
(form) I, M
We will create
movements to express
form.
Synthesis
c. Describe how specific
musical elements communicate
particular ideas or moods in
music C
We will describe how
specific musical
elements communicate
particular ideas or
moods in music.
Comprehension
© Learning Keys, 800.927.0478, www.learningkeys.org
Making Music, Grade 3
- Unit 4, Lesson 5
- Unit 5, Lesson 5
- Unit 6, Lesson 5
Academic
Vocabulary
Form
Page 4
ROCKY FORD CURRICULUM GUIDE
SUBJECT: Music
GRADE:
TIMELINE: 2nd Quarter
3
Standard and Grade
Level Expectation
Evidence Outcome
4. Aesthetic
Valuation
3. Articulate music’s
significance within
an individual
musical experience
4. Aesthetic
Valuation
3. Articulate music’s
significance within
an individual
musical experience
4. Aesthetic
Valuation
3. Articulate music’s
significance within
an individual
musical experience
4. Aesthetic
Valuation
3. Articulate music’s
significance within
an individual
musical experience
a. Explain how music speaks to
every person in unique ways C
We will explain how
music speaks to every
person in unique ways.
Comprehension
b. Develop and articulate an
understanding of the aesthetic
qualities of music performed or
heard C
We will develop and
articulate an
understanding of the
aesthetic qualities of
music performed or
heard.
Comprehension
c. Identify differences and
commonalities in music from
various cultures C
We will compare and
contrast music from
various cultures.
Knowledge
d. Discuss reasons that different
kinds of music are important to
people C
We will discuss reasons
that different kinds of
music are important to
people.
Comprehension
© Learning Keys, 800.927.0478, www.learningkeys.org
Student-Friendly
Learning Objectives
Level of
Thinking
Resource Correlation
Academic
Vocabulary
Aesthetic quality
Page 5