Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- Using a variety of musical skills and techniques will
change the personality of a song
- Identifying and reading various musical notations and
terms are necessary when reading and writing music
- Improvising and writing replicable melodies and rhythms
are important skills that allow me to think like a composer
- Describing and analyzing music comes in different shapes
and forms
- Movement and dance are an important part of history in
all cultures
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
- How does a round differ from other types of songs I
know?
- What do I need to remember to perform a melody on an
instrument?
- Why will being able to identify different notes and
musical elements help me in singing and writing music?
- Why is it important that I learn how to notate music
as it is clapped or played for me?
- What can I learn from sight singing only three notes?
- Why is improvising important to a composer?
- Why is being able to create a replicable melody
important when composing?
- How does understanding a "question" and an "answer"
help me when I am composing?
- Why do families of instruments vary in sound and
looks?
- Why does the "form" change a song?
- What makes a performance excellent?
- How do singing, movement and dance of different
cultures compare to movement and dance in my life?
- Why does a musician have a role in history?
- How does music of yesteryear compare to today's
music?
- How does music in another culture compare to music in
my culture?
- How has music affected the traditions in my
community?
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Standards-Based Assessments
Standard I. Sings and plays instruments, alone
and with others.
(Sings from memory a repertoire of songs
representing diverse genres and styles. Sings a
round as part of a group. Performs a melody on
an instrument. )
Standard II. Reads and writes musical notation.
(Identifies whole notes, whole rests, half
rests, and time signature. Reads to play a
rhythmic example containing any of the
following: quarter notes, eighth notes, half
notes, whole notes, quarter rests, half rests,
and whole rests. Reads to play a melodic example
consisting of 3-5 different notes in the treble
clef with at least 3 of the previously mentioned
rhythmic values. Sight-sings melodic examples
using sol-mi-la. Notates rhythmic patterns
which include half notes and whole notes.)
Standard III.
Creates music.
(Creates a rhythmic
pattern using quarter notes, eights notes, half
notes and whole notes. Creates a replicable
melodic phrase using at least four pitches.
Improvises a rhythmic "answer" in the same
style as a given rhythmic phrase.)
Standard
IV.
Analyzes/describes
and evaluates music.
Compares and contrasts
the characteristics of two families of
instruments. Identifies criteria to use when
evaluating performances.
Standard V.
Demonstrates an
understanding of music in relation to history,
culture, and community traditions.
(Identifies and describes the
roles of musicians in a given historical
period. Compares and contrasts a given
historical composer with musicians of
today. Performs movements/dances from various
countries/cultures. identifies and describes
the roles musicians in a given
culture. Performs/identifies music that reflects
community traditions.) |
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Literacy in Music
Fluency:
Read grade level materials attending to
phrasing, intonation, and punctuation. (Level
M-N)
Adjust reading pace to accommodate purpose,
style, and difficulty of text. (Level M-N)
Music classes reinforce fluency as students
learn songs with correct phrasing. Students
learn to read and interpret musical terminology
for emphasis in meaning; crescendo, piano, piano
forte, and forte, rate (tempo) are all terms
that help students understand how to communicate
with fluency.
Mathematics in Music
Standard
5: Measurement - September
 Select
correct tools to measure length, weight,
temperature, time.
Third graders are taught to read music and to
recognize beats and measures in music. Students
learn to use units of measure (whole notes, half
notes, quarter notes, and rests to measure time.
Reading music is a foundational concept for
understanding fractions. Students can apply math
operations to determine how many measures are in
a song and how many beats by using addition and
counting by 3s and 4s, or by using one and two
digit multiplication.
View the
Music and
Fractions Video (3:58) |
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