· web viewthe bhasd music department focuses on three overarching goals in the design of...

District OverviewThe BHASD Music Department focuses on three overarching goals in the design of curriculum and instruction for music courses from Kindergarten through Grade 12. BHASD students will be able to:

1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) Appreciate a wide variety of music in the ever-changing global environment, and 3) Mature into intelligent and discerning consumers of music and musical experiences.

General Music courses and vocal and instrumental performing groups at each grade level sequentially establish the foundation for developing these capacities in all Brandywine students by their high school graduation.

Elementary General Music Grade 3 DescriptionGrade 3 General Music builds on the foundation established in Grades K-2 General Music. Students interact with the seven elements of music (rhythm, melody, harmony, form, timbre, dynamics and tempo) at a more mature level. The yearlong Soprano Recorder Unit includes learning proper mechanics and music reading skills in playing a wind instrument. This course features units in music reading mastery; meter in 2, 3 and 4; the treble note letter names and music alphabet; notes and rests from ½ to 4 beats in length; beginning harmony skills utilizing rounds, partner songs and ostinato; visual and aural identification of 10 instruments in the 4 th Grade Band program; various musical styles including Jazz; and enjoying music as an expression and celebration of various cultures and life. Grade 3 General Music culminates with a public concert in which performance skills in singing and playing recorders, mastery of song material, memory skills and student accompaniment ensembles are introduced and utilized with age-appropriate proficiency.At the third grade developmental level, this course builds on the foundation for developing the follow ing capacities in all Brandywine Grade 3 students: 1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) appreciate a wide variety of music in the ever-changing global environment, and 3) mature into intelligent and discerning consumers of music and musical experiences. Grade 3 Units:

Unit 1: Melody Unit 2: Rhythm Unit 3: Harmony Unit 4: Form Unit 5: Expression Unit 6: Movement Unit 7: Composition Unit 8: Playing the Recorder Unit 9: Performance Unit 10: Music Appreciation

Subject: Elementary General Music Grade: Grade 3 Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 3 year

Unit Title: RHYTHMUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the first element of music: RHYTHM. How does meter influence the feeling of music? How are proper notes names different from the names used in rhythm reading (ta, ti ti, etc.)? What is necessary for singing and playing rhythmic passages with fluency?Unit Objectives:Grade 3 students will utilize all known rhythmic elements with fluency while singing and playing instruments.Grade 3 students will sing, play and conduct in 2, 3, and 4-meters. Grade 3 students will label all notes and rests with their proper names: whole, dotted half, half, quarter and eighth.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:difficulty in developing fluency due to complexity of full range of rhythmic elementsConcepts/Content:Review Rhythm Foundations from Grade 2 reading fluency with all known rhythmic

elements proper note names: whole note/rest,

dotted half note, half note/rest, quarter note/rest, eighth note/rest

eighth rest 2/4, 3/4, 4/4 meters – sing, play, conduct

Competencies/Skills: identify and label eighth rest count and conduct in 2, 3, and 4-meter identify whole note/rest, dotted half

note, half note/rest, quarter note/rest and eighth note/rest

read extended rhythmic passages with fluency while singing or playing recorder

Description of Activities: reading lengthy passages of written notation proper note/rest games such as Sneaky

Snake dictation of rhythm patterns conducting rhythm games

Assessments: 1) Teacher observation of rhythm performance while singing and playing recorder, 2) Rhythm worksheets and quizzes, 3) rhythmic component of recorder playing assessmentsInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesRecorder Resources: Recorder Express; Ready, Set, PlayMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive collection of classroom instruments, visuals, recordings


Unit Title: MELODYUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the second element of music: MELODY. What is a bass clef? How is bass clef different than treble clef? What is the music alphabet? How do note names relate with the music scale solfege? What is necessary for singing and playing melodic passages with fluency?Unit Objectives:Grade 3 students will sing and play a wide variety of song literature.Grade 3 students will identify the bass clef and describe how it differs from treble clef.Grade 3 students will label treble clef notes with their music alphabet name: ABCDEFG.Grade 3 students will utilize all known melodic elements when singing and playing recorder.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.

