Third Grade General Music Units September: October: November: December: January: Music Elements Music Elements Music Elements Composition Performance

Music Elements Music Elements Music Elements Composition Steel Drums Using music skills  Rhythmic Notation and  Meter  Melodic Notation students will:  Transfer musical Values  Bar Lines/Fine Treble Clef notes skills to the steel  Musical Rests  Measure completion Staff  Compose 6 drum.  Dotted Rhythms  Musical tied notes Lines and spaces measure  Ensemble &  Dynamic and Tempo Ledger lines D & C original Individual Practice Markings Performance (Decode games, composition (Incorporating all  Special notable stories, sight  Add lyrics to music Performance Celebrations: singing exercises, their Elements studied)  Special Celebrations: (Song and activities) treble clef song) composition (Song and activities) Columbus Day Song  Add dynamic Welcome Back Song Johnny Performance and tempo Special Celebrations Constitution Day Song Appleseed/Va. Reel  Transfer music markings to Snow Day Song Halloween reading skills composition Month of the Year Songs/Musical onto diatonic bells Song Haunted House Special Performance Martin Luther King Red Ribbon Songs Celebrations:  Perform Medley Character Ed Songs (Song and activities) original Grandma’s Chicken Election Day songs composition Soup Veterans Day Special Character Ed Song Songs Celebrations Chinese New Year Thanksgiving Songs Holiday Songs Character Ed Song  Kwanzaa  Las Posadas  Hanukkah  Christmas

February: March: April: May: June: Performance Music In Our Schools Instrumental Families Instrumental Families Performance/Evaluation Celebration! Multi Cultural Unit Performance Instrumental Instrumental Families Instrumental Families  Steel Drum  Steel Drum Families (Continued)  Jeopardy Game Performance Rehearsal  Instruments from between Special Celebrations:  Solo rehearsals around the world  Percussion third grade classes (Songs and Activities)  Essay: “What  Four Instrumental Family ( Drilling facts  President’s Day Music Means to Families (Pitched and Non about the Songs Me”  Brass and pitched) instruments.)  Black History Month  PTO Dessert Woodwinds  String Family  Mr. Turner visit Songs Buffet (Demonstration, (Demo, parts,  Band Instrument  Valentines Songs Performance parts, method of method of tone Sign-up  Character Ed Song  Evaluate tone production, production, sound, Special Celebrations: performance uses, listening uses, listening (Songs and Activities) examples etc) examples etc. Instrument Family Rap Special Celebrations: Special Celebrations: Author Day Songs (Songs and Activities) (Songs & Flag Day Songs Easter Songs Activities) (Patriotic) Earth Day Songs Mother’s Day Character Ed Song Character Ed Song Cinco De Mayo Memorial Day Character Ed Song

Topic: Grade 3: Composition Time: On-Going Essential Questions: 1. How does music embrace, enhance and support all other subject areas? 2. What makes one piece of music sound different from another? 3. What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standard 1,2,3,& 4 -What do we call a person who Students will be able to: -Song “Composer’s Rap” -Students ability to writes music? -Identify a person who writes music as -Demonstrate how easy it is to make compose a six measure -What is a musical composition? a composer. up a melody line and rhythm and composition using -What factors might affect a -Identify factors which might affect a words. Students will gather around their knowledge of composer’s writings? composers writing, such as mood, piano with teacher and will meter, melodic -What are the two main parts of current events, physical well being etc. brainstorm various melody lines and notation, dynamics, any composition? -Identify Melody and Rhythm as the rhythms. Adding lyrics as you go! tempo and measure -What do we mean by Melody? main two parts of any composition. -Class will discuss factors which may completion. -What do we mean by Rhythm? -Pick out a melody line on the bells and determine what kind of song a -Is there a step by step process write it out on a treble clef staff. composer may write. -Students ability to when composing a song? (Adding interest with melodic jumps -Students will follow a step by step perform their six -What is a melody line? and skips rather than mono tones) process in the composition of an measure composition -How can you “Pick Out” a -Add rhythms to a melody line, using original six measure song. for their classmates melody line? What is a mono the correct number of beats in each -Pick out Melody line on bells reading from their tone? measure- -Write melody line on staff paper original musical score. -What are lyrics? -Compose a 6 measure composition -Establish a meter/time signature (Demonstrating their -Do all songs have to have using correct melodic and rhythmic -Add rhythmic notation, placing music reading as well lyrics? notation on a treble clef staff. The correct number of beats in as music composing -What is meter/time signature? -Add dynamics and tempo markings to Each measure of music. Add skills!) -How do you know how many their original composition. Bar lines to staff. Instruments used: beats to put in each measure? -Add lyrics to original piece *Extra -Add dynamic markings Diatonic bells and -What is a musical staff? credit. Lyrics must be matched up to -Add tempo markings vocals -What does a treble clef tell the rhythms syllabically. -*Add lyrics Match words to musician? Rhythms syllabically -How does a composer know how to divide up a staff in terms - -Students will perform original of meter and measures? compositions for classmates using --What does the term fine mean? the diatonic bells and vocals if lyrics -What is the purpose of are used. dynamics? -What is the purpose of tempo markings?

