Grade 3 General Music

The Grade 3 Curriculum a continuation of the learning sequence from grade 2 which is based on the 12 Steps of the Conversational Solfège Curriculum by Dr. John Feierabend. This curriculum was inspired by the Kodály method of teaching music literacy and was adapted to the song traditions of American culture to better hold true to the original tenets of the movement.

The learning sequence for Conversational Solfège progresses follows:

Readiness:

(1) Rote (without the use of notation) Develop a Repertory of songs from which to exact patterns. Gr. K-1 General Music Songs and Activities serve as a foundation upon which we can build music literary skills.

Conversational Solfège:

(2) Rote: Build a vocabulary of Tonal and Rhythmic Patterns

(3) Echo/Decode Familiar Patterns & Songs

(4) Unfamiliar patterns & Songs

(5) Create (improvisation)

Reading:

(6) Rote

(7) Decode Familiar

(8) Decode Unfamiliar

Writing (Notating):

(9) Rote

(10) Decode Familiar

(11) Decode Unfamiliar

(12) Create (Composing)

For more information on the Kodály Method of Teaching Music visit https://www.oake.org/about-us/the-kodaly-concept/

and Dr. Feierabend's Conversational Solfège https://www.feierabendmusic.org/conversational-solfege/

In addition to learning folk songs and play party games students also begin studying the recorder. The recorder is a woodwind instrument that dates back to the early Renaissance period. Studying the recorder prepares students for studying other woodwind instruments in the grades 4-5 band program. Many of the patterns and songs used in these units come from the Do It! Play Recorder Method and Conversational Solfège. Some of other program goals include:

  • Develop pitch and rhythmic accuracy
  • Hand and Eye Coordination
  • Breathing Control and Phrasing
  • Performing in an ensemble setting, in small groups, or as a soloist
  • Interpreting other musical symbols: directional markings, dynamic markings, articulation marking, etc.
  • Perform literature of varying styles and levels of complexity


In addition to building music literacy skills students also engage in playing traditional folk dances and play parties as collected and shared by Peter & Mary Amidon of New England Dance Masters. For more information please visit https://www.dancingmasters.com/