1. Subject Area: General Music - Grade Level: Three

Subject Area: General Music - Grade Level: Three
 
Mission Statement: It is the mission of the Elba Central School District to actualize the phrase “Elba Equals Educational Excellence for Everyone.” We are committed to providing both quality and equity. Every student will have the opportunity to develop to the best of his/her ability.
 
Elba Standards: In addition to the knowledge and basic skills they need in order to participate in society, graduates of Elba Central School will develop:
1.  Empowering skills: decision making, goal setting, creative thinking and problem solving abilities;
2.  Communication and social interaction skills;
3.  Technological literacy;
4.  Total wellness (social, physical, emotional health and self-esteem);
5.  The values necessary to participate in society.
As a result of achieving these outcomes, our students will embrace lifelong learning.
 
New York State Standards: New York State Standards:
1)  Creating, performing and participating in the arts.
2) Knowing and using arts materials and resources.
2)  Responding to and analyzing works of art.
4) Understanding the cultural dimensions and contributions of the arts.
 
National Standards for Music Education:
1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire
of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and
disciplines outside the arts.
9. Understanding music in relation to history and culture.
 
Performance Indicators:
1A Create short pieces consisting of sounds from a variety of traditional sound sources.
 
1B Sing songs and play instruments, maintaining tone quality, pitch, rhythm, tempo and dynamics; perform the music expressively; and sing or play simple repeated patterns with familiar songs.
 
1C Read simple standard notation in performance and follow vocal score.
 
2A Use classroom and nontraditional instruments performing and creating music.
 
2E Demonstrate appropriate audience behavior, including attentive listening, in a variety of musical settings in and out if school.
 
2F Discuss ways that music is used by various members if the community
 
3A Through listening, identify the strengths and weaknesses of specific musical works and performances, including their own and others’.
 
3B Describe the music in terms related to basic elements such as melody, rhythm, harmony, dynamics, timbre, form, style, etc.
 
3C Discuss the basic means by which the voice and instruments can alter pitch, loudness, duration and timbre.
 
3E Describe their understandings of particular pieces of music and how they relate to their surroundings.
 
4A Identify when listening and perform from memory, a basic repertoire of folk songs/dances and composed songs from the basic cultures that represent the peoples of the world.
 
  Assessment:    Acceptable Performance Level
Participation in classroom activities 2, 3 or 4 on demonstrated work
Participation in Winter Concert
Participation in Spring Concert 		2, 3 or 4 on report cards at 20/40 week intervals

Scope: Grade three students will continue to develop an awareness of: classroom instruments using proper performance techniques; singing voice to create, express and experience music concepts; knowledge of musical elements and principles through a variety of hands on musical activities.
 
                      
Content Sequence Performance
Indicators 		Performance
Level
Melodic Rhythm – poem w/rhythm 1A, 1B 2 - Developing
Duration – long/short 3B 2 - Developing
Rhythm games – “bingo” - sequential subtraction 2A 2 - Developing
Mallet technique – 2 mallet exercises 1A, 2A 2 - Developing
Music reading – staff
Diatonic scale; songs 		1C 2 - Developing
Vocal technique – breath support, diction 1B, 3B 2 - Developing
Singing voice – 5 note warm-ups; pitch matching 1B, 3C 2 - Developing
Concert preparation – learn/memorize songs to be performed; choreography 1B, 3E 2 - Developing
Concert performance - self critique 1B, 2E, 3A 2 - Developing
Beat – primary and secondary beats; meter 2A, 3B 2 - Developing
Rhythm Games – quarter and eighth note values; notation; meter 1A, 1C ,3B 2 - Developing
Measures; barlines 1C, 2A 2 - Developing
Recorder instruction – breath support; tonguing; fingering 1A, 1B, 2A, 2 - Developing
Recorder instruction– fingering for notes “B”, “A” and “G” 2A 2 - Developing
Play/echo melodic patterns by ear 1B, 3B, 2 - Developing
Repeat signs 2A 2 - Developing
Musical alphabet – circle of pitch letters 3B 2 - Developing
Staff - lines/spaces (acronym) 3B, 3C 2 - Developing
3 note melodic examples – play, hear, sing, do fingering 1A, 1C 2 - Developing
Recorder fingering – notes “C” and “D” 1C, 2A, 3B 2 - Developing
Tied note values 3C 2 - Developing
Folk songs – sing and play; duets/solo 1B, 2A 2 - Developing
Fermata; slurring phrases 1B, 2A, 3C 2 - Developing
Rhythm – eighth note values; combined eighth/quarter notes 1B, 2A, 3B 2 - Developing
Spring Concert Performance – playing and singing skills; song preparation; appropriate behavior 1B, 2E 2 - Developing
Singing skill development – rounds; folk sounds; solo/duet 1B, 4A 2 - Developing

 
Methodology: Concepts and skills developed through modeling of appropriate techniques. Students shall experience music through singing, playing of instruments, hand and body movements as appropriate for skills being developed. Additional instruction in vocal techniques to improve singing skills. Recorder instruction as a pre-band instrument in preparation for participation in the beginning band program.
 
 
 
 

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