8
Trenton Public Schools
Grade 3 Visual & Performing Arts ~ Music
2009-2010
Standard 1.1 AESTHETICSAll students will use aesthetic knowledge in the creation of and in response to dance, music, theater, and visual art.
Goals
By the end of Grade 4, students will:
· Create art works that reflect their ability to recognize art elements in nature and other characterized features and styles in music.
· Depict meaningful ideas in art work.
· Observe the use of elements to create symbols associated with nature.
· Apply appropriate terms and vocabulary in communicating personal responses to arts experiences.
· Examine art works that have cultural messages for similar application of the elements of art.
· Develop a simple rubric for assessing a piece of art work.
· Sing various musical elements, including tempo, dynamics, and pitch.
· Play melodies and rhymes as patterns that repeat.
· Sing simple harmony.
· Observe silence (rests) in music.
· Identify and imitate songs from different cultures.
· Identify instruments by sight and sound.
· Identify families of instruments.
Strand
A. Knowledge
Enduring Understandings
· Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
· The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
· Three points of studying the arts are to provide an opportunity to respond creatively, emotionally, and with personal expression that reflects inventive decision making.
· All music has value even if it differs from an individual’s musical preferences.
Essential Questions
· In what ways have people used music to express their values and describe their experiences?
· In what ways can culture be represented in a musical composition?
· How would you produce a short cultural performance in the art area with which you are most comfortable?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.1.4.A.1 Compose simple works of art in response to stylized characteristics observed in the dance, music, theater, and visual art of various cultures and time periods. / · compose a short music phrase or song sharing your cultural background.
· name instruments or characteristics of specific cultural music. / · Cultures
1.1.4.A.2 Communicate ideas reflecting on the nature and meaning of art and beauty. / · explain what the meaning of beauty is in your own words.
· how is music beautiful to you.
· how do composers create/arrange pieces in order for it to be pleasing. / · Musical beauty
1.1.4.A.3 Recognize works of art and art elements designed to imitate systems in nature. / · listen to sounds in nature and explain how they make you feel.
· listen to instruments and musical pieces designed to mimic sounds in nature. / · Nature
Strand
B. Skills
Enduring Understandings
· Aesthetics fosters artistic appreciation, interpretation, imagination, significance and value.
· The point of studying the arts is to foster meaning making, deeper emotional response and more inventive decision making.
· Three points of studying the arts are to provide an opportunity to respond creatively, emotionally, and with personal expression that reflects inventive decision making.
· All music has value even if it differs from an individual’s musical preferences.
Essential Questions
· Why should I care about the arts?
· What’s the difference between a thoughtful and a thoughtless artistic judgment?
· In what ways have people used music to express their values and describe their experiences?
· How does culture affect music?
· How do lyrics shape everyday words?
· How do everyday words or names have rhythm?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.1.6.B.1 Apply basic domain-specific arts language to communicate personal responses to dance, theater, music, and visual art. / · use appropriate vocabulary to label performance in or response to any piece of music. / · Vocabulary
1.1.6.B.2 Compare and contrast works of art that communicate significant cultural meanings. / · evaluate two different cultural musical representations and list the similarities and differences.
· compare the musical characteristics of two different cultures. / · Compare and Contrast
· Cultures
1.1.6.B.3 Apply qualitative terms when responding to works of art. / · develop a simple rubric for assessing a piece of music.
· score a piece of music using the class-created rubric. / · Assessing music
1.1.6.B.4 Create an arts experience that communicates a significant emotion or feeling. / · create a brief piece of music or song that depicts a specific emotion/feeling. / · Emotions/Feelings
Standard 1.2 CREATION AND PERFORMANCE
All students will utilize those skills, media, methods, and technologies appropriate to each art form in the creation, performance, and presentation of dance, music, theater, and visual art.
Goals
By the end of Grade 4, students will:
· Sing various musical elements, including tempo, dynamics, and pitch.