Connections to Text (Resources) Silver Burdette, “The Music Connection” Series, Examples of compositions, staff paper, diatonic bells Key Vocabulary: Melody, Melodic Line, Rhythm, fine, staff, treble clef, meter, time signature, fine, measure, bar lines, dynamics, tempo markings, lyrics, melodic jumps, skips

Topic: Grade 3: Dynamics Essential Questions: 1. What do people hear when they listen to music? 2. How can music affect your mood? 3. How can we use music to tell a story?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3 & 4 -What are musical dynamics? Students will be able to: -Dynamic Singing Games Students can identify, -What is the difference between -Understand the purpose of dynamics in -Create original sound pieces using demonstrate and loud and soft sounds? Music. dynamic contrast. incorporate dynamics What is the difference between -Identify the following dynamics by -Aural Dictation/Listening Exercises in their musical very loud and harsh sounds? symbol, name and definition: - Read & Perform written dynamic performances. -How can we use dynamics to (Piano, Pianissimo, Forte, Fortissimo, marking in a vocal score. make a song interesting? Crescendo, Decrescendo and sforzando) -Read & Perform written dynamic Students will create -What is the difference between -Demonstrate each of the dynamics in a marking in a bell band /steel drum original sound pieces gradually getting louder and vocal or instrumental performance. ensemble. using dynamic suddenly louder? -Compose a sound piece incorporating -Direct people to objects in the contrast. -What is the term and symbol for all the dynamics covered. classroom through the use of gradually louder and gradually -Read and interrupt dynamic dynamics. Loud =Hot Students will be able softer? markings in a musical score. Soft –Cold. to recognize dynamic -What are the musical --Perform dynamic markings in a Crescendo as they get closer etc. changes in a listening term/symbols for the following written musical score. example. dynamics: -Identify dynamic changes in a listening Soft=Piano (P) exercise. Aural Dictation Students will Loud=Forte )F) -Perform dynamic markings on bells perform/demonstrate Pianissimo=Very soft (PP) and steel drums. different dynamic Fortissimo= Very loud (ff) Perform dynamic markings while ready markings in bell and Crescendo=Grad. Louder < a vocal score. steel drums. Decrescendo=Grad. Softer > -Can you demonstrate each of the Students will dynamics in a musical perform/demonstrate performance? different dynamic -Where would the use of markings while crescendos and decrescendos reading from a vocal come in handy? score. (Singing) -Where might a sforzando marking be appropriate?

Connections to Text (Resources) Silver Burdette, “The Music Connection” Level 3, Vocal music scores, Instrumental music scores, General Music Methods/Resources, Music Magazines. Time: On Going Key Vocabulary: Crescendo, Decresendo, Piano, Pianissimo, Fortissimo, Sforzando, Contrast, Dynamics, Symbols: P, PP, F, FF, <, >, SFZ

