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Course Description: Third-grade students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they continue to develop their working music and cross-content vocabulary and become able to identify fundamental characteristics of musical structures, they demonstrate artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in Next Generation Sunshine State Standards music throughout history and in emerging art forms. Music students Big Idea C: Critical Thinking and Reflection examine the positive impact of the arts in society and practice creative Big Idea S: Skills and Techniques risk-taking in preparation for contributive citizenship in the 21st Big Idea O: Organizational Structure century. Big Idea H: istorical and Global Connections Big Idea F: Innovation, Technology and the Future PINELLAS COUNTY SCHOOLS KEY LEARNINGS FOR Grade 3 General Music Intermediate Music 1: 5013090 On successful completion of this course, all students can truthfully say: 1. I can identify, visually and aurally, families of instruments. (e.g., strings, woodwinds, brass and percussion). 2. I can sing unison songs using proper singing technique and maintaining a tonal center. 3. I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments. 4. I can read rhythmic/melodic phrases with , , , , and DRMSL. 5. I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. 6. I can improvise rhythms or melodies over ostinati. 7. I can notate rhythmic/melodic patterns using , , , and DMSL in 4/4. 8. I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. 9. I can identify and explain the musical form of a song. 10. I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works (e.g., genre, style, culture). 11. I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources and movement. 1 PINELLAS COUNTY SCHOOLS KEY LEARNINGS Course Description: Third-grade students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they Intermediate Music 1: 5013090 continue to develop their working music and cross-content vocabulary and become Grade 3 General Music able to identify fundamental characteristics of musical structures, they demonstrate Teacher Planning Tool artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in music throughout history and in emerging art forms. Music Next Generation Sunshine State Standards students examine the positive impact of the arts in society and practice creative risk- Big Idea C: Critical Thinking and Reflection taking in preparation for contributive citizenship in the 21st century. Big Idea S: Skills and Techniques Big Idea O: Organizational Structure Big Idea H: Historical and Global Connections Big Idea F: Innovation, Technology and the Future *Indicates Florida Standards These Florida Standards are found throughout every lesson LAFS.3.SL.1.3; MAFS.K12.MP.6.1; PE.3.C.2.2 Key Learning NGSSS Recommended (FS)* Assessment 1 I can identify, visually and aurally, families of instruments (e.g., strings, woodwinds, brass and percussion). MU.3.C.1.3 R LAFS.3.SL.2.6 (SR) 2 I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S.3.1 P MAFS.K12.MP.6.1 (PT) 3 I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and unpitched MU.3.S.3.2 P MAFS.K12.MP.5.1 (BAC) instruments. MAFS.K12.MP.6.1 4 MU.3.S.3.2; R/P I can read rhythmic/melodic phrases with , , , , and DRMSL. MU.3.S.3.3 (SR) 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S.3.4 R MAFS.K12.MP.7.1 (SA) 6 I can improvise rhythms or melodies over ostinati. MU.3.S.1.1 C (BAC) 7 MU.3.S.3.5 R I can notate rhythmic/melodic patterns using , , , and DMSL in 4/4. (BAC) 8 I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. MU.3.S.1.2 C (BAC) 9 I can identify and explain the musical form of a song. MU.3.O.1.2 R DA.3.H.1.1 (SR) MAFS.K12.MP.7.1 PE.3.M.1.10 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in musical works MU.3.H.1.3 R VA.3.H.1.3 (SR) (e.g., genre, style, culture). LAFS.3.SL.1.1 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, sound sources MU.3.F.1.1; C MU.3.F.3.1 (BAC) and movement. LAFS.3.RI.1.1 LAFS.3.SL.1.2 2 PINELLAS COUNTY SCHOOLS PERFORMING ARTS TEACHER KEY LEARNINGS (KL) AND NEW GENERATION SUNSHINE STATE STANDARD (NGSSS) CORRELATIONS WITH RECOMMENDED ASSESSMENT CODES Intermediate Music 1: 5013090 Grade 3 General Music Key Learning NGSSS Rec. Assess.