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Third GradeThird Grade will learn proper singing technique and how to read music by playing xylophones and other various instruments. We will study the elements of music; melody, harmony, dynamics, tempo, rhythm and form.
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1st Quarter |
"Star Spangle Banner"- Interactive Star Spangle Banner Flag
"Hello To All The Children of The World" (Verse/ Refrain) "Supercalifragilistic" (Dynamics= How loud and soft the music is played. Forte= Loud. Piano= Soft.) "Star Spangle Banner" (National Anthem) "I Don't Care If The Rain Comes Down" (Melody) "Make New Friends" (Round or Cannon= reading the same piece of music at different times.) Theses are games we have been learning.... "Lucy Locket Pocket" (Dynamics= how loud and soft the music is played. Forte= loud and Piano=soft.) Construction (A game that shows understanding of rhythmic notation.) |
2nd Quarter |
"The Locomotion" (Dance and learn about composer Carol King)
"Let's Get The Rhythm Of The Band" (Movement) "Little Liza Jane" (Movement) "Thankful" (Theme) "Over the River and Through The Woods" (Theme) "The Turkey Game" (Theme) "Turn the Glass Over" (Cup Jive) Staff Wars computer game! |
3rd and 4th Quarter |
We will study Mr. Everybody's Musical Apartment book 3. This book teaches the students how to read music on the treble and bass staff.
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I Can Statements
I can produce accurate pitch with expanded ranges.
I can sing and play music independently.
I can create harmony with my voice or on instruments
I can use the correct techniques to use when singing or playing instruments.
I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys.
I can recognize pitches on the treble and bass staves, including ledger lines.I can apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music.
I can use standard symbols to notate rhythm, meter, pitch, and dynamics.
I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non- traditional sounds, body sounds, and sounds produced by electronic means.
I can create compositions and arrangements within specified guidelines.
I can interpret through instruments and/or voice the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music.
I can use music terminology in explaining music, including notation, instruments, voices, and performances.
I can design a set of criteria for evaluating music performances and compositions.
I can identify the sounds of a variety of instruments and voices.
I can sing and play music independently.
I can create harmony with my voice or on instruments
I can use the correct techniques to use when singing or playing instruments.
I can interpret through voice and/or instruments simple pitch notation in the treble clef in major keys.
I can recognize pitches on the treble and bass staves, including ledger lines.I can apply understanding of standard symbols and traditional terms for dynamics, tempo, articulation, rhythm, meter, and pitch when reading and notating music.
I can use standard symbols to notate rhythm, meter, pitch, and dynamics.
I can use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non- traditional sounds, body sounds, and sounds produced by electronic means.
I can create compositions and arrangements within specified guidelines.
I can interpret through instruments and/or voice the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, when singing and playing music.
I can use music terminology in explaining music, including notation, instruments, voices, and performances.
I can design a set of criteria for evaluating music performances and compositions.
I can identify the sounds of a variety of instruments and voices.
