Grade 3 Music Year at a Glance SKILLS: Singing

Unit 1: Games We Share

(Sept. Mid. Oct.)

Unit 2: Going Places

(Mid. Oct. Nov.)

Grade 3 Music Year at a Glance 2012 / 2013 Unit 3: Unit 4: Everyday Music Words That Sing
(Jan. Mid. Feb.) (Mid. Feb. March)

Unit 5: Work, Play And Sing!

(April Mid. May) -practice vowel sounds -sing chord roots -sing songs with ostinatos -echo sing pitch syllables -sing to show upbeats & downbeats -sing pitch letter names G A B from notation

Unit 6: Whats The News?

(Mid. May June)

Playing

-sing call-response song -follow pictures of melodic direction -use different pitch & dynamic levels -sing in different tempos -use of lighter & heavier registers -practice proper posture -sing with pitch syllables -practice breath control -sing with fermata -sing a familiar song using a different melody -play unpitched & pitched accompaniment -play an Orff accompaniment -play do re & mi -play pitches F G A -play rhythm patterns on different unpitched instruments

Listening

-describe different between beat & rhythm -find beats on which there is a silence -describe melodic direction -describe tone colour, shape of melody & tempo -analyze form -listen for same & different patterns -describe how dynamics affect a song

-practice vocal warm ups and correct posture -use of heavier & lighter registers -Use of different tempos & dynamics -sing while performing movements -practice singing on pitch -sing melodies using pitch syllables and movements -2-part canon -sing a song from visual representations -play various percussion instruments -play an Orff accompaniment -play pitch patterns on bells -choose instrumental tone colours -play simple rhythms on unpitched instruments -play melodies on pitched instruments -compare & describe rhythm durations -listen for & describe the differences between verses & refrains -listen & describe different tempos & dynamics -describe the shape of a melody -listen & describe tone colour

-speech & melodic ostinatos -sing & draw shape of refrain -sing patterns with so1 la1 do re mi so la -sing melody with pitch syllables -practice inner hearing

-sing song in verse-refrain form -practice breath control -say rhythm ostinatos -sing do re mi so la do1 from notation -sing 2 part canon -sing melody using pitch syllables -sing pentatonic scale & songs -sing songs in various form (A, AB, ABA & rondo form) -play pitched & unpitched accompaniment -play steps, skips & repeated pitches on pitched instruments -play simple rhythm patterns on unpitched instruments -play pentatonic scale & melodies -create pentatonic melodies

-play instruments to equal and unequal rhythms -play patterns on bells -play various accompaniments (incl. Dotted quarter note & dotted quarter rest) -play various melodies -play ostinatos on unpitched instruments -play an Orff accompaniment with do re mi so la -listen & analyze equal and unequal rhythms -analyze song text & visual representations of melodies -describe the down (strong) beat & up (weak) beat in meter -describe the difference in varying meter -listen and identify rhythms and pitch patterns -listen for repeated sections and ostinatos

-perform body percussion patterns -play body percussion & instrumental ostinatos accompaniments -play chordal accompaniment -play 8 beat improvisations -play chord roots

-sing using articulation (staccato, legato, & marcato). Tempo & dynamics -practice higher voice range -hum and sing to identify tonal center -sing song with countermelody -echo sing pitch syllable patterns -sing using pitch letter names -sing using expression -play Orff accompaniment -play pitches F G A B -play countermelody on bells -play accompaniment with D G&A -play phrases ending away from the tonal center -play equal & unequal rhythms using body percussion

-analyze which words have 4 sounds to a beat -analyze a song for number of phrases; similar & different phrases -describe melodic movement by step, skip, and repeated pitches -listen, analyze & describe rhythm patterns -describe phrasing, canons, and various forms

-compare, analyze & describe beats grouped in sets of 2, 3 & 4. -find phrases in a selection -listen to identify upbeats & downbeats -identify accompaniment -describe appropriate accompaniment -listen for meter change within a piece

-listen for articulation in music -listen for & describe tonal center in music -listen for tone colour, rhythms, & texture in music -listen for changes in styles -listen for same & different phrases -describe moveable do -listen & name a song from rhythm -listen for instruments -listen for different rhythm patterns

