Music Grade 3

GATEWAY GROUP CURRICULUM OVERVIEW

Content Area:

Visual & Performing Arts

Grade Level:

Module Title:

Music

LEARNING TARGETS

NJ STUDENT LEARNING STANDARDS

1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles

that govern the creation of works of art in dance, music, theatre, and visual art.

1.2 History of the Arts and Culture: All students will understand the role,

development, and influence of the arts throughout history and across cultures.

1.3 Performance: All students will synthesize those skills, media, methods, and technologies appropriate

to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art.

1.4 Aesthetic Responses & Critique Methodologies pertains to all four arts

disciplines, and is comprised of two strands related to the mode of response: A. Aesthetic

Responses and B. Critique Methodologies. This standard addresses two ways students may

respond to the arts, including (1) the study of aesthetics and (2) the application of

methodologies for critique

Content Statement

CPI#

Cumulative Progress Indicator (CPI)

Reading basic music notation contributes to musical fluency and literacy. Musical intelligence is related to ear training and listening skill, and temporal spatial reasoning ability is connected to listening skill.

1.1.5.B.1

Identify the elements of music in response to aural prompts and printed music notational systems.

The elements of music are building blocks denoting meter, rhythmic concepts, tonality, intervals, chords, and melodic and harmonic progressions, all of which contribute to musical literacy.

1.1.5.B.2

Demonstrate the basic concepts of meter, rhythm, tonality, intervals, chords, and melodic and harmonic progressions, and differentiate basic structures.

Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre.

1,2,5,A.3

Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

Complex scores may include compound meters and the grand staff.

1.3.5.B.1

Sing or play music from complex notation, using notation systems in treble and bass clef, mixed meter, and compound meter.

Proper vocal production and vocal placement improve vocal quality. Harmonizing requires singing ability and active listening skills. Individual voice ranges change with time.

1.3.5.B.2

Sing melodic and harmonizing parts, independently and in groups, adjusting to the range and timbre of the developing voice.

Music composition is governed by prescribed rules and forms that apply to both improvised and scored music.

1.3.5.B.3

Improvise and score simple melodies over given harmonic structures using traditional instruments and/or computer programs.

Decoding musical scores requires understanding of notation systems, the elements of music, and basic compositional concepts.

1.3.5.B.4

Decode how the elements of music are used to achieve unity and variety, tension and release, and balance in musical compositions.

Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design andgenre provides the foundation for making value judgments about the arts.

1.4.5.A.3

Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion.

1.4.5.B.2

Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers.

Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?).

1.4.5.B.5

Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art.

Grade 3 Students will…

Read and perform rhythms using dotted-half and whole notes

Classify orchestra instruments into families (brass, strings, woodwinds, percussion).

Identify and sing or play mezzo (mp, mf), pp/ff; accelerando, ritardando; legato/staccato

Identify forms: ABACA (rondo); D.C. al fine (ABA); first and second endings; D.S. al fine.

Identify, read, and sing melodic patterns using “sol,-la,-do-re-mi-so-la.” Identify G-Clef; name letter names of lines and spaces.

Identify and sing home tone. Compare and contrast melody and harmony.

On pitched barred instruments or recorder, perform melodies in duple and triple meter, notated in treble clef, using note values from 8th-note to whole note/rest, pitches in pentatonic and diatonic scales, and dynamic changes.

Read and sing melodies using note values from 8th-note to whole note/rest, and pitches in and pitches in pentatonic and diatonic scales.

Sing rounds/canons, partner songs, and call and response, using correct posture, vocal placement, and breathing technique.

Improvise vocaleases in call-and-response form to a given vocal prompt; compose and perform an 8-bar melody for barred instrument or recorder, using a variety of note values and pentatonic pitches.

Perform songs, rounds, and partner songs alone and with others, using proper vocal placement and proper posture and breathing techniques to produce a uniform vocal tone quality.

Improvise a vocal melody on a pentatonic scale over an ostinato of do-sol, ending on the home tone.

Improvise a melody on a pentatonic scale over an ostinato of do-sol on played either on a barred instrument or recorder and end on the home tone.

Compose and score a four-bar melody in C major, 4/4 time, resolving to the home tone while using note values as small as the 8th note.

Demonstrate how art communicates personal and social values and is inspired by imagination and frame of reference by titling an original score based on a student’s and composer’s perspective.

Demonstrate ways art communicates ideas about personal and social values, and is inspired by imagination and frame of reference through discussion in response to three music compositions with common musical or extra-musical themes (e.g., music compositions having three string quartets or three pieces in rondo form… verses music with common subject matters such as Handel's Water Music, Debussy's La Mer, or the Octopus’s Garden by the Beatles etc.). Discuss how the composers' personal lives and historical contexts are reflected in the music.