Topic: Grade 3: Evaluating Music Performance/Performance Etiquette Time: On-Going Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound different from another? What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3, & 4 -What makes a good performance? Students will be able to: -Class discussion Students ability to -What are the main elements of a -Recognize the elements of a good -Examples of good performances and bad recognize the factors good performance? performance. performances. Compare the differences. which make for a good -What is meant by good stage -Understand the meaning of good stage -Examples of proper concert attire and performance vs. a bad presence? presence. unacceptable concert attire. Discuss how performance. -What is stage fright? -Draw upon personal tools which can help dress and stage presence set the tone for -Students ability to -How might a performer control when stage fright occurs. the performance. recognize the importance his/her nerves when performing? -Understand the importance of appropriate Discuss things that you see at a concert of good stage presence -Why should a performer dress concert attire for performances. which are disruptive to the performer on and appropriate attire appropriately for a concert? -Formulate a plan of action if a problem stage --Audience etiquette during a performance -What is appropriate attire for a occurs during performance? -Role play: What to do if you mess -Students ability to concert? -Discuss problems that may occur and how up….Ways to handle stage fright….Good understand why audience -What happens when things don’t go to handle the problems during a stage presence. etiquette is so important as planned during a performance? performance. -Have students enact examples of good during a performance. -What makes a good audience? -To discuss proper audience etiquette and and bad performances for classmates: -Why should the audience members problems that we see at our concerts here at Discussion Students ability to remove hats during a performance? Deposit. -View taped performances both good and critique a performance -When is the proper time to use the -Understand why proper concert etiquette is bad using their knowledge of bathrooms etc during a performance? so important? -Discuss performances and what worked music skills and -What do you listen for during a -Evaluate examples of good and bad and why? What didn’t work and why? performance tools. performance? performances. -Watch video of our own concerts and -What musical factors make a -Use knowledge of the musical elements discuss ways to improve and things that Students ability to watch performance interesting? Exciting ? and performance tools when evaluating went well. a video of a Deposit Boring? musical performances. concert and discuss what -What is the appropriate response if Ex. The performance was boring because worked and what did not. you like a performance? the performer looked bored, there were no -Students ability to -What do you the listener hear and dynamics used, rhythms used were all whole analyze a performance see in performances? notes etc. and come up with - After viewing a performance, What -Use knowledge of the musical elements suggestions for did you think of the performance? and performance tools to critique our own improvement -What is meant by constructive Spring Concert. criticism? List strengths and weaknesses, what could -What could the performer do to we do to improve? improve his/her performance? -What did you like about the performance? What did you dislike? -How would you critique our last chorus performance? What did we do well? What could we have done better?

Connections to Text (Resources) Silver Burdette, “The Music Connection” Series, Concert tapes, Various performance videos, Connections to Technology: DVD’s, CDs and Video tapes of performances and concerts Key Vocabulary: Stage Fright, Stage Presence, etiquette, audience, performer, attire, critique, constructive criticism, analysis.