Mrs. Nicole Biollo 2012 / 2013

Vera M. Welsh Elementary School

Grade 3 Music Year at a Glance 2012 / 2013 Moving

-move to show beats of sound & silence -move to & create movements to beat & rhythm -move hands & body to show high & low pitches -move to show callresponse form in song -move to show dynamics -use movements to show recognition of simple rhythms, verse & refrain -line dance; double circle -move to show tempo & dynamic changes -move to show various pitches & tone colours -move to show equal & unequal rhythms -match movements to rhythms, phrases & forms -conduct beat in 2/4 meter -move to show shape of melody (different pitches) -move to beat in different tempos -move to show phrasing -create & perform movement sequences -movement ostinatos -move to show different pitches & forms in music -hand signals for pitch syllables -create & perform 3 & 4-beat body percussion patterns -tap to show beat groupings -move to show beats grouped in 3s & 4s -move to show phrasing, upbeats & downbeats -move to show sounds that last more than 1 beat -move to show various pitches -move to show the form of a piece -read visual representation of beats grouped in sets of 3 &4 -read dotted half note in melody -read simple rhythms in various meters -follow listening map -learn about the treble clef -read pitches G A B -move to show expressive qualities -move to show recognition of tonal center -move to show changes in styles of music -use hand signs to show pitch syllables -partner dances -move to show different pitches

Reading

Creating

-follow beat icons & beat lines -follow a listening map -read rhythms (ta, ti-ti, and quarter rest) -identify bar lines in meter -identify lines & spaces on a staff -read do re mi pitches on staff -identify fermata -create simple rhythms -create do re mi patterns & melodies -create visual representations of melodic patterns -create melodies with a fermata

-read visual representations & notations of simple rhythms (ti-ti, ta and ta-a) -read visual representations of verse & refrains -follow a listening map -read so la on a staff -read pitch syllables from staff notation -read dynamics in score -create a speech piece in verse-refrain form -create sound effects (train; use of dynamics) -create verses & melodies using do re mi -create piece in ABA form -create pentatonic melodies -play unpitched instruments to beat & rhythm -move to show words that last 2 beats -use movement to show rhythm patterns -perform songs with half note (from notation) -learn about tie -create simple rhythms

-read visual representations of equal & unequal rhythms & melodies -follow and interpret a listening map -read simple rhythms & melodies from notation -read music with repeat signs -read rhythmic and melodic ostinatos

-create movement & visual representation to show shape of melody -create new melodies for songs -create movement ostinatos -create new lyrics for melodies -create new ways to write a beat of silence

-follow phrase markings -read visual representations of steps, skips & repeated pitches -read simple rhythms -read melodies with do re mi so la do1 -read 2-part canon -read pentatonic scale & melodies -read ledger line and octave skip -create lyrics for verse -create visual representations of music -create new lyrics & rhythms -create pentatonic melodies -group improvising -create pieces & movements in rondo form

-read marcato, staccato & legato markings -read articulation, tempo, & dynamic markings -follow first & second endings, repeat signs -follow listening maps -read pitches FGA & B -read equal & unequal rhythms

-create & perform various ostinatos -create interlude on unpitched instruments -create movement for ABA form -create verses & movements in different meters

-create melodies using EGA &B -improvise phrase endings -create & perform partner dances -improvise in rondo form -create & perform in different meters

CONCEPTS: Rhythm

-differentiate between steady beat & rhythms -move to the beat -learn about beat, meter, measures and bar lines -perform simple rhythm patterns (incl. Ta , ti-ti and quarter rest); perform in 2/4 meter -identify notation for rhythms in a listening piece -learn rhythms in 2/4 meter

-compare & signal when rhythms change from equal to unequal -perform ostinatos to beat -perform movements in unequal rhythms -conduct strong & weak beats in sets of 2 -play simple accompaniments -create speech piece s in various meters -perform various rhythms from notation -read simple rhythms from notation

-pat pattern & words with 4 sounds to a beat (tika tika) -perform ostinatos with 4 sounds to a beat -compare phrase rhythms -match words to rhythm patterns -perform the rhythm of a new song from notation -