· Play melodies and rhymes as patterns that repeat.
· Sing simple harmony.
· Observe silence (rests) in music.
· Identify and imitate songs from different cultures.
· Identify instruments by sight and sound.
· Identify families of instruments.
Strand(s)
A. Dance-Not addressed on this Music curriculum guide.
B. Music
C. Theater- Not addressed on this Music curriculum guide.
D. Visual Art- Not addressed on this Music curriculum guide.
Enduring Understandings
· The arts serve multiple functions: enlightenment, education, and entertainment.
· Though the artist’s imagination and intuition drive the work, great art requires skills and discipline to turn notions into a quality product.
· The artistic process can lead to a lifelong pursuit of proficiency and mastery of the skills necessary to achieve excellence on their selected instrument and
area of study.
Essential Questions
· Why should I care about music from other eras and genres?
· How does creating and performing music differ from listening to other artist’s compositions and performances?
· To what extent does the listening properly affect and influence the music and the artist and to what extent is the art for the artist?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.2.4.B.1 Clap, sing on pitch, or play from progressively complex notation while maintaining a steady tempo. / · clap at a steady rate from simple to complex notations.
· sing on pitch from simple to complex notations while keeping a steady tempo.
· play an instrument progressing in difficulty while maintaining a steady pace. / · Steady tempo
1.2.4.B.2 Recognize and vocalize the tonal triad (do, mi, sol) after being given the “home tone.” / · recognize the tonal triad (do, mi, sol) after being provided with the “home tone”.
· sing/state the tonal triad after being given the “home tone”. / · Tonal triad
1.2.4.B.3 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, while blending both unison and/or harmonic parts and vocal and/or instrumental timbres, matching dynamic levels and responding to cues of a conductor. / · blend as they sing in unison and in harmony in a variety of compositional forms and dynamic levels as they follow a conductor’s cues. / · Blending
1.2.4.B.4 Modify elements of music within a piece to create different expressive ideas. / · change basic elements in musical composition to express ideas differently.
· name different musical components that can be changed in a song to change feelings. / · Change in composition
Standard 1.3 ELEMENTS AND PRINCIPLES
All students will demonstrate an understanding of the elements and principles of dance, music, theater and visual art.
Goals
By the end of Grade 4, students will:
· Investigate and point out musical elements.
· Perform, with accuracy, pitch, tempo, rhythm, phrasing, and dynamics.
· Identify cultural associations via musical elements.
· Sing or play music from diverse cultures, genres, and styles.
· List sounds that have common/similar qualities.
· Discriminate/tell the difference between different structures (forms) in music.
Strand(s)
A. Dance-Not addressed on this Music curriculum guide
B. Music
C. Theater- Not addressed on this Music curriculum guide
D. Visual Art- Not addressed on this Music curriculum guide
Enduring Understandings
· Underlying structures in art can be found via analysis and inference.
· Breaking accepted norms often gives rise to new forms of artistic expression.
Essential Questions
· How do underlying structures unconsciously guide the creation of art works?
· Does art have boundaries?
· What are some of the elements of music that have an impact on composition in writing, art, and music?
· How does a clef affect pitch?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.3.4.B.1 Explore musical elements through verbal and written responses to diverse aural prompts and printed scores. / · identify cultural associations via musical elements.
· sing or play music from diverse cultures, genres, and styles.
· recognize and discuss the elements of music (rhythm, melody, form, harmony, timbre, dynamics, and tempo).
· recognize and discuss terminology, notation, and symbols within the elements of music, such as: treble clef, bass clef, quarter note, whole note, etc.
· utilize simple music terminology in describing music of diverse cultures, periods, and styles.
· define elements of music, such as rhythm: meter (duple, triple), time (meter) signature (2/4, 3/4. 4/4), bar lines, note durations (whole, half, quarter, and eighth notes, and rests), and fermata.