Topic: Grade 3: Instrumental Families Time: On-Going Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound different from another? What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3 & 4 What is a family? -Students will be able to: -Demonstration of instruments -Students ability to Why are instruments divided into - Identify a family as “Any class or group of a. Assembly identify an instrument in families? related things.” b. Parts terms of: -What are the four instrumental families? -Identify the four instrumental families. c. Sound production -Appearance -What instruments make up each of the four families? (Brass, Woodwind, String and Percussion) d. Altering sound/pitch -Family -What makes each family of instruments -Identify the members of each family. e. family members -Method of tone unique? -Identify the characteristics which make the -Video library Production -Does the appearance of the instrument instruments related and why they are Silver Burdett Series -Parts determine its family? grouped in a specific family. “Music Magic” -Pitch alteration -How does each instrument produce a -Understand that sound is vibration. - Instrument Posters - Sound sound? -Identify how each instrument produces -Instrumental Bingo -Uses -What instruments produce high pitched sound. -Jeopardy Fact Game -Characteristics sound? -What instruments produce low pitched -Identify how sound/pitch can be altered -Worksheets -Students ability to select sound? /change on each instrument. -Puzzles an instrument which best -Does the size of the instrument -Identify high and low pitch. -Coloring activities /Instrumental fits his/her needs. determine pitch? -Identify basic parts of each instrument. families -Can you identify instruments by their -Understand that the size of the instrument -Students ability to sound? does determine the pitch as well as other -Sound demonstrations recognize that playing an -What is the one thing all instruments factors. Glasses of water instrument requires have in common? -Identify each instrument in terms of Vibrating string practice and dedication. -What is vibration? What is sound? How is sound produced? family, method of sound production, Plastic straw/reed -How is a sound produced on a brass sound and appearance. instrument? -Identify the two types of brass mouth -Listening examples -What is the purpose of the valves on a pieces. -Picking an Instrument that is right for brass instrument? -Identify the trombone as the only brass YOU! activities. -What is a mouth piece? What are the two without valves and that uses a slide. -Practice technique demo different types of brass mouthpieces? -Identify the two types of woodwind -How does a brass player change pitch? reeds. -How does tightening and loosening your lips change pitch? -Understand the principle of “Split air -How does the use of more or less air column” in terms of sound production. affect the pitch? -Understand the principle of a vibrating -What brass instrument uses a slide string and how pitch changes with a change instead of valves? in the length and width of the string. -How is a sound produced on a woodwind instrument? -What is a split air column? -Understand the principle of “Buzzing” of -What does the term “Buzz your lips” mean? the lips to produce vibration and sound on a -What is a woodwind reed made out of? brass instrument. -Name two types of reeds? -Identify the saxophone as the one member Why is a flute and piccolo part of the of the band and jazz ensemble that is not a woodwind family when they do not use a member of the orchestra. reed and are made out of metal/brass -Identify the differences between the materials? Concert band and an orchestra. -What is the difference between an -Identify a fret on a guitar and its purpose. orchestra and a concert band? -What woodwind instrument is used in -Identify the parts of the string bow? Jazz and Concert Band ensembles but not -Identify the piano as a member of both the used in the orchestra? string and percussion families. -How is sound produced on a string -Identify the two categories of percussion instrument? instruments. -How can pitch be altered on a string -Explain how drum heads have evolved over instrument? the years and how the materials have -What is a fret? changed. -What is the purpose of the bow? -Do all string instruments use a bow? -Explain how steel drums are made and how -What materials are used to make a bow? each is tuned. -What is the difference between a violin -Make an intelligent decision when selecting and a fiddle? an instrument in fourth grade. -What is the purpose of rosin? -Identify and use good practice techniques. -Which families does the piano belong to? Why? -How is sound produced on a piano? -What are the two categories of percussion instruments? -What do we mean by pitched and non- pitched percussion? -Which instruments are considered to be pitched percussion? -Which instruments are considered to be non-pitched percussion instruments? - How is sound produced on a percussion instrument? -What materials were used to make drum heads? -Why are timpani drums, (kettle drums) considered pitched percussion? -What are percussion mallets? -How is a steel drum tuned/made? -What musical elements does one need to know in order to play an instrument? -What might you consider when selecting an instrument? -How much time should be devoted for practice? -How do you practice at home?

Connections to Text (Resources) Silver Burdett “Music Magic” Video series, Instruments, Posters, Games, Worksheets , examples of music for each instrument. Connections to Technology: Listening examples of instrumental performances, Videos Key Vocabulary: Vibration, pitch, families, instrumental families, brass, woodwinds, percussion, strings, mouth pieces. Reeds. Split air column, valve, slide, fret, trumpet, cornet, French horn, trombone, tuba, baritone, piccolo, flute, clarinet, oboe, saxophone, English horn, bassoon, violin, viola, cello, string bass, guitar, bango, fiddle, piano, mallet, drums, bongos, timpani, cymbals, moraccas, tambourine, castanets, gong, triangle, claves, steel drums, bells, xylophone.

Topic: Grade 3 : Melody Time: On-Going Essential Questions: 1. What basic music elements are essential to music? 2. What makes a great musician? 3. What musical tools (skills) should a musician have in his/her tool box? 4. How does music embrace, enhance and support all other subject areas?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3 & 4 -What is it that you re- Students will be able to: -Write a basic advertisement -Students ability to member about a song you -Identify a melody line Jingle using note reading Identify upward hear on the radio? -Identify a monotone voice. Skills. And downward -What is a musical jingle? -Write an original advertisement -Aural Dictation tonal patterns. -What is its main purpose? jingle with a melody line. -Sing with recordings -Students ability to -What is a monotone voice? -Sing with the piano. sing a melody -Why would a monotone -Aurally and visually -Shape Contour of song in the line. not make a good teacher? identify upward and downward air. -Students ability to -How do notes move? tonal patterns. -Composing original melodies Convey the con- -What is a melody? -Aurally and visually identify Using diatonic bells. tour of a song on -What is a treble clef? Steps, leaps and repeated tones -Write the melody line for paper or thru -What is another name for -Identify the treble clef sign original compositions on movement. treble clef and why? -Understand why it is also called staff paper. -Students ability to create -What is the purpose of the The g clef. -Sight Reading exercises an original music staff? -Transfer note reading skills to melody, notating -What are the lines and -Identify instruments and vocal the diatonic bells. it on staff paper and space notes on the treble parts which read the treble clef. -Participation in Bell Band performing it on bells. clef staff? -Read the notes of the treble clef Ensemble. -Students ability to -What if solfege? Staff. -Do Re Mi Song read notes on the -How can we use the Kodaly -Use Kodaly hand signs as they - Use Kodaly hand signs treble clef staff . hand signs to show sing basic melody lines while singing -Students ability to Pitch relationships. -Transfer their treble clef note -Treble clef instrument Use Kodaly hand -What instruments/voices Reading skills to the diatonic Demonstration. Signs while singing use the treble clef staff? Bells. -Decode work game using treble clef basic melody line. -What letters make up the notes. -Students ability to music alphabet? -Notable stories. transfer note reading -Write musical stories skills to the diatonic Using melodic notation to bells. write stories etc. (Using the -Students participation as musical alphabet.) a member of the bell . Ex. Musical band ensemble. Valentines