Misconceptions:difficulty in developing fluency due to complexity of full range of melodic elementsConcepts/Content:Review Melody Foundations from Grade 2 reading fluency with all known melodic

elements bass clef sign music alphabet: ABCDEFG names of treble staff lines EGBDF (Every

Good Boy Does Fine) names of treble staff spaces FACE (Spaces

spell FACE) solfege notes: pentatonic scale plus high do,

low la, low sol aural dictation using known melodic and

rhythmic syllables

Competencies/Skills: echo singing, group singing echo playing with recorder label bass clef identify music alphabet names of lines

and space on hand staff and notation sing and decode Pentatonic scale plus

high do, low la and low sol

Description of Activities: use hand staff to name letter names music alphabet games, flashcards Note name spelling words play step bells, Boomwhackers, bells play recorder Sneaky Snake and other games

Assessments: Teacher observation of accurate replication of pitches of known songs, individually and in a group, both singing and playing recorder.Melodic dictation and melodic vocabulary quizzes/tests.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesRecorder resources: Recorder Express; Ready, Set, PlayMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive collection of classroom instruments, visuals, recordings


Unit Title: HARMONYUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: HARMONY. How is unison different than harmony? How do rounds and canons create harmony? How are partner songs different than rounds? Am I able to sustain my own part of a song while a different rhythmic or melodic part is performed simultaneously? Unit Objectives:

Grade 3 students will perform two or more contrasting parts at the same time, both singing and playing recorder.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Difficulty maintaining one’s own part in a song if layered with other soundsConcepts/Content:Review Harmony Foundations from Grade 2 unison vs harmony rounds and canons (2-4 parts) partner songs rhythmic and melodic ostinati

Competencies/Skills: perform two or more equal rhythmic or

melodic parts simultaneously perform rounds/canons in 2-4 parts

Description of Activities: extensive exposure to wide variety of vocal and

instrumental music selections sing 2-4-part rounds/canons sing partner songs with 2 or more parts play recorder duets or rounds

Assessments: Teacher observation of accurate replication of pitched percussion patterns to accompany group singingInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive collection of classroom instruments, visuals, recordings


Unit Title: FORMUnit Overview/Essential Understanding:

Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: FORM. How are round and canons built so they can be sung in layers? How is D.C. al fine used in a song and what is its purpose?Unit Objectives:Grade 3 students will label and compare/contrast how phrases are sequenced in a variety of song forms.Grade 3 students will identify symbols that are used in building songs.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Difficulty with abstractness of the concept of form; finding ways to make it more concrete Concepts/Content:Review Form Foundations from Grade 2 phrase round/canon song form (A, A1, B, B1, AA, BB, ABA, 4-bar

phrases, etc.) introduction, D.C. al fine

Competencies/Skills: compare/contrast song phrases indicate understanding of D.C. al fine identify the form of rounds/canons

Description of Activities: echo singing sing songs with a variety of form chart form of known songs vocabulary of musical form song mapping

Assessments: Teacher observation of student following written notation while singing and playing recorder; song map Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: EXPRESSIONUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: EXPRESSION. How do nuances of tempo and dynamics make music more interesting? What are the unique qualities of each instrument in the 4 th Grade Band program? How do a range of Orff instruments sound when played together?Unit Objectives:Grade 3 students will distinguish between and use proper labels for dynamics and tempo.Grade 3 students will identify gradual changes in tempo or dynamics.Grade 3 students will distinguish between the different tone colors of woodwind, brass and percussion instruments.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.9.4.D Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities. Misconceptions:Difficulty in distinguishing between nuances of timbre in voices and instrumentsConcepts/Content:Review Expression Foundations from Grade 2Dynamics mezzo-piano (mp), mezzo-forte (mf)

Tempo andante (walking pace) and moderato (moderately)

Timbre (Tone Color) recorder intro to 4th Grade Band program: flute, clarinet,

Competencies/Skills: identify and label broad range of tempo

and dynamics markings identify timbre of Woodwind, Brass and

Percussion instruments included in the 4th Grade Band program

Description of Activities: wide variety of song material and listening

selections that illustrate nuances of dynamics and tempo

illustrated posters of range of tempi Recorder Unit 4th Grade Band Unit in April/May posters and soundtracks of Band

instruments

oboe, saxophone, trumpet, French horn, trombone, baritone horn, snare drum, bells

increase complexity, frequency , and variety of Orff arrangements

instrument identification games, Clip the Instrument listening game, etc.

