Grade 3 - Music

Grade 3 Music

SKILLS

Rhythm

Melody

Harmony

Form

Expression

Demonstrates music listening skills

Detects the contour (shape) of melody

Identifies differences in tempo, timbre (tone colour) and dynamics

Identifies the difference in sound between songs in major and minor keys

Identifies repetition and contrast

Identifies binary (AB) and ternary (ABA) forms

Recognises the instruments of the four families of the orchestra: string, woodwind, brass, percussion

Demonstrates skills in music-based movement

Performs rhythmic patterns in music

Moves to round or canon form

Participates in folk, square or traditional ethnic dances

Demonstrates skills in singing

Extends the use of sol-fa training with hand signals to include la, so, do (low "la", low "so", and high "do")

Sings ostinato patterns with songs

Sings two-part rounds and simple descants

Continues vocal development: sing with expression and good enunciation

Sings with various instrumental accompaniments

Participates in singing alone or in a group, a capella (unaccompanied)

Sings partner and nonsense songs

Demonstrates skills in playing instruments

Uses pitched (keyboard-type) instruments to play tone-matching games, conversational games and pentatonic (5-tone) accompaniments

Uses resonator bells to build and play chords

Demonstrates skills on various instruments (e.g. Orff instruments, Resonator Bells, etc.)

Demonstrates skills in reading and writing music

Recognises the eighth rest

Recognises the dotted half note, the concept of the dot and the fermata

Recognises 4/4 time signature

Continues sol-fa training to include low "la" and low "so" and high "do"

Recognises the symbol for a phrase

Demonstrates skills in creating music

Creates movement to Demonstrates form in music

Improvises, using instrumental and/or singing activities

Creates rhythmic and melodic ostinato for poems and songs

Attitudes - "Performance is an active process involving the development and application of musical skills, knowledge and perceptions" (from Program Rationale and Philosophy)

Demonstrates active involvement in personal development of musical skills and concepts

Demonstrates an understanding of musical concepts: rhythm, melody, harmony, form, and expression as related to skill development.

Understands that duration is extended by a dot, a tie or a fermata

Understands that beats may be grouped in 2s or 3s

Recognises that some music does not have a steady beat

Understands that a time signature tells how beats are grouped in a measure

Understands that a melody may have an ending home tone (tonic)

Understands that two or more melodies can occur simultaneously; e.g., rounds, partner songs, descants

Understands that the I and V7 chords may be used to accompany melodies

Understands that pitched percussion instruments can be combined to make harmony

Recognises that musical phrases, which give organization to music, may be short or long

Demonstrates that music may be accompanied by a repeated pattern (ostinato)

Understands that changes in dynamics add to the effect of music

Understands that musical instruments produce tone colour by being blown, bowed, plucked, strummed, struck, scraped or shaken

Recognises that music dynamics may change suddenly (accent) or gradually - crescendo/decrescendo (diminuendo)