Connections to Text (Resources) Various Music Supplemental Methods, Silver Burdett, “The Music Connection” Series Connections to Technology: Diatonic Bells, CD Listening Examples, Piano, DVDs Key Vocabulary: Staff, Lines, Spaces, Treble clef, G Clef, Jingle, composition, music alphabet, leaps, melody, melodic patterns, contour, monotone.

Topic: Grade 3: Music History/Culture Time: On-Going Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound different from another? How does music affect emotions? Why is music considered a “Universal Language?”

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3 & 4 -The Music Connection” -Students ability to -What is culture? -Understand that culture is the entire way of Series Understand the meaning -What is tradition? life of a particular people, including its -Classroom discussion of the terms, culture and -How are traditions passed on? customs, religions, ideas, inventions, tools -Activities, games, songs and dances tradition. -What part does music play in etc. representing different -Students ability to different cultures and traditions? -Understand how traditions and practices cultures,events and holidays. understand the important -How is music a sort of vehicle were passed from one generation to the Examples: role music plays in the which has helped to preserve next. Halloween preservation and passing traditions and various cultures -Understand that music is a vehicle in which Veterans’s Day down of traditions and through the years. we can preserve and pass down traditions Thanksgiving culture to future -How can we use music to help us and culture to future generations. Christmas Around the generations. understand and learn about different -Explore different experiences, beliefs, World -Student participation in cultures and traditions? motives and tradition of people living in New Years songs, dances and -What holidays do people celebrate diverse settings Boxing Day activities representing in different parts of the world? -Participate in activities, songs and dances Martin Luther King Jr. various cultures and -How do cultures around the world which represent various cultures and (Black History, Slavery, traditions. compare and contrast? traditions. Under ground Railroad) -Students ability to sing -What types of instruments are used -Observe different types of instruments used Chinese New Year songs in foreign in the music of different cultures? around the world. Valentine’s Day languages. -How does music reflect the culture -Understand that music does not need words St. Patrick’s Day -Students ability to and traditions of a people to convey an emotion, feeling or idea. Cinco De Mayo recognize that it’s the around the world. -Understand that changes of key, tempo, Flag Day music itself that affects -Why can music be considered a dynamics, harmony and articulations change -Singing and listening to songs emotion and feelings and “Universal Language?” the feeling of a piece of music? from various countries. that the language/words -Understand that words are used to convey -Singing in a foreign language. are added to help tell a an idea or thought in a piece of music, but Hebrew, Chinese and Spanish story. the music affects how we feel. -Music Makers Series Videos -Students ability to -Understand the history and development of (Demonstration of instruments used recognize instruments the steel drum. in different types of music and from used in the music of other -Perform in a steel drum band other countries) countries and cultures. -Participation in a Steel Drum Student’s ability to Ensemble perform as a member of a steel drum band.

