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School City of Hobart |
| Singing |
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Standard 1
The learner will be able to sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.
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3.1.1
The learner will be able to sing warm-up exercises while listening for good diction, posture, and tone quality.
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3.1.2
The learner will be able to sing a capella (unaccompanied) with appropriate dynamics and phrasing.
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3.1.3
The learner will be able to sing a memorized song that emphasizes the cultural heritage of class members.
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3.1.4
The learner will be able to sing an ostinato or partner song while maintaining a steady tempo.
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3.1.5
The learner will be able to follow the conductor. Example: Start, end, and maintain the tempo of a song as it is conducted. Be sure to add loud and soft sections, accented words, appropriate breaths, and other effects indicated by the conductor.
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| Playing an instrument |
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Standard 2
The learner will be able to perform on pitch and in rhythm independently and with a steady tempo. They echo rhythmic or melodic patterns accurately and perform a variety of pieces expressively. They also perform in groups, play accompaniments, and respond to a conductor's motions.
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3.2.1
The learner will be able to play a given pitch pattern. Example: Play a scale or a portion of a scale on a mallet instrument or keyboard. .
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3.2.2
The learner will be able to echo rhythmic or melodic patterns.
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3.2.3
The learner will be able to play an easy ostinato accompaniment independently.
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3.2.4
The learner will be able to maintain a steady beat on a percussion instrument.
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3.2.5
The learner will be able to play a short melody using appropriate dynamics. .
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3.2.6
The learner will be able to play an instrument with a group, following the cues of a conductor. .
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| Reading, notating and interpreting music |
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Standard 3
The learner will be able to read music notation in simple meters or groupings, using a system of syllables, numbers, or letters. They correctly name symbols and terms referring to dynamics, tempo, articulation, and perform them correctly when they appear in the music. They also use standard symbols to notate meter, rhythm, pitch, articulation, and dynamics.
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3.3.1
The learner will be able to read and write whole, half, quarter, and eighth notes and rests in 2/4 and 4/4 time signatures.
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3.3.2
The learner will be able to read pitch notation by the letter names on the lines and spaces of the treble clef.
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3.3.3
The learner will be able to identify melodic direction in written pitch notation as moving up or down by steps or skips.
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3.3.4
The learner will be able to identify and explain dynamic markings for forte, mezzo forte, mezzo piano, piano, crescendo and diminuendo (decrescendo).
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3.3.5
The learner will be able to identify and explain the symbols for a fermata, octave, and D.C. al fine.
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| Improvising melodies and accompaniments |
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Standard 4
The learner will be able to improvise musical responses that sound similar to the rhythmic and melodic phrases given by the instructor. They improvise simple melodies and rhythmic and melodic ostinato accompaniments, using traditional sounds, sounds from the classroom, body sounds such as clapping, or electronic sounds.
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3.4.1
The learner will be able to respond on a melodic or rhythmic instrument to teacher given phrases.
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3.4.2
The learner will be able to create simple rhythmic or melodic ostinatos on a traditional or non-traditional instrument.
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3.4.3
The learner will be able to invent short songs or pieces using several types of sounds. Example: With a group of classmates and with the teacher's help, use five to eight pitches and three different instruments to invent a short piece on the spot. .
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| Composing and arranging music |
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Standard 5
The learner will be able to create music to accompany readings or dramas. They create short songs and instrumental pieces with help from the instructor, using a variety of sound sources.
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3.5.1
The learner will be able to create a song with the teacher's guidance, and record it either on tape or by notating it. Example: Help create a short song based on a story learned in class, either by helping to write the words or the melody. .
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3.5.2
The learner will be able to notate a short melody. Example: Write out four measures of a melody you have created. .
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3.5.3
The learner will be able to play a short melody using traditional or non-traditional sounds.
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| Listening, analyzing, describing music |
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Standard 6
The learner will be able to identify simple musical forms when they are heard. They discuss and describe aural examples of music of many cultures, using proper terms as they are learned. They also identify the sounds of instruments. Students in third grade respond through movement to musical events while listening to music.
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3.6.1
The learner will be able to diagram musical forms such as AB or ABA. Example: Listen to a piece and draw a picture to illustrate which parts of the music are alike and different. .
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3.6.2
The learner will be able to use movement to indicate changes in the form of the music, and talk about those changes.
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3.6.3
The learner will be able to write a glossary of musical terms. Example: As a class, expand the musical dictionary begun during the previous year as new terms and musical ideas are learned. .
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3.6.4
The learner will be able to identify various instruments by sight or sound. Example: Upon hearing a recording of a brass instrument, identify that instrument aurally and visually. .
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3.6.5
The learner will be able to use movements to demonstrate understanding of the musical events being heard.
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| Understanding relationships |
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Standard 7
The learner will be able to identify similarities and differences in the meanings of common terms used in all of the arts. They describe ways that the arts involve ideas that can apply to many situations.
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3.7.1
The learner will be able to compare and contrast two or more meanings of terms used in the arts. Example: Study a painting and listen to a musical piece. Find similarities between both. .
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3.7.2
The learner will be able to relate ideas learned or discussed in music to other situations in life. Example: Learn a song about imagination, and talk about how imagination can help you in many ways. .
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| Understanding music |
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Standard 8
The learner will be able to identify familiar examples of music of another historical period or culture. They identify the uses of music and the roles of musicians in daily life.
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3.8.1
The learner will be able to identify familiar pieces of music from other eras. Example: Identify the opening theme of Beethoven's Fifth Symphony. .
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3.8.2
The learner will be able to identify a piece of music from a cultural background in addition to those represented in the class.
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3.8.3
The learner will be able to discuss suitable music for special occasions and rituals.
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| Evaluating music |
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Standard 9
The learner will be able to develop criteria for musical quality. They discuss personal preferences for specific musical works.
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3.9.1
The learner will be able to compare two or more performances and compositions. Example: Listen to two instrumental works and tell how they are alike or different. .
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3.9.2
The learner will be able to discuss likes and dislikes of musical examples using familiar musical terms. Example: Ask students to keep an ongoing record of their reactions to two selected musical pieces as they listen to them. Compare the reactions from the beginning of the project to those at the end of the project. .
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