* 1 I can identify, visually and aurally, families of instruments (e.g., strings, woodwinds, brass and MU.3.C.1.3: Identify families of orchestral and band instruments. R percussion). (SR) 2 I can sing unison songs using proper singing technique and maintaining a tonal center. MU.3.S.3.1: Sing rounds, canons, or ostinati in an appropriate range, P using head voice and maintaining pitch. (PT) 3 I can play melodic patterns and layered ostinati, using proper instrumental technique, on pitched and MU.3.S.3.2: Play melodies and layered ostinati, using proper P instrumental technique, on pitched and unpitched instruments. (BAC) unpitched instruments. 4 MU.3.S.3.2: Play melodies and layered ostinati, using proper R/P I can read rhythmic/melodic phrases with , , , , and DRMSL. instrumental technique, on pitched and unpitched instruments. (SR) MU.3.S.3.3: Sing simple la-sol-mi-re-do patterns at sight. 5 I can identify the difference between simple 2/4 (duple) and simple 3/4 (triple) meter. MU.3.S.3.4: Match simple aural rhythm patterns in duple and triple R meter with written patterns. (SA) 6 I can improvise rhythms or melodies over ostinati. MU.3.S.1.1: Improvise rhythms or melodies over ostinati. C (BAC) 7 MU.3.S.3.5: Notate simple rhythmic and melodic patterns using R I can notate rhythmic/melodic patterns using , , , and DMSL in 4/4. traditional notation. (BAC) 8 I can create a 2-4 measure rhythmic ostinato, to accompany songs or poems. MU.3.S.1.2: Create an alternate ending to a familiar song. C (BAC) 9 I can identify and explain the musical form of a song. MU.3.O.1.2: Identify and describe the musical form of a familiar R song. (SR) 10 I can describe and compare, using correct music vocabulary, dynamics, tempo and tone color in MU.3.H.1.3: Identify timbre(s) in music from a variety of cultures. R musical works (e.g., genre, style, culture). (SR) 11 I can create, in collaboration with others, a musical interpretation of a poem or story using voices, MU.3.F.1.1: Enhance the meaning of a story or poem by creating a C musical interpretation using voices, instruments, movement, and/or (BAC) sound sources and movement. found sounds. MU.3.F.3.1: Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole. *Response Mode Key: P = Performing; R = Responding; C = Creating; BAC = Best Assessed in Class Item Type Key: SR = Selected Response (multiple choice); SA = Short Answer; ER = Extended Response (Essay); PT = Performance Task 3 Grade 3 Formative Assessments KL Beginning of Year Middle of Year End of Year 1 Identify visually/aurally brass and Identify visually/aurally strings and Identify visually/aurally brass, percussion, percussion woodwinds strings, and woodwinds 2 Sing unison song with Sing unison songs with and without Maintain tonal center while singing the song accompaniment accompaniment without accompaniment 3 Perform rhythmic accompaniments Perform rhythmic accompaniments (2- Perform rhythmic accompaniments (3-part) (2-part) on unpitched instruments part) on unpitched/pitched instruments on unpitched/pitched instruments 4 Read , , , Perform/Read , , , , Perform/Read , , , , Read DMSL in 4/4 Perform/Read DRMSL in 4/4 Perform/Read DRMSL in 2/4 and 4/4 5 Show through group movement Show through group movement simple Differentiate through independent movement simple duple meter triple meter simple duple and simple triple meter 6 Improvise speech patterns/body Improvise rhythmic patterns on Improvise melodies on pitched instruments percussion over ostinati unpitched instruments over ostinati over ostinati 7 Notate , , Notate , , , Notate , , , Notate MSL Notate DMSL Notate DMSL 8 Create a 2 measure ostinato with a Create a 2-4 measure ostinato with a Create a 2-4 measure ostinato alone to group of 4 to accompany a song or partner to accompany a song or poem accompany a song or poem poem 9 Identify and explain Verse/Refrain Identify and explain Call/Response Differentiate between Verse/Refrain and Call/Response 10 Compare dynamics through varied Compare tempo through varied response Compare tone color through varied response response (e.g., Venn Diagrams, (e.g., Venn Diagrams, same/different, (e.g., Venn Diagrams, same/different, same/different, movement) movement) movement) 11 Actively contribute to the class’ Actively contribute to a small group’s Actively contribute to a small group’s musical interpretation of a poem or musical interpretation of a poem or story musical interpretation of a poem or story story using voices.
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