School Improvement in Maryland

Using the State Curriculum: Music, Grade 3

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Perceiving, Performing, and Responding: Aesthetic Education:

Music:

Perceiving, Performing, and Responding: Aesthetic Education

Standard 1.0 Perceiving, Performing, and Responding: Aesthetic Education

Students will demonstrate the ability to perceive, perform, and respond to music.

Indicator

  • 1. Develop awareness of the characteristics of musical sounds and silence, and the diversity of sounds in the environment
Objectives
  1. Categorize band and orchestra instruments by sight and sound according to the string, woodwind, brass, or percussion family
  2. Identify ABA and call-and-response musical forms, when presented aurally
  3. Read music notation including dynamics (p, f), tempo (allegro, adagio), and meter (2/2, 2/4, 4/4, 3/4, and 6/8)
  4. Describe environmental sounds heard, with attention to tempo, dynamics, and pitch
  5. Distinguish between major and minor modes presented aurally

Indicator

  • 2. Experience performance through singing, playing instruments in general, vocal, and instrumental settings, and listening to performances of others
Objectives
  1. Perform accurately simple rhythms at sight from standard notation: whole notes and whole rests, half notes and half rests, quarter notes and quarter rests, two eighth notes connected
  2. Sing and play a variety of music at a given tempo, using correct posture and clear diction or articulation
  3. Sing two- and three-part rounds accurately
  4. Perform ostinatos to support given melodies
  5. Explain appropriate performance behavior

Indicator

  • 3. Respond to music through movement
Objectives
  1. Create movement patterns to communicate meaning or feeling in music and describe the relationships of movement to music
  2. Conduct music in two meter
  3. Create movement patterns to demonstrate aspects of music, such as melodic contour, form, and dynamics

Indicator

  • 4. Experiment with standard and individually created symbols to represent sounds
Objectives
  1. Indicate occurrences of chord changes presented aurally (I and V chords)
  2. Write simple rhythm patterns from dictation using quarter notes, two connected eighth notes, half notes, and corresponding rests in 4/4 time (2 measures)
  3. Create and notate short melodies using non-standard symbols such as icons, dashes and dots, or any system created by and meaningful to the student (2 measures)

August 6, 2008