Intermediate (Grades 3-5)

Students will sing or play on instruments a varied repertoire of music, alone or with others.

Students will read and notate music.

Students will create music.

Students will listen to, analyze, evaluate, and describe music.

Students will relate music to various historical and cultural traditions.

Sing and play instruments with acceptable tone quality, pitch, and proper posture.

Sing and play a melodic ostinato

Play two chord songs on chording instruments (e.g. autoharp, piano, guitar, dulcimer, etc.) as accompaniments to classroom singing

Play chords or chord roots to accompany a three chord song as accompaniment to classroom singing

Watch the conductor

Respond to the conductor’s cues for expressive elements and tempo changes

Sing two part rounds

Sing three part rounds, partner songs, and descants

Demonstrate an awareness of phrase by singing and playing each as a complete thought

Demonstrate the use of introduction, interlude, and coda

Develop an ever increasing basic repertoire of Catholic liturgical or traditional worship music

Use their instruments to accompany a worshiping assembly

Read, notate and perform rhythmic patterns using quarter notes, paired eighth notes, quarter rests, half notes, half rests, whole notes, whole rests and four sixteenth notes.

Identify time signatures in music performed

Identify and perform a notated melody using treble clef notes

Demonstrate the ability to follow and perform a notated rhythmic pattern

Demonstrate through movement the A section in rondo form

Identify and respond to directional words and symbols for form and dynamics 

Name the notes of a musical example using letters, syllables, and/or numbers 

Demonstrate how meter effects beat by inserting bar lines into a notated musical example 

Use Catholic worship repertoire as part of their basic music reading and notating curriculum 

Create a short composition that shows contrasts in tempo, dynamics or timbre 

Create and notate an original eight measure composition for a melodic instrument 

Notate and perform a two measure pattern when given a dictated rhythmic pattern in duple and triple meter 

Create an original sound composition and illustrate it using visuals (e.g. hand movements, dance, pennants, etc.) 

Develop the ability to create a melody to common liturgical responses such as “Alleluia”, “Amen”, and Psalm Antiphons

Listen and respond to the music of various composers and/or  musical performances.

Match the sound of instruments, played alone or with simple accompaniments, with the picture of the instrument and the name and family of the instrument 

Distinguish the principal theme in theme and variation form and compare the variations as a contrast to the theme 

Describe the feelings experienced when listening to a musical selection and explain the musical elements which support those feelings 

Determine if music is organized using major, minor, chromatic, or pentatonic scales 

Recognize and name the different vocal classifications (SATB) when given an example of two-part or four-part vocal music 

Identify strengths and weaknesses of specific musical settings used in worship. Discuss why specific works are effective or appropriate for worship 

Sing, play, and move to music from different traditions and cultures. 

Sort instruments into families, using pictures of instruments from varied cultures 

Demonstrate appropriate audience behavior

Be familiar with ethnic instruments that are representative of various cultures 

Identify the ways different instruments are combined to create various performance ensembles 

Compare the music and culture of two different historical 

Distinguish between liturgical music composed by contemporary composers and those of earlier periods, as well as various world cultures 

Explain the effect on the worshiper of the composers’ choices with respect to melodic contour, rhythm, harmony, dynamics, tempo, timbre, or other expressive qualities