Third Grade Music Curriculum Map

Third Grade Music Curriculum Map

Edited fall 2011

First quarter
Elements:
Rhythm
Tempo
Culture/Purpose:
West African
Styles:
Patriotic
Game songs / AH-P-SA-S-Mu1
Students will begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology
AH-P-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others
AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
AH-P-HA-S-Mu1
Students will begin to associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how the music reflects the cultures
AH-P-SA-S-Mu4
Students will recognize, describe, and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriot, bluegrass)
AH-EP-1.1.2
Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). / Rhythm - Bar lines, quarter notes, eighth notes, quarter rest, measure, whole notes, half notes, half rests, time signature
Tempo – slow and fast, steady beat
Purposes:
C(eremonial)
A(rtistic expression)
R(ecreational)
West African music
(drums, rattles, thumb piano, polyrhythms) / -I can write bar lines in music.
-I can read a quarter note.
-I can read two eighth notes.
-I can read half notes.
-I can read whole notes.
-I can read whole rests.
-I can read a quarter rest.
-I can read a half rest.
-I can tell the difference between slow and fast music.
-I can tell how many beats are in a measure.
-I can sing a patriotic song.
-I can tell a fact about West African music.
-I can play a game song.
-I can sing.
-I can play instruments.
-I can move to music.
-I can listen to music.
-I can write a rhythm.
I can identify the three purposes of music. (CAR)
-I can behave properly during a performance. / Draw Me a bucket of water
Rhythm ace-
Jambo
Dominoes
Ohbasimisah-stone passing game
Bringing the rain to kapiti plain
Blue, red and white
Polyrhythm-number 1-12-leslie
PBS.org
Second quarter
Elements:
Melody
Harmony
Culture/Purpose:
Colonial America
Native American / AH-P-SA-S-Mu1
Students will begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology
AH-P-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others
AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
AH-P-HA-S-Mu1
Students will begin to associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how the music reflects the cultures
AH-P-HA-S-Mu2
Students will begin to associate music they listen to or perform with the Colonial American period in history; describe in simple terms how the music reflects the Colonial American time period
AH-P-SA-S-Mu4
Students will recognize, describe, and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriot, bluegrass)
AH-EP-1.1.2
Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). / Melody - high and low, up down and stay the same, line and space, staff, treble clef, step, skip and leap, note names on lines and spaces on treble clef
Harmony – round, major, and minor
Native American – rattle, drum, flute
Colonial America—folk song, European Influence (game songs)
Colonial Instruments:
Harpsichord, violin, fife, drums)
Folk songs, bluegrass music / -I can hear high sounds.
-I can hear low sounds.
-I can tell when notes move up.
-I can tell when notes move down.
-I can tell when notes stay the same.
-I can label a note on a line.
-I can label a note in a space.
-I can draw a staff.
-I can identify a treble clef.
-I can recognize a step.
-I can recognize a skip.
-I can recognize a leap.
-I can tell one fact about Colonial American music.
-I can name one Native American instrument.
-I can sing a round.
-I can hear the difference between major and minor.
-I can describe a folk song.
-I can describe bluegrass music.
-I can identify the three purposes of music. (CAR) / William Tell Overture (dynamics)
Hall of the Mtn. King (flashlights, tempo, dynamics)
-cartoon names with rhythm of
melody (leslie)
Floor staff
Music ace
Staff flipchart
Word spelling
Various Halloween/Fall songs
Movie themes
Silver Burdett big book pg. 28 cd 1-38 -LEAVES
Mortimer Be Quiet
Click Clack Moo
Pierre
Clifford’s Musical Adventure (software)
Musical Mysteries (BBC)-website
Grizzly Bear (dynamics)
Loud/Soft game
Buzz and Ollie
Luke and Lori
Tubby the Tuba (pitch and timbre)
The Three Bears (voices)
Piano forte (K-8)
Brain pop
Boomwhackers
Orff
Third quarter
Elements:
Form
Tone Color/Timbre
Dynamics
Styles:
Lullabies
Work Songs
Spirituals
Folk songs
Bluegrass
Cultures:
Appalachian / AH-P-SA-S-Mu1
Students will begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology
AH-P-SA-S-Mu2
Students will use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others
AH-EP-1.1.1
Students will begin to recognize and identify elements of music using musical terminology.
AH-P-SA-S-Mu4
Students will recognize, describe, and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriot, bluegrass)
AH-EP-1.1.2
Students will identify various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). / Form – 2-part (AB), call and response, repeat signs, 3-part (ABA)
Timbre – begin identification of timbres, instruments
Dynamics – loud (F) and soft (p)
Lullabies, Work songs, Spirituals
Appalachian – Dulcimer, fiddle, banjo, guitar / -I can describe a song in AB form.
-I can describe a call and response song.
-I can describe a song in ABA form.
-I can identify repeat signs
-I can match instruments with their families.
-I can recognize some instruments by their sound.
-I can tell that every voice has a unique sound.
-I can describe a lullaby.
-I can describe a work song.
-I can describe a spiritual.
-I can name one Appalachian folk instrument.
-I can recognize a change in dynamics. / "Old Dan Tucker" (Making Music)
"The Tre Pak" Animated Listening Map
"Draw Me A Bucket Of Water"
"Gavotte" Animated Listening Map
"Great Day"(MM)
"I Love The Mountains"
"Rockin' Robin"
"Never Smile At A Crocodile" (MM)
"Getting To Know The Instruments" DVD
iTouch Apps
Orchestra Bingo
Instrument Bingo
Music Tech Teacher website
"The Firebird Finale" Animated Listening Map (has instruments)
"Fossils" Animated Listening Map
"Lullaby And Dance" (MM GRADE 4 BOOK)
"Surprise Symphony" Listening Map
Midisaurus (dynamics)
Fortepiano Music K-8 You Tube
Groovy City CDRom
"Peace Like A River" (MM)
Music Toolkit DVD Appalachian Excerpts
Backwoods Heritage (CD and book with Appalachian play party games and songs)
Unit 4 Fourth nine weeks / Core Content and Program of Studies / Content Terms / I can statements / Resources/activities
Analysis and
Enrichment / All Core Content and Program of Studies from Units 1-3 / All content terms from Units 1-3 / -I can sing.
-I can play instruments.
-I can write music.
-I can move to music.
-I can list all musical elements. / Refer to Quarters 1-3