Choral Music: Grade 3

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythmic notation incorporating whole, half, quarter, and eighth notes and corresponding rests.

Use a system (for example, solfège syllables, numbers, note names) to read, write, and perform a melodic line in pentatonic and major tonalities.

Identify basic music symbols including treble clef, bar line, measures, double bar line, repeat sign, meter signatures, and dynamics.

Use available technology to write notation with standard symbols for created and dictated measures for rhythm and pitch.

Analyzing

Evaluating

Sing and listen to examples of music from various historical periods and world cultures, including music representative of South Carolina.

Use music vocabulary to describe stylistic differences in music of various genres from the diverse cultures of the world.

Integrate music into creative writing, dance, theatre, and the visual arts.

Use music vocabulary to identify common terms and explain concepts relating to the science of sound, the human voice, and the musical instruments of the world.

Describe the roles, careers, and income of musicians in South Carolina and in diverse cultures of the world.

Discuss a variety of musical careers.

Discuss the cost of the instruction, repertoire, instruments, materials, and supplies used in the chorus classroom.

Identify ways that the different arts businesses, schools, theatres, museums, and institutions make money.

Identify the uses of music in contemporary daily experiences in South Carolina as well as those in the state's past.

Discuss and compare ways that the skills and activities that are typical of music classes can be used in other classes in the school.

Compare and contrast appropriate audience behaviors such as those for sports, worship, indoor/outdoor concerts, and school/community events.

Echo simple rhythmic and melodic patterns.

Sing independently and in groups with accurate intonation and in rhythm while maintaining a steady tempo.

Sing expressively in groups, matching dynamic levels and responding to the cues of a conductor.

Sing a varied repertoire of music including partner songs, ostinati, and rounds with accompaniment, showing discomfort when harmonies do not fit and satisfaction when correct harmonies are played.

Sing in groups, using good posture, matching dynamic levels, and changing tempos and watching the conductor.

Play pitched and unpitched instruments in rhythm while maintaining a steady tempo.

Improvise responses (answers) to given rhythmic patterns (questions).

Improvise rhythmic or melodic endings to familiar songs.

Use classroom instruments and available electronic devices to improvise simple rhythmic accompaniments.

Demonstrate creativity by arranging musical patterns using traditional and nontraditional sound sources and music notation software (for example, Groovy Music, Acoustica Mixcraft).

Compose and arrange short sections using the expressive elements of music (rhythm, tempo, melody, harmony, texture, timbre, articulation, and dynamics).

Arrange and perform music with contrasting and repeating form, working in a large group and using traditional and nontraditional sound sources.

Identify examples of musical form such as canon, call and response, verse and refrain, theme and variation, AB, and ABA.

Use movement and music vocabulary to describe culturally diverse music, including that of South Carolina.

Use musical terminology to identify and describe pitch, notation, meter, tempo, and dynamics.

Identify and describe the sources of a variety of sounds including environmental, electronic, vocal, and instrumental.

Use creative and choreographed movement in response to pitch, dynamics, tempo, and style of music.

List criteria for evaluating performances on the basis of music concepts.

Identify his or her preference for specific musical works and performances.