• Third Grade Curriculum

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    Here is an overview of the key musical skills and concepts we will focus on this year. This is not an exhaustive list, but rather a curriculum outline for the year.
    After each concept is a letter in parentheses: 
    (I) indicates that this concept is being introduced for the first time this year; 
    (X) indicates that a concept, which has been introduced previously, is being further explored this year; 
    (M) indicates that this concept will be mastered this year. After a concept is mastered, it will be reviewed and used to introduce other, more challenging concepts.

    BEAT Students will: 

    ·         demonstrate a steady beat at changing tempos. (I)

    ·         play a steady beat while singing a song or speaking a rhyme. (M)


    RHYTHM Students will:

    ·         play, read and compose rhythmic patterns using:
     3rd grade rhthms


    METER Students will:

    ·         demonstrate an understanding of phrase length. (M)

    ·         sing, move, and play pitched and unpitched percussion instruments in 2/4, 4/4, 6/8 and 3/4 time. (I)


    FORM Students will:

    ·         sing and play two-part canons, and five part rondos. (I)

    ·         experience, perform and create "introduction", “interlude” and "coda" sections. (I)


    MELODY  Students will:

    ·         read notes on the treble clef staff. (I)

    ·         sight-sing simple melodies using the solfege syllables "low so", "low la", "do", "re", "mi", "so", "la" and "high do". (I)

    ·         demonstrate Curwen-Glover hand signs for "do", "re", "mi", "so" and "la". (I)

    ·         improvise and compose melodies on pitched percussion instruments. (X)


    HARMONY Students will:

    ·         experience singing two-part harmony (melody + ostinato). (M)

    ·         demonstrate a crossover bordun on pitched percussion instruments. (I)

    ·         perform melodic improvisations on pitched percussion instruments. (M)


    EXPRESSION Students will: 

    ·         describe and perform "accent", "crescendo", "diminuendo" and "fermata". (I)


    TIMBRE Students will:

    ·         identify pitched percussion instruments by their register and tone quality. (M)

    ·         identify unpitched percussion instruments by their tone quality alone. (M)


    STYLE Students will:

    perform and move to cultivated and vernacular music from various historic periods and world cultures. (X)