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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 3 |
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Standard 1
The learner will be able to
sing independently, with a clear tone and on pitch. They sing with correct rhythm, diction, and posture, while maintaining a steady tempo. They also sing expressively with appropriate dynamics and phrasing. Students in third grade sing from memory songs of various styles and cultures, along with ostinatos and partner songs. They sing in groups, blending vocal sounds, dynamic levels, and responding to the conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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3.1.1
The learner will be able to
sing warm-up exercises while listening for good diction, posture, and tone quality.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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3.1.2
The learner will be able to
sing a capella (unaccompanied) with appropriate dynamics and phrasing.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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3.1.3
The learner will be able to
sing a memorized song that emphasizes the cultural heritage of class members.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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3.1.4
The learner will be able to
sing an ostinato or partner song while maintaining a steady tempo.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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3.1.5
The learner will be able to
follow the conductor. Example: Start, end, and maintain the tempo of a song as it is conducted. Be sure to add loud and soft sections, accented words, appropriate breaths, and other effects indicated by the conductor.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
perform on pitch and in rhythm independently and with a steady tempo. They echo rhythmic or melodic patterns accurately and perform a variety of pieces expressively. They also perform in groups, play accompaniments, and respond to a conductor's motions.
| Strand |
Source |
| Playing an instrument |
IDOE |
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3.2.1
The learner will be able to
play a given pitch pattern.
Example: Play a scale or a portion of a scale on a mallet instrument or keyboard.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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3.2.2
The learner will be able to
echo rhythmic or melodic patterns.
| Strand |
Source |
| Playing an instrument |
IDOE |
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3.2.3
The learner will be able to
play an easy ostinato accompaniment independently.
| Strand |
Source |
| Playing an instrument |
IDOE |
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3.2.4
The learner will be able to
maintain a steady beat on a percussion instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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3.2.5
The learner will be able to
play a short melody using appropriate dynamics.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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3.2.6
The learner will be able to
play an instrument with a group, following the cues of a conductor.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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Reading, notating and interpreting music
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Standard 3
The learner will be able to
read music notation in simple meters or groupings, using a system of syllables, numbers, or letters. They correctly name symbols and terms referring to dynamics, tempo, articulation, and perform them correctly when they appear in the music. They also use standard symbols to notate meter, rhythm, pitch, articulation, and dynamics.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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3.3.1
The learner will be able to
read and write whole, half, quarter, and eighth notes and rests in 2/4 and 4/4 time signatures.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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3.3.2
The learner will be able to
read pitch notation by the letter names on the lines and spaces of the treble clef.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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3.3.3
The learner will be able to
identify melodic direction in written pitch notation as moving up or down by steps or skips.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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3.3.4
The learner will be able to
identify and explain dynamic markings for forte, mezzo forte, mezzo piano, piano, crescendo and diminuendo (decrescendo).
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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3.3.5
The learner will be able to
identify and explain the symbols for a fermata, octave, and D.C. al fine.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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Standard 4
The learner will be able to
improvise musical responses that sound similar to the rhythmic and melodic phrases given by the instructor. They improvise simple melodies and rhythmic and melodic ostinato accompaniments, using traditional sounds, sounds from the classroom, body sounds such as clapping, or electronic sounds.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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3.4.1
The learner will be able to
respond on a melodic or rhythmic instrument to teacher given phrases.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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3.4.2
The learner will be able to
create simple rhythmic or melodic ostinatos on a traditional or non-traditional instrument.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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3.4.3
The learner will be able to
invent short songs or pieces using several types of sounds.
Example: With a group of classmates and with the teacher's help, use five to eight pitches and three different instruments to invent a short piece on the spot.
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| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Composing and arranging music
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Standard 5
The learner will be able to
create music to accompany readings or dramas. They create short songs and instrumental pieces with help from the instructor, using a variety of sound sources.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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3.5.1
The learner will be able to
create a song with the teacher's guidance, and record it either on tape or by notating it.
Example: Help create a short song based on a story learned in class, either by helping to write the words or the melody.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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3.5.2
The learner will be able to
notate a short melody.
Example: Write out four measures of a melody you have created.
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| Strand |
Source |
| Composing and arranging music |
IDOE |
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3.5.3
The learner will be able to
play a short melody using traditional or non-traditional sounds.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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Standard 6
The learner will be able to
identify simple musical forms when they are heard. They discuss and describe aural examples of music of many cultures, using proper terms as they are learned. They also identify the sounds of instruments. Students in third grade respond through movement to musical events while listening to music.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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3.6.1
The learner will be able to
diagram musical forms such as AB or ABA.
Example: Listen to a piece and draw a picture to illustrate which parts of the music are alike and different.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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3.6.2
The learner will be able to
use movement to indicate changes in the form of the music, and talk about those changes.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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3.6.3
The learner will be able to
write a glossary of musical terms.
Example: As a class, expand the musical dictionary begun during the previous year as new terms and musical ideas are learned.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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3.6.4
The learner will be able to
identify various instruments by sight or sound.
Example: Upon hearing a recording of a brass instrument, identify that instrument aurally and visually.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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3.6.5
The learner will be able to
use movements to demonstrate understanding of the musical events being heard.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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Standard 7
The learner will be able to
identify similarities and differences in the meanings of common terms used in all of the arts. They describe ways that the arts involve ideas that can apply to many situations.
| Strand |
Source |
| Understanding relationships |
IDOE |
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3.7.1
The learner will be able to
compare and contrast two or more meanings of terms used in the arts.
Example: Study a painting and listen to a musical piece. Find similarities between both.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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3.7.2
The learner will be able to
relate ideas learned or discussed in music to other situations in life.
Example: Learn a song about imagination, and talk about how imagination can help you in many ways.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8
The learner will be able to
identify familiar examples of music of another historical period or culture. They identify the uses of music and the roles of musicians in daily life.
| Strand |
Source |
| Understanding music |
IDOE |
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3.8.1
The learner will be able to
identify familiar pieces of music from other eras.
Example: Identify the opening theme of Beethoven's Fifth Symphony.
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| Strand |
Source |
| Understanding music |
IDOE |
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3.8.2
The learner will be able to
identify a piece of music from a cultural background in addition to those represented in the class.
| Strand |
Source |
| Understanding music |
IDOE |
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3.8.3
The learner will be able to
discuss suitable music for special occasions and rituals.
| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9
The learner will be able to
develop criteria for musical quality. They discuss personal preferences for specific musical works.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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3.9.1
The learner will be able to
compare two or more performances and compositions.
Example: Listen to two instrumental works and tell how they are alike or different.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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3.9.2
The learner will be able to
discuss likes and dislikes of musical examples using familiar musical terms.
Example: Ask students to keep an ongoing record of their reactions to two selected musical pieces as they listen to them. Compare the reactions from the beginning of the project to those at the end of the project.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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