Use music-specific rubrics and holistic scoring guides to objectively self-evaluate live or recorded solo performances, improvisations and/or compositions.

Compare and contrast music compositions based on similar themes (e.g., Ellington's Dance of the Floreadores & Tchaikovsky's Waltz of the Flowers) and distinguish the effectiveness of the music.

Research a significant musician from each of the following genres: classical, jazz, popular.

Analyze the importance of the musicians above, using appropriate terminology.

EVIDENCE OF LEARNING

Assessment:

Formative Assessment strategies
Rubrics
Unit Assessments
Performance Assessments:

Equipment Needed:

Music
Technology
Teacher identified equipment

Teacher Resources:

NJ Model Curriculum
NJCCCS

Modifications/Accommodations
IEPs	Flexible grouping Pairing of students of similar ability Student centered activities Learning stations Small group discussions Problem solving situations Adaptive Equipment	504s	Flexible grouping Pairing of students of similar ability Student centered activities Learning stations Small group discussions Problem solving situations Adaptive Equipment
ELLs	teaching key aspects of a topic. Eliminate nonessential information . using videos, illustrations, pictures, and drawings to explain or clarify. allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; . allowing students to correct errors (looking for understanding) . allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required	G/T	teaching key aspects of a topic. Eliminate nonessential information . using videos, illustrations, pictures, and drawings to explain or clarify. allowing products (projects, timelines, demonstrations, models, drawings, dioramas, poster boards, charts, graphs, slide shows, videos, etc.) to demonstrate student’s learning; allowing students to correct errors (looking for understanding) . allowing the use of note cards or open-book during testing . decreasing the amount of work presented or required
At-Risk Failure	Projects designed so teacher may add or omit criteria based on student need Shortened assignments Extended time allotted for students Structure lessons around questions that are authentic, relate to students’ interests, social/family background and knowledge of their communities Collaborate with after-school programs or clubs to extend learning opportunities and support Various online learning opportunities to reinforce skills based on student needs Provide students multiple choices for how they can represent their understandings Additional time for test preparation Directions written and read/explained thoroughly and in chunks Emphasis on successes Graphic organizers and other organizational aides Student Success Team and implementation of RTI Interventions Set goal plan with reachable goals and pathways and collaboration with parents One-on-one conference with teacher to include feedback on work and progress toward meeting goals

Interdisciplinary Connections

Career Ready Practices

9.2 Career Awareness, Exploration, and Preparation

8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaborate and to create and communicate knowledge.

SOC.6.1.4.D.13 Describe how culture is expressed through and influenced by the behavior of people. SOC.6.1.4.A.15 Explain how and why it is important that people from diverse cultures collaborate to find solutions to community, state, national, and global challenges. SOC.6.1.4.D.18 Explain how an individual’s beliefs, values, and traditions may reflect more than one culture. SOC.6.1.4.D.15 Explain how various cultural groups have dealt with the conflict between maintaining traditional beliefs and practices and adopting new beliefs and practices.

LA.3.RF.3.3 Know and apply grade-level phonics and word analysis skills in decoding and encoding words. LA.3.RF.3.4 Read with sufficient accuracy and fluency to support comprehension.

CRP1. Act as a responsible and contributing citizen and employee.
CRP2. Apply appropriate academic and technical skills.
CRP4.Communicate clearly and effectively and with reason.
CRP6.Demonstrate creativity and innovation.
CRP7.Employ valid and reliable research strategies.
CRP8.Utilize critical thinking to make sense of problems and persevere in solving them.
CRP9.Model integrity, ethical leadership and effective management.
CRP10. Plan education and career paths aligned to personal goals.
CRP11. Use technology to enhance productivity.

By the end of 4th grade,

9.2.4.A.1 Identify reasons why people work, different types of work, and how work can help a person achieve personal and professional goals.
9.2.4.A.2 Identify various life roles and civic and work‐related activities in the school, home, and community.
9.2.4.A.3 Investigate both traditional and nontraditional careers and relate information to personal likes and dislikes.
9.2.4.A.4 Explain why knowledge and skills acquired in the elementary grades lay the foundation for future academic and career success.

Unit 1 Overview (Ongoing) History and Culture

This unit the students will learn how history and culture have and impact on the creation of music process . The students will also learn about historically significant composers.

NJSLS

VPA.1.2.5.A.CS1 Art and culture reflect and affect each other.

