Rhythmic Literacy - Fall
Anchor
Standard: Students
become rhythmically literate. Students
are able to perform, creatively use, and communicate rhythmic elements.
Essential
Question: How
are rhythm and meter created and communicated?
Enduring
Understandings
Rhythm is the duration of sound. Steady beat is the foundation for rhythmic
learning and exploration. Rhythm and
beat can be organized into groups called meter.
Know
3.R.Ka. Review rhythmic notes and values from 1st
-2nd grade
3.R.K.b. Identify and understand the value for the
whole note and whole rest and dotted half note
3.R.K.c. Recognize the strong beat in sets of 2 and
sets of 3 (CFA)
Perform
3.R.P.a. Play/sing/move to songs that contain the
whole note/rest
3.R.P.b. Read from notation songs that contain the
whole note/rest and dotted half note
3.R.P.c. Take from dictation 4 beat patterns that
contains notes learned in 1st-3rd grades (CFA)
3.R.P.d. Use movement to show the strong beat in
meter of 2 and 3
Create
3.R.C.a. Create/perform
original rhythmic patterns with 3 beats per measure and 4 beats per
measure. Compare and contrast
compositions
3.R.C.b. In small
groups, combine/arrange and perform original rhythmic patterns using 2,3, or 4
beats per measure
Respond/Connect
3.R.R.a.
Listen and respond to the steady beat and rhythmic patterns in the works
of famous composers.
3.R.R.b. Discuss how rhythm is present in other
content areas such as reading or sports
Melodic Literacy - Winter
Anchor
Standard: Students
become melodically literate. Students can
perform, creatively use, and communicate melodic and harmonic elements.
Essential
Question: How
are melody and harmony created and communicated?
Enduring
Understandings
Music is organized sound. Melody is organized pitch. Melody is also organized by direction and
duration. Harmony is created when two or
more sounds are produced together.
Know
3.M.K.a Experience hand signs for the major scale
focusing on mi, re, and do
3.M.K.b. Identify the pitch of the lines and spaces for
the treble clef
3.M.K.c. Identify steps and skips and repeated notes
as well as their direction on the staff
3.M.K.d. Recognize do-re-mi as a step pattern and
do-mi as a skip
Perform
3.M.P.a. Sing and play a variety of songs that
contain combinations of do-re-mi (CFA)
3.M.P.b. Read and decode do,re,mi patterns from the
staff
3.M.P.c. Take dictation (traditional or
non-traditional notation) using combinations of so, mi, la, and do
3M.P.d. Sing and play a variety of rounds and
partner songs
3.M.P.e. Accompany songs with classroom instruments
both pitched and unpitched
Create
3.M.C.a. Improvise
using a combination of mi,re,do vocally or on pitched instruments
3.M.C.b. Individually or as a class compose/play a
song using a combination of do, re, mi
3M.C.c. Use instruments to create new textures for a
song and justify choices
Respond/Connect
3.M.R.a. Sing songs from a variety of cultures and
for varied seasons
3.M.R.b. Respond to music in relationship to history
and culture
3.M.R.c. Listen and identify melodic patterns that
use do,re,mi (CFA)
Expressive Elements - Spring
Anchor Standard:
Students recognize signs and symbols for musical expression. Students can effectively use and manipulate
expressive elements.
Essential Question: How
does a musician use the elements of expression to communicate their music? How can I use the elements of expression to
express my own ideas and feelings?
Enduring Understandings
Musicians
express themselves through the use of tonality, form, dynamics, tempo, style,
and instrumentation. Learning to
manipulate these elements helps to communicate our musical ideas with others.
Know
3.E.K.a.
Identify the vocabulary for loud-forte/soft-piano, < gradually get louder,
crescendo and > gradually get softer, crescendo
3.E.K.b.
Understand the concept and identify the vocabulary for fast - allegro and slow-
lento
3.E.K.c.
Understand that music has form – focus on AB form
3.E.K.d.
Know the names of the four orchestral instrument families, begin introducing
instruments
Perform
3.E.P.a.
Perform songs and poems with contrasting dynamics
3.E.P.b.
Perform songs with poems with contrasting tempos
3.E.P.c.
Use movement to contrast between A and B sections of a piece of music
Create
3.E.C.a.
Plan and perform dynamics to accompany a poem or song (CFA)
Respond/Connect
3.E.R.a.
Listen and respond to a variety of folk and classical music. Use appropriate vocabulary to identify
expressive elements and instruments/voices. (CFA)
3.E.R.b.
Use another discipline (art, reading, writing, math) to respond to expressive
elements in a listening example
