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Grade 3

Strand 1: Artistic Foundations Standard 1: Demonstrate knowledge of the foundations of the art area.

Benchmarks: The student will: 1. Identify and/or demonstrate knowledge of the elements of music including melody, rhythm, harmony, dynamics, tone color, texture, and form

7 1 2 3 4 5 6 Form Melody Rhythm Harmony Dynamics Tone Color Texture

• High/low • Beat/words • One pitch/many • Loud/soft • Speaking/singing • One sound/many • Beginning, • Higher/lower • Strong beat pitches • Getting softer/ • Non-pitched sounds middle, end • Same/different • Fast/slow • Sing/chant getting louder instruments: • Voice only/ • Same/different pitch • Accelerando accompanied by • Forte/ piano woods, metals, instrument only/ melody • Simple tone • Aural foundation pitched • Crescendo drums, shakers, both • Call/response matching (1-3 for 6/8 instruments • Decrescendo scrapers • Instruments used • Echo pitches • 2/4, 3/4, 4/4 • Vocal ostinati • mf, f, mp, p • Pitched for story or poem • Repeat • Expressive • Quarter note/rest, • 2 and 3 part • accent instruments: sound effects • Introduction/Coda speech/singing eighth notes canon (sung and Metallophones, • One ostinato • Phrase • Sing/play SM, • Half note/rest/tied played) xylophones, • Rhythmic and • Same/ different LSM, SMD, MRD quarter notes glockenspiels vocal canon phrases: AA vs • Steps vs skips • Dotted half note • Instrument • Multi-layered AB (leaps) • Whole note/rest families: string, sound • Question/answer woodwind, • Low LS, High D • Sixteenth notes • Bordun • Verse/refrain percussion, brass • Aural foundation • Repeat sign • ABA • Changed/ for D and L • Treble clef • Sections unchanged voice centered • Barlines • DC al fine pentatonic, • Same/different • Theme & var. diatonic, SMRD, rhythm patterns • 1st & 2nd endings LSMRD, home • Accented beat • Rondo tone, • Equal vs unequal major/minor • AABA • Beat divisions • Sing/play GAB

Northfield Public Schools (Bolded text indicates new material introduced/taught.) Final: 11/4/08 2

Grade 3

Strand I: Artistic Foundations Standard 2: Demonstrate knowledge and use of the technical skills of the art form integrating technology when applicable.

Benchmarks: The student will: 1. Demonstrate the ability to read and notate music 2. Demonstrate proper tone production and articulation while singing and/or playing a classroom instrument

8 9 10 Read and Notate Pedagogy Technology (Tone Production, Articulation, Resources And Intonation)

• Beat icons • Model breathing, diction, support, expression • Spotlight on Music Series • Rhythm icons • Sing aloud/ sing inside your head • Supplementary books, sheet music, DVDs, videos, recorded • Pitch icons • Pat beat/ clap word rhythms music, etc. • Melodic contour lines • Move on strong beat • I-tunes • Quarter note/ rest • Bi-lateral/ alternate patschen • Garage Band • Paired eighth notes • Clapping • Finale • Half note/rest • Stepping • Smart Music • Whole note/rest • Simple folk dances • Smartboard • Sixteenth notes • Mirroring, imitation, pantomime • p/f, bar lines, fermata, accent, staff, measure, repeat • Mallet skills: identify head, stem, handle; head plays, stem • SM, LSM doesn’t click on bars, tremolo, glissando, crossover, • SMD, MRD moving bordun • Pentatonic • High, middle, low • Intro to treble clef lines & spaces • Scale • Meter signature • Play steady beat with both hands, with one hand • GAB • Play on word cues (star light, star bright) • Rhythmic/melodic ostinati • Self space/ classroom space • Sing/ shout (call)/ whisper/ speak • Posture • Register (speak in upper/middle/lower register) • Sustain pitch • Tuneful singing with solfege: SMD, MRD, octaves • Playing recorder • Staccato, legato, fermata

Northfield Public Schools (Bolded text indicates new material introduced/taught.) Final: 11/4/08 3

Grade 3

Strand I: Artistic Foundations Standard 3: Demonstrate understanding of the personal, social, cultural, and historical contexts that influence the art areas including the contributions of the Minnesota Indian tribes and communities.

Benchmarks: The student will: 1. Describe the characteristics of music from a variety of cultures and historical times, including the contributions of the Minnesota Indian tribes and communities. 2. Describe the similarities and differences among the arts areas and among disciplines outside the arts areas such as mathematics, science, and history.

11 12 Cultural and Arts Connections Historical Contexts

• Music in everyday life • Poetry • Celebration music • Dance • Music from diverse cultures • Visual Arts • Explore similarities and differences between pieces from different cultures • Drama • Stay current with classroom curriculum: Thanksgiving, MLK, patriotic, etc.

Northfield Public Schools (Bolded text indicates new material introduced/taught.) Final: 11/4/08 4 Grade 3

Strand II: Create/Make Standard 1: Create/make in a variety of contexts in the art area using the artistic foundations.

Benchmarks: The student will: 1. Express musical ideas using improvisation and composition on classroom instruments. 2. Revise a musical creation based on feedback from others.

13 14 15 Improvise Compose Revise

• Sound effects for stories and poetry • Plan rhythm patterns using icons • Group discussion on performance of • Instrumental interludes • Quarter note/rest compositions: Accuracy? Add or change • Rhythmic accompaniment • Paired eighth notes something? Interest? Ending? • Melody for a simple rhyme • Half note/rest • Partner feedback • LSM melody • Sixteenth notes • SMD, MRD • Whole note/rest • Rhythmic question and answer including • Melodic composition in pentatonic using sixteenth notes rhythms above • Melodic question and answer in • Recorder composition pentatonic

Northfield Public Schools (Bolded text indicates new material introduced/taught.) Final: 11/4/08 5

Grade 3

Strand III: Perform/Present Standard 1: Perform/Present in a variety of contexts in the art area using the artistic foundations.

Benchmarks: The student will: 1. Sing and play a varied repertoire that includes simple rhythms and melodies. 2. Revise performance based on feedback of others.

16 17 Repertoire Rehearsal and Performance Feedback

• “Spotlight on Music” Series • Music programs • Audience etiquette: sit still, be quiet, clap • Solo performer etiquette: announce selection, bow, smile • Group etiquette: when to watch conductor, when to smile at audience

Northfield Public Schools (Bolded text indicates new material introduced/taught.) Final: 11/4/08 6

Grade 3

Strand 1V: Respond/Critique Standard 1: Respond to and critique a variety of creations or performances using the artistic foundations.

Benchmarks: The student will: 1. Describe the characteristics of a variety of musical works and performances.

18 Listening

• Selections from “Spotlight on Music” Series

Northfield Public Schools (Bolded text indicates new material introduced/taught.) Final: 11/4/08