VPA.1.2.5.A.1 Recognize works of dance, music, theatre, and visual art as a reflection of societal values and beliefs.

VPA.1.2.5.A.CS2 Characteristic approaches to content, form, style, and design define art genres.

VPA.1.2.5.A.2 Relate common artistic elements that define distinctive art genres in dance, music, theatre, and visual art.

VPA.1.2.5.A.CS3 Sometimes the contributions of an individual artist can influence a generation of artists and signal the beginning of a new art genre.

VPA.1.2.5.A.3 Determine the impact of significant contributions of individual artists in dance, music, theatre, and visual art from diverse cultures throughout history.

Exit Skills

By the end of this unit Students Should be able to:

Compare present and past events to determine any lessons learned
Compare the evolution of music to the evolution of social values and beliefs
Analyze the changes in music through the course of time from a time and cultural standpoint
Evaluate the impact cultural and social change has on composers and the creative process

Enduring Understanding

Music is reflective of the culture(s) that created it
Music is always present in the surrounding world
Music is a form of communication
Music is a vehicle of personal expression, style, and taste
Music is a language with its own syntax, structure, and rules
The creation of music fosters critical thinking
Music making involves a set of behaviors that ensure quality of preparation and presentation
Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves

Essential Questions

How do people/I use music as a way to communicate with others?
How can music influence your emotions?
In what ways can musical elements become the foundation of your own composition?
How do I hone my skills and fine-tune my work?
How does my individual effort affect the group effort?
What is quality in a music ensemble and how do you attain it?
What can be learned from observing, analyzing, and evaluating the performances of myself and others?
Why is music an important part of any culture?
How does my musical interpretation reflect my personal culture?
How does music change over time and place?
Does music have to be considered beautiful by everybody?
How do artists make decisions about their music?

Learning Objectives

The students will be able to:

Identify Significat Musicians Throughout History
Define Inspiration and Motivation
Describe How Music is Used as a Form of Communication
Define All Relevant Vocabulary
Recognize the relationship between Music and culture throughout history.
Know there is a difference in the music of the cultures around the world, and the impact of the social health of the community

Unit 2 Overview (Ongoing) Aesthetic Response

In this unit the students will learn the proper responses to and methods of critiquing a musical performance. The students will also learn appropriate behaviors for participating in a concert and being part of the audience.

NJSLS

VPA.1.4.5.A.CS1 Works of art may be organized according to their functions and artistic purposes (e.g., genres, mediums, messages, themes).

VPA.1.4.5.A.1 Employ basic, discipline-specific arts terminology to categorize works of dance, music, theatre, and visual art according to established classifications.

VPA.1.4.5.A.CS2 Formalism in dance, music, theatre, and visual art varies according to personal, cultural, and historical contexts.

VPA.1.4.5.A.2 Make informed aesthetic responses to artworks based on structural arrangement and personal, cultural, and historical points of view.

VPA.1.4.5.A.CS3 Criteria for determining the aesthetic merits of artwork vary according to context. Understanding the relationship between compositional design and genre provides the foundation for making value judgments about the arts.

VPA.1.4.5.A.3 Demonstrate how art communicates ideas about personal and social values and is inspired by an individual’s imagination and frame of reference (e.g., personal, social, political, historical context).

VPA.1.4.5.B.CS1 Identifying criteria for evaluating performances results in deeper understanding of art and art-making.

VPA.1.4.5.B.1 Assess the application of the elements of art and principles of design in dance, music, theatre, and visual artworks using observable, objective criteria.

VPA.1.4.5.B.CS2 Decoding simple contextual clues requires evaluation mechanisms, such as rubrics, to sort fact from opinion.

VPA.1.4.5.B.2 Use evaluative tools, such as rubrics, for self-assessment and to appraise the objectivity of critiques by peers.

VPA.1.4.5.B.CS3 While there is shared vocabulary among the four arts disciplines of dance, music, theatre, and visual art, each also has its own discipline-specific arts terminology.

VPA.1.4.5.B.3 Use discipline-specific arts terminology to evaluate the strengths and weaknesses of works of dance, music, theatre, and visual art.

VPA.1.4.5.B.CS4 Levels of proficiency can be assessed through analyses of how artists apply the elements of art and principles of design.

VPA.1.4.5.B.4 Define technical proficiency, using the elements of the arts and principles of design.

VPA.1.4.5.B.CS5 Artists and audiences can and do disagree about the relative merits of artwork. When assessing works of dance, music, theatre and visual art, it is important to consider the context for the creation and performance of the work (e.g., Who was the creator? What purpose does the artwork serve? Who is the intended audience?).

