Download ROCKY FORD CURRICULUM GUIDE SUBJECT: Music GRADE: 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
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