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ROCKY FORD CURRICULUM GUIDE SUBJECT: Music Standard and Grade Level Expectation GRADE: Evidence Outcome TIMELINE: 3rd Quarter 3 Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary 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 melody 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 b. Perform rhythmic and melodic ostinati in small groups (melodic) I, M We will perform melodic ostinati in small groups. Knowledge Making Music, Grade 3 Comprehension - Unit 5, Lesson 6 (extended pentatonic) - Unit 5, Lesson 7 (do-pentatonic) -Unit 5, Lesson 8 (la-pentatonic) Comprehension d. Perform I-V accompaniments in simple keys I We will perform I-V accompaniments in the key of C/G/F. Comprehension Making Music, Grade 3 - Unit 6, Lesson 11 Application Making Music, Grade 3 - Unit 10, Lesson 1 2. Creation 1. Create short musical phrases and patterns 2. Creation a. Improvise four measures within a musical selection C We will improvise four measures within a musical selection. Synthesis I chord V chord Accompaniment Key of C Key of F Key of G Improvise b. Create short rhythmic and melodic ostinati in question- We will create short rhythmic ostinati in Application © Learning Keys, 800.927.0478, www.learningkeys.org Ostinato Question-andanswer form Page 1 ROCKY FORD CURRICULUM GUIDE SUBJECT: Music Standard and Grade Level Expectation GRADE: Evidence Outcome 1. Create short musical phrases and patterns and-answer form I 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 a. Create phrases using learned rhythms and pitches on a treble clef staff M TIMELINE: 3rd Quarter 3 Student-Friendly Learning Objectives question-and-answer form. We will create short melodic ostinati in question-and-answer form. We will create phrases on the treble clef staff. Level of Thinking Resource Correlation Academic Vocabulary Synthesis Rhythmic ostinato Melodic ostinato Synthesis Phrase Treble clef Staff a. Apply vocabulary for pianissimo/fortissimo, largo/allegro, and legato/staccato when describing musical examples (legato/staccato) I, M We will apply vocabulary for legato and staccato when describing musical examples. Application Any music or songs that have contrasting articulations Legato Staccato b. Demonstrate pianissimo/fortissimo, largo/allegro, and legato/staccato using movement, voice, and instruments (legato/staccato) I, M We will demonstrate legato and staccato using movement, voice, and instruments. Application “Legato Staccato” – Music K-8 magazine, Volume 14, Issue 1 Legato Staccato © Learning Keys, 800.927.0478, www.learningkeys.org Any music or songs that they can perform Page 2 ROCKY FORD CURRICULUM GUIDE SUBJECT: Music Standard and Grade Level Expectation 3. Theory 1. Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using appropriate music 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 2. Analyze simple notational elements and form in music GRADE: Evidence Outcome TIMELINE: 3rd Quarter 3 Student-Friendly Learning Objectives Level of Thinking c. Explain the function of the top number of a time signature involving two, three, and four beats M We will explain the function of the top number of a time signature involving two, three, and four beats. Comprehension Time signature Beat a. Visually identify line and space notes and notate pitches on the treble clef staff I, M We will visually identify and notate pitches on the treble clef staff. Knowledge Pitch Treble clef Staff c. Aurally identify rondo form M We will aurally identify rondo form. Knowledge d. Accurately interpret first and second endings I, M We will accurately interpret first and second endings. Comprehension Making Music, Grade 3 - Unit 2 introduction - Unit 8, Lesson 5 - Unit 12, Lesson 1 Any song that includes a first and second ending First ending Second ending Knowledge Aurally identify Instrument family a. Identify families of We will visually and 3. Theory instruments visually and aurally aurally identify families 3. Identify vocal and I, M of instruments. instrumental tone colors © Learning Keys, 800.927.0478, www.learningkeys.org Resource Correlation Making Music, Grade 3 - Unit 6, Lesson 5 Making Music, Grade 3 - Unit 3, Lesson 10 (strings) - Unit 4, Lesson 10 (keyboard percussion) - Unit 5, Lesson 9 Academic Vocabulary Aurally identify Rondo form Page 3 ROCKY FORD CURRICULUM GUIDE SUBJECT: Music Standard and Grade Level Expectation GRADE: Evidence Outcome TIMELINE: 3rd Quarter 3 Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary (woodwinds/flutes) - Unit 5, Lesson 10 (brass) Instrument Bingo Instrument flash cards 3. Theory 4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns 3. Theory 4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns 3. Theory 4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns 4. Aesthetic Valuation 1. Identify personal preferences for a. Identify and demonstrate do, re, mi, sol, la, high do, low sol, and low la pitches (extended pentatonic scale) C We will identify and demonstrate the pitches of the extended pentatonic scale. Knowledge Comprehension Application Extended pentatonic scale b. Identify and notate using dffg and h. M We will identify and notate using sixteenth notes and dotted half notes. Knowledge Application Sixteenth note Dotted half note c. Aurally and visually recognize I-V chords I We will aurally and visually recognize I and V chords. Knowledge Aurally I chord V chord b. Demonstrate how music communicates meaning of text, feelings, personal preferences, etc. I, M We will demonstrate how music communicates meaning of text, feelings, personal preferences, etc. Comprehension Application Evaluation © Learning Keys, 800.927.0478, www.learningkeys.org Page 4 ROCKY FORD CURRICULUM GUIDE SUBJECT: Music Standard and Grade Level Expectation specific music 4. Aesthetic Valuation 2. Respond to and make informed judgments about music through participation, performance, and the creative process 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 GRADE: Evidence Outcome TIMELINE: 3rd Quarter 3 Student-Friendly Learning Objectives Level of Thinking 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 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 Analysis © Learning Keys, 800.927.0478, www.learningkeys.org Resource Correlation Academic Vocabulary Musical elements Aesthetic quality Page 5 ROCKY FORD CURRICULUM GUIDE SUBJECT: Music Standard and Grade Level Expectation GRADE: Evidence Outcome significance within an individual musical experience d. Discuss reasons that 4. Aesthetic different kinds of music are Valuation important to people C 3. Articulate music’s significance within an individual musical experience © Learning Keys, 800.927.0478, www.learningkeys.org TIMELINE: 3rd Quarter 3 Student-Friendly Learning Objectives Level of Thinking We will discuss reasons that different kinds of music are important to people. Comprehension Resource Correlation Academic Vocabulary Page 6