Connections to Text (Resources) The Music Connection Series, choral music, Videos and DVDs, Connections to Technology: DVDs and Video Tapes , CDs , Listening Examples Key Vocabulary:Traditions, Culture, holidays, Kwanzaa, piñata, fiesta, Mariachi Band, immigrant, African American, African American Spiritual, Cinco de Mayo, Boxing Day, Chanukah, Dreidle, Drinkin” Gourd, North star, Big Dipper,Underground railroad, freedom, Civil Rights, Veteran, Mexico, Israel, Canada, Spain, Slavery,

Topic: Grade 3: Performance Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound different from another? What basic music elements are essential to music?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3 & 4 -What does the term “Performance” Students will be able to: -On Going review of music elements. Students will demonstrate mean? -Use their musical skills during a Rhythm Value Games their performance skills -What tools/skills does the musician need Performance. Treble clef Decode the word Game by doing just to use during a performance? -Note Reading (Treble Clef) Sight Reading Exercises that…performing! -What helps to make a great performance? -Ledger Line Note Reading Complete the musical measure drill -Why is the following statement not -Meter Meter Madness Drill necessarily correct? “Practice makes -Rhythmic Notation and Values Notable Stories -Participation and perfect!” -Dynamics enjoyment in musical -What are some of the things a good -Tempo Markings Various Performance Opportunities: ensembles and musical rehearsal/practice should include? -Sight Reading Skills -Vocal/Singing in music class activities. -Why is sight reading so important? -Bell Band Ensemble -What role does an audience play? --Use good practice and rehearsal -Steel Drum Band Ensemble -What is a dress rehearsal? -What happens if something goes wrong techniques/tools when practicing -Character Education Singing during a performance? independently or rehearsing within an Group -Students ability to read -What is an ensemble? What does it ensemble setting. -Score Reading Skills written music, interpret mean to be a member of an ensemble? -Experience a Dress Rehearsal and will - Sight Reading Skills the music , and transfer What are the responsibilities of an understand its importance and purpose. -Conducting Skill Practice that knowledge to an ensemble member? -Perform as a member of a bell ensemble. -Mini Musicals/Skits instrument or vocal -How can we make sure we start and -Understand the character traits of a good -Individual/home practice performance. finish a song all at the same time? ensemble member. -What is the role of the conductor? -What are conducting patterns? (Dependable, considerate, conscientious, -Choral Singing -What do the conducting patterns mean? loyal, prepared, hard working, etc.) -Students ability to sing -How is sound produced on a diatonic -React and follow a conductor and -Introduction to the instrumental in unison . bell? conducting patterns. Families. Student’s knowledge -What is harmony? Of the instruments and families -Students ability -How can we produce harmony on the -Perform as a member of a bell Will help the students select a band experience vocal diatonic bells? Ensemble and Steel Drum Ensemble.. instrument to study for the following harmony while singing a -What is a musical round? -Read and perform a two part bell school year. round. -How is sound produced? Vibration? -What is the difference between harsh arrangement. Demonstration of instruments, DVD’s, versus loud sounds? -Participate in a musical singing round. Sound production experiments and -What are the four families of demonstrations instruments? What instruments make up -Identify instruments in terms of family, each family? method of tone production, instrumental -What is the main difference between the parts, types of music played and four instrumental families? sound/timbre, -Intelligently select an instrument to -What instrument would you like To play next school year? study over the summer/next school year. -Why would you like to play a specific instrument?

Connections to Text (Resources) Choral Music, Vocal Technique Methods, Bell Band Methods, Steel Drum Band Methods, Solo Music, Sight Reading exercise Material, CD Library, DVD’s and Videos, Piano. Time: On Going Connections to Technology: Listening Examples, Instrument Demonstrations , DVD’s and Videos Key Vocabulary:Harmony, Performance, harsh, loud, Woodwinds, Brasses, Strings, Percussion, embrasure, vibration, round, conductor, dress rehearsal, practice, audience, timbre, sight reading, harmony/unison.