· sing and play alone, simple rhythmic or tonal patterns by reading music notation. / · Musical elements
o rhythm: meter (duple, triple), time (meter) signature (2/4, 3/4. 4/4), bar lines, note durations (whole, half, quarter, and eighth notes, and rests), and fermata.
· Patterns
· Vocabulary
1.3.4.B.2 Identify and categorize sound sources by common traits. / · list sounds that have common/similar qualities.
· name sounds that come from specific sources. / · Sources of sound
1.3.4.B.3 Differentiate basic structures in music composition. / · discriminate/tell the difference between different structures (forms) in music.
· compare basic structures in two pieces of music. / · Musical structures
Standard 1.4 CRITIQUE
All students will develop, apply and reflect upon knowledge of the process of critique.
Goals
By the end of Grade 4, students will:
· Describe elements employed by the artist in a piece.
· Critique a work of art of a peer.
· Describe how one sets up an exhibition using elements of art.
· Suggest ways in which a performer or artist could better present his main idea or subject.
Enduring Understandings
· The critical process of observing, describing, analyzing, interpreting and evaluating leads to informed judgments regarding the relative merits of artworks.
Essential Questions
· When is art criticism vital and when is it beside the point?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Strand
A. Knowledge
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.4.4.A.1 Utilize basic arts terminology and arts elements in all four arts domains. / · use appropriate music vocabulary when speaking or writing about music. / · Vocabulary
· Musical elements
1.4.4.A.2 Recognize the value of critiquing one’s own work as well as the work of others. / · develop a rubric to assess pieces of music.
· explain the benefits of critiquing personal work as well as others’ work. / · Critiquing
· Rubrics
Strand
B. Skills
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.4.4.B.1 Observe the basic arts elements in performances and exhibitions. / · create a chart of art elements and list works from
each domain that demonstrate those elements.
· discuss elements of a performance and how to set one up. / · Musical elements
· Performances
1.4.4.B.2 Formulate positive analysis of arts performances by peers and respond positively to critique. / · critique one of their own creations and suggest ways they can improve upon their work.
· submit a work of art for their peers to critique. / · Critique
1.4.4.B.3 Recognize the main subject or theme in a work of art. / · discuss how the artist suggests the main theme in the work. / · Main subject/theme
Standard 1.5 HISTORY/CULTURE
All students will understand and analyze the role, development and continuing influence of the arts in relation to world cultures, history, and society.
Goals
By the end of Grade 4, students will:
· Tell about the lives and works of musicians of various time periods.
· Describe the function of music in various time periods.
Enduring Understandings
· Culture affects self-expression, whether we realize it or not.
· Every artist has a style; every artistic period has a style.
Essential Questions
· Does art define culture or does culture define art?
· What is old and what is new in any work of art?
· How important is “new” in art?
Refer to Section 5 for
Assessment Options / Refer to Section 7 for
Differentiated Strategies / Refer to Section 8 for
Technology Support / Refer to Section 9 for
Instructional Resources and
Cross-Curricular Integration
Strand
A. Knowledge
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.5.4.A.1 Identify works of art from various historical periods and diverse cultures. / · describe basic elements of music over various time periods.
· compare and contrast music from different cultures.
· identify musical instruments prevalent in certain cultures. / · Cultures
· Music over time
1.5.4.A.2 Recognize arts resources that exist in communities. / · identify musical structures nearby used for concerts and shows, and music museums. / · Rock and Roll Hall of Fame
· Concert halls
Strand
B. Skills
Cumulative Progress Indicator (CPI) / Objectives: Students will be able to… / Content
1.5.4.B.1 Describe the general characteristics of artworks from various historical periods and world cultures. / · explain the specific characteristics of various cultures’ music.
· describe the change in music over time. / · Cultures
· Time periods
1.5.4.B.2 Examine art as a reflection of societal values and beliefs. / · study music over time as a reflection of the people of that time period.
· examine lyrics of songs and discuss how they portray the culture of that time period. / · Culture
· Time periods
5/13/09 1:05:35 PM