VPA.1.4.5.B.5 Distinguish ways in which individuals may disagree about the relative merits and effectiveness of artistic choices in the creation and performance of works of dance, music, theatre, and visual art.

Exit Skills

By the end of this unit, 3nd grade students will be able to:

Use rhythmic comprehension in syllabic sounding of words.
Compare the use of phonetic singing to phonics used to help pronunciation of new words.
Analyze the link between singing and patterns of speech
Compare song structure to sentence structure
Compare musical phrasing to sentence and story phrasing.

Enduring Understanding

Music is reflective of the culture(s) that created it
Music is always present in the surrounding world.
Music is a form of communication
Music is a vehicle of personal expression, style, and taste.
Music is a language with its own syntax, structure, and rules.
The creation of music fosters critical thinking.
Music making involves a set of behaviors that ensure quality of preparation and presentation.
Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves
Critique is essential to the music making process
Performance skills are both physical and mental.

Essential Questions

How do people/I use music as a way to communicate with others?
How can music influence your emotions?
In what ways can musical elements become the foundation of your own composition?
How do I hone my skills and fine-tune my work?
How does my individual effort affect the group effort?
What is quality in a music ensemble and how do you attain it?
What can be learned from observing, analyzing, and evaluating the performances of myself and others?
Why is music an important part of any culture?
How does my musical interpretation reflect my personal culture?
How does music change over time and place?
Does music have to be considered beautiful by everybody?
How do artists make decisions about their music?
What is the importance of being able to reach and comprehend music as a musician?

Learning Objectives

By the end of this unit the students will demonstrate the ability to:

Count and interpret the aspects of rhythm
Describe the different types of music technologies
Demonstrate how to critique a musical performance
Define All Relevant Vocabulary
Interpretation the meaning of a piece of music
Produce musical works that are reflective of their culture
Reproduce emotional effects through performance
Apply arts elements in the creation of symbolic images of nature
Respond to arts performances with the use of appropriate vocabulary
Develop emotionally charged performances (grade-appropriate)

Unit 3 Overview (35 days) Musicality

In this unit the students will learn about the aspects of music that make for an emotional enhanced performance.

NJSLS

VPA.1.1.2.B.CS1 Ear training and listening skill are prerequisites for musical literacy.

VPA.1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores.

VPA.1.1.2.B.CS2 The elements of music are foundational to basic music literacy.

VPA.1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody.

VPA.1.1.2.B.CS3 Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.

VPA.1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.

VPA.1.1.2.B.CS4 Musical instruments have unique qualities of tonality and resonance. Conventional instruments are divided into musical families according to shared properties.

VPA.1.1.2.B.4 Categorize families of instruments and identify their associated musical properties.

Exit Skills

By the end of this unit 1st grade music students will be able to

Use rhythmic comprehension in syllabic sounding or words.
Compare the use of phonetic singing to phonics used to help pronunciation of new words.
Analyze the link between singing and patterns of speech
Compare song structure to sentence structure
Compare musical phrasing to sentence and story phrasing.

Enduring Understanding

Music is reflective of the culture(s) that created it.
Music is always present in the surrounding world.
Music is a form of communication
Music is a vehicle of personal expression, style, and taste.
Music is a language with its own syntax, structure, and rules.
The creation of music fosters critical thinking.
Music making involves a set of behaviors that ensure quality of preparation and presentation.
Increasing technical skill and theoretical knowledge allows performers to better express the music and themselves
Critique is essential to the music making process
Performance skills are both physical and mental.

Essential Questions

How do people/I use music as a way to communicate with others?
How can music influence your emotions?
In what ways can musical elements become the foundation of your own composition?
How do I hone my skills and fine-tune my work?
How does my individual effort affect the group effort?
What is quality in a music ensemble and how do you attain it?
What can be learned from observing, analyzing, and evaluating the performances of myself and others?
Why is music an important part of any culture?
How does my musical interpretation reflect my personal culture?
How does music change over time and place?
Does music have to be considered beautiful by everybody?
How do artists make decisions about their music?
What is the importance of being able to reach and comprehend music as a musician?

Learning Objectives

Students will demonstrate the ability to:

Count and interpret the aspects of rhythm
Define Harmony
Define Musical Form
Define All Relevant Vocabulary
Interpret the meaning of a piece of music
Interpret music from various cultures
Provide proper breath support to vocal production
Identify various time signatures
Identify the physiological make-up of the voice

Unit 4 Overview (35 days) Music Literacy

In this unit the students will learn how to read rhythm and pitches.