| Grade 3: Music |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of the basic elements of
music specified for this grade (see below) through listening to, performing,
and creating music; |
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| •create and perform music, using a variety of sound sources; |
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| •use correctly the vocabulary and musical terminology
associated with the specific expectations for this grade; |
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| •identify and perform music from various cultures and
historical periods; |
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| •communicate their response to music in ways appropriate
for this grade (e.g., through visual arts, drama, creative movement, language). |
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Specific Expectations
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| Knowledge of Elements |
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| •demonstrate understanding of the difference between
the terms beat and rhythm (e.g., indicate the beat in a piece of music
while others perform the rhythmic patterns); |
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| •identify the beat, rhythm, melodic contour (or shape),
dynamics, and tempo in familiar pieces of music; |
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| •ªrecognize that sounds and silences of different
durations may be represented by symbols; |
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| •identify the instruments within the percussion family
of orchestral instruments (e.g., drums, wood blocks, piano). |
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| Creative Work |
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| •sing music from a variety of cultures and historical
periods; |
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| •substitute different words in familiar songs or create
new verses, using their knowledge of rhythm to ensure that the new text
fits with the melody; |
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| •create melodic contour "maps" that indicate the direction
of pitches (higher, lower) in familiar songs (e.g., "Twinkle, Twinkle Little
Star"); |
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| •indicate, with appropriate arm movements, the dynamics
heard in familiar music (e.g., big movements for loud passages, small movements
for soft); |
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| •sing expressively, showing awareness that changes in
volume or speed can help to convey the meaning of the text; |
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| •create or arrange music to accompany a reading or dramatization,
using appropriate rhythm instruments, body percussion, or "found" instruments; |
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| •create and perform musical compositions in which they
apply their knowledge of the elements of music and patterns of sounds,
and use the voice, instruments, or "found" materials. |
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| Critical Thinking |
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| •express their response to music from a variety of cultures
and historical periods (e.g., “Chants Berbères” by Taos Amrouche); |
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| •communicate their thoughts and feelings about the music
they hear, using language and a variety of art forms and media (e.g., storytelling,
software program for drawing, creative movement); |
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| •identify the feelings that are evoked by a particular
piece of music (e.g., Peter and the Wolf by Sergei Prokofiev); |
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| •explain, using appropriate musical terminology, their
preference for specific songs or pieces of music; |
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| •identify and explain the effects of different musical
choices (e.g., the effects of choosing specific instruments). |
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| Student Name: |
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