In each quarter of the school year, there are particular goals to cover specific skills and standards (TEKS). Here you will find a list of what 3rd Grade music will be covering each 9 weeks according to the district's aligned curriculum. It is important to note that the terminology used here is more sophisticated than how it is communicated to children.
1st 9 Weeks
- Practice categorizing previous voices; (adult/children and unison/ensemble)
- Highlight various instrument timbres through listening examples
- Review known symbols and terminology. Label musical experiences – mp and mf; Review allegro/largo, forte/piano (symbols); Review previously learned tempi and dynamics; Identify and describe musical elements using known music vocabulary
- Review and label known forms – aaba and abac; Explore large forms AB and ABA
- Review previously learned rhythmic concepts in 2/4 and 4/4 meters including bar lines and repeat signs.
- Review previously learned melodic concepts; Experience extended pentatonic folk songs for low la
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs through singing or playing instruments; Experience songs and games from local cultures and American folk songs
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; Sing 2 or 3 part rounds
- Construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Review listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Identify and use appropriate vocabulary in reference to listening examples
- Respond to music through movement (incorporate verbal response later)
- Identify cross-curricular connections (Math, Sci, SS and LA)
2nd 9 Weeks
- Practice categorizing previous voices; (adult/children and unison/ensemble)
- Highlight various instrument timbres through listening examples
- Identify musical symbols and sounds including new terminology; Identify and apply mp and mf in addition to previously learned tempi and dynamics; Identify and describe musical elements using known music vocabulary
- Review and label known forms – aaba and abac; Explore large forms AB and ABA
- Experience, identify and label (read, write and reproduce) sixteenth notes
- Identify low la and experience low so (Student should be able to read, write and reproduce known pentatonic patterns)
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs through singing or playing instruments; Experience songs and games from local cultures and American folk songs
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; Sing 2 or 3 part rounds
- Construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Identify listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Identify and use appropriate vocabulary in reference to listening examples
- Respond to music through movement (incorporate verbal response later)
- Identify cross-curricular connections (Math, Sci, SS and LA)
3rd 9 Weeks
- Compare and contrast adult and children voices
- Compare, contrast and classify the four families of the orchestra
- Identify musical symbols and sounds including new terminology; Identify and apply mp and mf in addition to previously learned tempi and dynamics; Identify and describe musical elements using known music vocabulary
- Review and label known forms – aaba and abac; Explore large forms AB and ABA
- Experience, identify and label (read, write and reproduce) whole notes and whole rests
- Ongoing – Identify low la and experience low so (Student should be able to read, write and reproduce known pentatonic patterns)
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs through singing or playing instruments; Experience songs and games from local cultures and American folk songs
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; Sing 2 or 3 part rounds
- Construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Identify listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Identify and use appropriate vocabulary in reference to listening examples
- Respond to music through movement (incorporate verbal response later)
- Identify cross-curricular connections (Math, Sci, SS and LA)
4th 9 Weeks
- Compare and contrast adult and children voices
- Compare, contrast and classify the four families of the orchestra
- Identify musical symbols and sounds including new terminology; Identify and apply mp and mf in addition to previously learned tempi and dynamics; Identify and describe musical elements using known music vocabulary
- Review and label known forms – aaba and abac; Explore large forms AB and ABA
- Student should be able to independently use all known rhythmic symbols
- Identify low la and experience low so (Student should be able to read, write and reproduce known pentatonic patterns)
- Sing or play games using folk song repertoire that targets specific rhythmic and melodic concepts
- Experience music choosing from: local cultures and American folk songs through singing or playing instruments; Experience songs and games from local cultures and American folk songs
- Review locomotor and non-locomotor movement and incorporate hands and feet moving together (beat in the feet and clapping rhythms)
- Continue 2, 4 or 8 beat ostinati (rhythmic and melodic); Sing simple partner songs; Sing 2 or 3 part rounds
- Construct 4-8 beat rhythmic and melodic phrases using known rhythms and pitches
- Create simple accompaniments (bordun, body percussion)
- Identify listening repertoire including diverse cultures, genres and styles; Aurally identify known short rhythmic and melodic patterns from musical examples; Identify and use appropriate vocabulary in reference to listening examples
- Respond to music through movement (incorporate verbal response later)
- Identify cross-curricular connections (Math, Sci, SS and LA)