Assessments: Teacher observation of student performances incorporating variety of dynamics and tempi.Picture worksheets and quizzes of brass family instruments.Listening quiz of brass family instruments.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: MOVEMENTUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: MOVEMENT. How does physical movement express or enhance the meaning of music?Unit Objectives:Grade 3 students will incorporate choreography into performances of songs.Grade 3 students will perform proper sequence in singing games and folk line dances.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.2.G Relate works in the arts to geographic regions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.Misconceptions:Difficulty with physical coordination of choreographed movement.

Concepts/Content:Review Movement Foundations from Grade 2dances, play partiesconduct 2/4, 3/4, 4/4 while singingstudent choreographed motifs expressing style and form

Competencies/Skills: use choreography to interpret/express music able to work with a partner

Description of Activities: choreography dance movement conducting

Assessments: Teacher observation of student’s physical responses to dance sequencesInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: COMPOSITIONUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: COMPOSITION. How can ideas and experiences be expressed through music? Unit Objectives:Grade 3 students will write melodic and rhythmic patterns from dictation or memory.Grade 3 students will improvise rhythm patterns of varying lengths.Grade 3 students will compose and perform 8-measure chants and songs.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.H Handle materials, equipment and tools safely at work and performance spaces.9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.Important Standards Addressed in this Unit: 9.1.F Identify works of others through a performance or exhibition.9.1.G Recognize the function of rehearsals and practice sessions.

9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.9.3.C Know classification skills with materials and processes used to create works in the arts.Misconceptions:Students can feel uncomfortable with the risk of creating and sharing their own unique musical ideas.Concepts/Content:Review Composition Foundations from Grade 2 fluency and penmanship of known musical notation 8-beat dictation write melodic syllables and letter names on the 5-line staff

Competencies/Skills: write 8-beat rhythmic and

melodic dictation write 8-measure song write solfege on staff write letter names on staff

Description of Activities: dictation “finish the song” phrase lyrics contests

Assessments: Teacher observation of unique student creative expressions; composition project and rubricInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: PLAYING THE RECORDERUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: PLAYING THE RECORDER. Why is it important to hold a recorder properly? How is a good tone developed on the recorder? How is the breath controlled while blowing the recorder? What difference does tonguing make in the sound quality? Can I apply all the known rhythmic and melodic skills of singing to playing the recorder?Unit Objectives:Grade 3 students will hold a recorder with correct hand position.Grade 3 students will blow a steady stream of air into the recorder for the formation of a good tone.Grade 3 students will tongue as they air is blown into the recorder to get a clear start to each sound.Grade 3 students will identify each note and use their fingers to create the correlating sound on the recorder.Grade 3 students will read notation and play the recorder fluently.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.

9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.H Handle materials, equipment and tools safely at work and performance spaces.Important Standards Addressed in this Unit: 9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts Misconceptions:difficulty tonguing to start each sound; difficulty with complex fine motor controlConcepts/Content: recorder lesson organizational procedures proper technique for hand position, blowing,

tonguing, breathing, fingering, note reading proper care of instrument play recorder by rote play recorder by note: B-A-G (1st semester),

high C-D (3rd Q), low C-D-E (4th Q) perform songs of increasing difficulty alone, in

small groups and as whole class perform songs with accompaniment, piano,

soundtracks or Orff instruments

Competencies/Skills: identify the recorder by sight and sound use correct hand position when holding the recorder how to make a sound utilize correct breath support utilize tonguing to produce a clear start to each note place fingers on correct holes to create different notes correlate fingering with note name and location on staff play notes B-A-G (Oct) play high C-D (Jan) play low E-D-C (April) develop fluency with playing technique and note reading

Description of Activities: recorder Power Point lessons blowing games tonguing games echo play short musical exercises by rote short musical exercises by note learn songs by note reading songs with accompaniment written quizzes see Night of Music performance

skills – relate to playing recorderAssessments: Teacher observation of technique used when students hold and play the recorder. Recorder Playing Assessments graded with rubricQuizzes on concepts utilized in playing the recorderInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesReady, Set, PlayRecorder ExpressMusic K-8 and Activate! – music education magazinesTeacher-developed materials