Topic: Grade 3: Rhythm Essential Questions: 1. How does music embrace, enhance and support all other subject areas? 2. What makes one piece of music sound different from another? 3. What basic music elements are essential to music? 4. What is the job of an orchestra/band conductor? What does he/she have to know/do when conducting a large ensemble?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas (Instructional Strategies) (Evidence of Learning) What is a beat? Students will be able to: Standards 1,2,3 & 4 What is the purpose of meter? -Demonstrate meter in 2, & 4 -Measure Completion Exercises -Original Rhythmic What does a meter tell you? through performance & movement. - Rhythmic Notation/Value Drill Composition What is a music measure? -Compose a 4 measure rhythmic piece. -Aural Rhythmic Dictation Exercises -Worksheets What is a bar line? -Count and perform rhythmic notation. -Rhythmic Math Games -Performance Why must a musician know -Explain dotted rhythms -Count/Clap written rhythms -Sight Singing how to count rhythms? -Identify rhythmic notation in terms of -Use Drum Sticks and Pads -Reading Vocal Score What do music and math have name, symbol and value. -Participate in rhythmic ensemble in common? -Identify rhythmic rest notation in terms of -Reading rhythmic Scores What does a dot do to the value name, symbol and value. -Conduct Patterns of a note it follows? -Demonstrate conducting patterns for 2 & 4, meter. -Conducting practice What is the purpose/job of the -Identify and perform musical tied -Perform written Conductor? Rhythms. rhythmic notation on -Identify strong and weak beats -Sight reading examples diatonic bell. What is the purpose of a -Perform rhythmic accompaniment Musical tie? For singing and dancing. What is the difference between a strong and weak beat. -Change movement and dance steps to -Percussion ensemble -Percussion Ensemble fit changing meter. -Identify style of music by -Recognize meter What is a rhythmic meter.(Ex. Waltz in 3) -Listening Exercises changes through Accompaniment? -Dance movements Exercises movement and dance. -Identify changing tempos. How does changing meter -Identify tempo terms and symbols effect movement/dance steps? In a music score. (Andante, Largo, Presto and Allegro) -Recognize tempo changes, symbols What is Tempo? -Movement and Listening exercises and terms..

Connections to Text (Resources) Vocal Music , Bell Band Ensemble Methods, Silver Burdett: “The Music connection” Series Time: Continuous Connections to Technology: VCR and CD player Key Vocabulary:Beat, meter, measure, bar line, quarter note, half note, whole note, dotted rhythms, rests, musical tie, strong/weak beat, accompaniment, conductor, musical style, tempo, Largo , Allegro , Andante and Presto.

Topic: Grade 3: Tempo Essential Questions: 1. What do people hear when they listen to music? 2. What makes music interesting? 3. How can music affect our mood/how we feel?

Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas (Instructional Strategies) (Evidence of Learning) Standards 1,2,3 & 4 -What does the term tempo mean? Students will be able to: Various Tempo Singing/Movement Student’s ability to: -What is the difference between -Recognize fast and slow tempos. Songs and Activities -Recognize changes in speed and tempo? -Understand that speed and tempo are the tempo -Why are most musical terms in a same thing. Study the lives and music of famous -Demonstrate through different language? -Understand that most of our musical terms composers. performance various -Why do we use symbols and are in German, French, Latin and Italian “Beethoven Lives Upstairs” Video tempos studied. abbreviations for many tempo because early music was written by “Strauss, The King of Three Quarter -Participate in dances markings in a score? composers in Europe not in America. Time” which incorporate -Why is it important for composers -Read and interpret tempo markings as well “Rossini’s Ghost” Video changing tempos. to use tempo markings in their as abbreviations and symbols. - Understand tempo compositions? -Demonstrate through performance a Listen to different styles of music in abbreviations and -Where do tempo markings usually ritardando , an accelerando and an a tempo. terms of tempo symbols when reading a appear in a score? -Understand why certain tempo markings musical score. -What are the musical terms for are necessary in a musical score. Teach various dances styles -Perform an accelerando, gradually getting faster and -Understand how to use certain tempo experimenting with different changing ritardando and a tempo. gradually getting slower? markings in a performance. tempos. (Accelerando and Ritardando) -Recognize and correctly perform the -What do the abbreviations Accel. following tempo markings in a piece of Sing songs with changing tempo And Rit. stand for? music: Allegro, Largo, Presto, Andante, markings. -What does the term” A Tempo” Lento, Allegretto, a tempo, accelerando, mean? When would we use this ritardando. (Performance medium: Steel Dramatize stories with tempo changes term? Drums, Bell Band and Voice) -What do the following terms mean: -Participate in various dances which will Perform songs using /practicing various Allegro, Largo, Presto, Lento, incorporate each of the tempos studied. tempos on bells and steel drums. Allegretto and Andante mean?

Connections to Text (Resources) Silver Burdett, “The Music Connection” Level 3, Literature, Various General Music Methods, Music Magazines, Vocal Music, Steel Drum Music, Bell Band Music, Sight Reading methods, Music Magazines Time: On Going Connections to Technology: DVDs, Videos, Cassette Tapes, Listening Examples Key Vocabulary: Allegro, Largo, Presto, Lento, Allegretto, Andante, Accelerando, Ritarde, Ritardando, a tempo, score, speed, tempo and composers