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GRADE 3 GENERAL MUSIC CURRICULUM MAP
SEPTEMBER-JUNE
Content Essential Questions
Skills/ Benchmarks
Activities (Lesson)
Assessments Resources
Pitch Melodic Direction Melodic Notation Beginning vocal
harmony
What three directions does music move? How can I tell what a song might sound like by simply looking at the music? What are the characteristics of a good singing voice? What is a melody? What is a staff? What are the letter names of the treble clef staff? What is Harmony?
Standard 1 Students will sing alone
and with others. Students will perform
using instruments. Standard 3
Students will listen to, analyze, and describe music.
Students will experience melodic direction and respond to melodic notation through one or more of the following:
Singing by imitation Movement Simple melodic
instruments Students will create simple harmonies by singing partner songs and cannons. Students will identify the letter names of the treble clef staff.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Pitched classroom instruments
Rhythm Steady beat vs.
rhythm Rhythmic notation Meter 4/4 and 3/4
What is steady beat vs. no steady beat? What are the note values for whole note, half note, quarter note, and paired eighth notes? What are the different kinds of rests?
Standard 1 Students will sing alone
and with others. Students will perform
using instruments. Standard 2
Students will read and notate music.
Standard 3 Students will listen to,
analyze and describe music.
Students will differentiate between steady beat and melodic rhythm through one or more of the following:
Playing instruments Movement Body percussion Singing
Students will experience and discuss a counting system such as Gordon or Kodaly.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments
1
Movement Creative movement Folk dances
What is folk music? What is folk dance? What is creative movement?
Standard 3 Students will listen to,
analyze, and describe music.
Standard 4 Students will relate to
history and culture.
Students will experience and discuss stylistic and creative movement. Students will create movements to match the forms of songs.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments
Composition Rhythmic and
melodic notation Form (AB and
Rondo) Meter (duple and
triple)
What is a repeat sign? What is an AB form or pattern? What is a verse/refrain song? What is the musical alphabet? What do music symbols tell me about how to sing or play a song? What is a time signature?
Standard 1 Students will compose and
arrange music within specific guidelines.
Standard 2 Students will read and
notate music. Standard 3
Students will evaluate music and music performances.
Students will create rhythmic and melodic patterns using teacher generated parameters such as specific pitches, and note values. Students will sing or play songs containing repeat signs and verse/refrain form. Students will aurally identify the meter of a song as duple or triple meter.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments
History and Culture
Holiday celebrations/culture
Patriotic music World Music
What is a patriotic song? Do other countries have patriotic songs? How is music part of different cultures’ holiday celebrations? Why are some songs in another language?
Standard 3 Students will listen to,
analyze, and describe music.
Standard 4 Students will relate to
history and culture.
Students will sing patriotic music and discuss the historical significance of patriotic songs. Students will listen to, sing and/or move to music from world cultures. Unique characteristics of these songs will be explored through classroom discussion.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments
Orchestra and Composers
Instrument families Composers
(Prokofiev)
What is an orchestra? What are the four families of orchestral instruments? What is tone color? How do we behave at a concert? What is a composer?
Standard 3 Students will listen to,
analyze and describe music.
Standard 4 Students will relate to
history and culture.
Using Benjamin Britten’s “Guide to the Orchestra,” orchestra families and tone color will be explored. Supporting Material: “Peter and the Wolf’ and “Swan Lake” -Prokofiev
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments
2
3
Connections Language Arts Science Math
What is the science of sound? How does music add to a story? How are music and math related?
Standard 3 Students will listen to,
analyze and describe music.
Standard 4
Students will relate music to history and culture.
Students will relate the sounds of particular instruments to the characters in a song. Students will use the rest pyramid to understand the mathematical relationship of rest values.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments
Expression
Dynamics
What are dynamics? What are the names of the different dynamic levels? (p,mf,f) What is crescendo and diminuendo? What are the symbols that represent crescendo and diminuendo?
Standard 1 Students will sing alone
and with others.
Standard 2 Students will learn to
visually recognize and identify dynamic symbols.
Standard 3
Students will listen to, analyze, and describe music.
Students will evaluate music and music performances.
Students will perform music by singing and playing instruments using dynamics.
o Student Performance
o Observations/ Daily Tally
o Rubric/ Check list
Music Connection Grade 3 Book and CD set. Classroom instruments