-perform 3 & 4-beat body percussion patterns -show downbeat & upbeats through movement -identify phrases that begin on upbeats or downbeats -sing dotted half & whole note rhythms -beats with & without accompaniments -move to show sounds that last longer than 1 beat -read, move & create different rhythms, verses in and 4/4 meter

-listen for different rhythms in music -move to equal & unequal rhythms -make up a dance using a ta ti tum rhythm -review & perform in various meters

Mrs. Nicole Biollo 2012 / 2013

Vera M. Welsh Elementary School

Grade 3 Music Year at a Glance 2012 / 2013 Melody

-move in response to melodic direction -compare low, middle & high pitches -sing from notation using pitch syllables -find matching do re mi patterns in notation -learn about the staff -write melodies using do re mi -learn so and la pitches -sing a phrase using pitch syllables & movements -sing a melody from notation -create using do re mi -trace the shape of a melody -review do re mi -create using so & la -match visual representation & move to shape of melody -play pitches C F G A -create a verse melody using so1 and la1 -sing melodic ostinatos using pitch syllables and words -learn ledger lines -write pitch syllables suing staff notation. -use inner hearing to find final pitch of a song -make up new words to a familiar melody -perform a song with an octave skip -compare phrase melodies -melodies move by repeating, step or skip -move to show pitches -sing do re mi so la do1 from notation (using pitch syllables) -sing, play & improvise pentatonic melodies & patterns -sing 2& 3-chord songs -play bass line accompaniment -sing 2-part canon -perform Orff accompaniment -rhythm, melodic ostinatos -echo sing and write using pitch syllables -sing pitch letter names GAB from notation -learn about treble clef -review pitches & pitch syllables -follow visual representations of melody moving up, down & repeated pitches in a map -review pitches so1 la1 do re mi so la -review pitch letter names G AB -echo sing pitch syllable patterns -play patterns & sing countermelody with FGA -moveable do -compose using EGAB -sing & perform 2 and 3chord songs -play Orff accompaniment -sing a song with a counter melody -play countermelody on bells

Harmony

-play Orff accompaniment -play instrumental accompaniment

--play unpitched accompaniment -play Orff accompaniment -perform a 2 part speech canon -accompany using body percussion -play rhythm patterns as accompaniment -identify, create & perform music in verse-refrain form -move to show different sections in a listening -create a piece in ABA form -listen to a piece in ABC form

-sing 3-chord songs -sing 2-chord songs -sing melodic ostinatos using pitch syllables and words -perform speech, rhythm and melodic ostinatos -Perform and Orff accompaniment

Form

-follow ABA form in a listening map -analyze form of a listening piece -hear the Theme in a Theme and Variation Form -find same & different patterns in a song

Expression

-speak & sing using dynamics -sing & perform rhythms at different tempos -hear marcato -learn about arco & pizzicato

-follow various dynamic markings -move to show gradual & sudden dynamic changes -move to & perform using different tempos

-move to verse-refrain form -move to show phrasing and melodic shape -sing refrain -conduct phrases of different lengths -improvise melodies in verserefrain form -find repeated part of ostinatos -hear rondo form -say a speech piece using marcato -sing, conduct & move in various tempos -define slur -hear various dynamics

-verse-refrain form -compare & contrast verserefrain, call-response, & verse only -move, define & aurally identify phrasing -hear Overture form -identify, move to & sing songs in A, AB, ABA, & rondo forms -tap & move to beat in different tempos -legato music -hear & follow dynamic markings/maps -hear a ritarde in music

-sing 2 & 3-chord songs -sing & play chords and chord roots to accompany a song -create & perform an ostinatos -echo-canon -perform body percussion, pitched & unpitched accompaniment -listen to find phrasing in a selection -perform music in ABA form -listen to and move to a piece with ABC form

-perform in verse-refrain form -recognize phrasing -follow visual representation of theme & variations in listening maps -improvise in rondo form -follow first & second endings -choose from various dynamics & tempos -perform using marcato, staccato & legato -sing using expressive articulations

-recognize fermata in a song -follow legato phrase marks -move to show differences in legato, staccato & marcato -use of dynamics

Mrs. Nicole Biollo 2012 / 2013

Vera M. Welsh Elementary School