Unit Title: PERFORMANCEUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: PERFORMANCE. How is preparation for a public performance different/similar to the use of music in regular music classroom activities?What skills are needed to perform effectively for an audience? What is the role of the director? What do the different hand signals of the director mean? What is the role of the audience? What is an accompaniment? How effective was Night of Music based on your experience? On audience response? What was your favorite song? Why? What did you learn through the rehearsal/performance experience?Unit Objectives:Grade 3 students will perform in a public performance/concert with age-appropriate performance skills.Focus Standards Addressed in this Unit: 9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.9.1.F Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.Important Standards Addressed in this Unit: 9.1.I Identify arts events that take place in schools and in communities.9.3.A Recognize critical processes used in the examination of works in the arts and humanities.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts .Misconceptions:Overcoming self-consciousness and stage fright when performing in front of peers or an audience.Concepts/Content:Review Performance Foundations from Grade 2Vocal Performance

Night of Music performance Night of Music Order, Posture and Manners memorize lyrics and recorder songs incorporate choreography, sign language

and dance into singing

Competencies/Skills:Night of Music Performance learn singing and recorder songs by rote identify and demonstrate understanding of

performance posture, presence and manners identify and demonstrate understanding of rehearsal

techniques learn choreography, sign language and motions by

Description of Activities: singing wide variety of songs play classroom instruments

with songs and listening selections

see Night of Music skills

evaluate oneself as a performerInstrumental Performance

Play recorder by rote Play recorder by note: BAG (1st semester),

high CD (3rd Q), low CDE (4th Q) Mallet Madness III

process of mirroring master song material through repetition, use of song

sheets, memorization follow director’s rehearsal and choral conducting

techniques master skill of singing songs accompanied by

soundtracks, piano or student instrumental ensembles perform dress rehearsal and concert view and discuss video of performance complete written self-evaluation graph favorite songs by class for display Instrumental Performance see Recorder Unit Orff ensembles accompanying known songs that are

sung or played on recorderAssessments: Teacher observation of accurate replication of pitches of known songs, individually and in a group, with or without accompaniment.Teacher observation of mastery of performance process and concert readiness.Self-assessment and performance rubric to analyze performance. Recorder Playing Assessments graded with rubricInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons



Unit Title: MUSIC APPRECIATIONUnit Overview/Essential Understanding: Grade 3 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: MUSIC APPRECIATION. What is the purpose of patriotic songs? How does music help us celebrate holidays? What is a conductor? What tools does a conductor use? How does music share important messages? What does the music of different cultures sound like? How do styles of music differ from one another?

Unit Objectives:Grade 3 students will sing a wide variety of songs that celebrate life events and holidays.Grade 3 students will learn patriotic songs to create pride in our country.Grade 3 students will conduct songs in 2-, 3- and 4-meter patterns.Grade 3 students will identify that there is a wide variety of musical styles, including Jazz.Focus Standards Addressed in this Unit: 9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.2.A Explain the historical, cultural and social context of an individual work in the arts.9.2.B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).9.2.C Relate works in the arts to varying styles and genre and to the periods in which they were created.9.2.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.9.2.G Relate works in the arts to geographic regions.9.2.J Identify, explain and analyze historical and cultural differences as they relate to works in the arts.9.2.G Relate works in the arts to geographic regions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts. 9.4.B Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).Important Standards Addressed in this Unit: 9.2.D Analyze a work of art from its historical and cultural perspective.9.2.E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.9.2.K Identify, explain and analyze traditions as they relate to works in the arts.9.2.L Identify, explain and analyze common themes, forms and techniques from works in the arts.9.3.G Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities.9.4.C Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio).Misconceptions:Connecting student’s concrete developmental level with abstractness of musical styles and repertoire.Concepts/Content: instruments (recorded and live) of a school band recorder performances music as celebration: seasons, holidays and life

events recorded performances of children’s choirs Artist of the Month – focus on classical and cross-

over artists, American and other World Music variety of styles of music, including Jazz

Competencies/Skills: active listening to music of various periods

and cultures identify the ways music can tell a story identify all 10 band instruments aurally and

visually identify the sound of a school band compare/contrast different groups that are

called a “band”

Description of Activities: music reading skill building activities conducting songs according to meter Patriotic songs Holiday songs Artist of the Month – listening activities

and biographical info Jazz songs and artist stories host 4th Grade Band Recital

Appreciation Month (April) biographies of composers

Clip the Instruments game

Assessments: Teacher observation of students engaging in the uses and styles of musical expression. Teacher observation of student’s use of a music book and following written notation.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons


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