Quarter 1 3RD GRADE

Manatee Core Curriculum Unit OverviewMusic Grade 3

Quarter 2: Exposition

ConceptConceptConcept

Part-Singing - MU.3.S.3.1Element Analysis - MU.3.C.3.1

Element Analysis - MU.3.O.1.1

Form Analysis - MU.3.O.1.2Aural-Visual Connections - MU.3.S.3.4

Lesson Essential Question(s)Lesson Essential Question(s)Lesson Essential Question(s)

Why do singing rounds, canons, and ostinati strengthen my musicianship?

How do musical elements influence my opinions of music?

How can I use my knowledge of music vocabulary to describe musical elements?

Why is it important that I can identify the form of a piece of music? How can I match rhythmic patterns I hear with written patterns I see?

Concept AssessmentConcept AssessmentConcept Assessment

Groups of students perform a round, canon, or song with vocal ostinati, and teacher or other groups assess the group according to pre-determined rubric. Teacher observes the class as they sing a familiar song then assesses whether students use their head voice and maintain pitch. Students listen to a piece of music and teacher asks students to discuss various elements such as tempo, dynamics, timbre, instrumentation, texture and form. Teacher observes students response.

Students identify these musical characteristics with proper vocabulary. Students listen to a short, unfamiliar piece. Working in pairs, they identify the form choosing from a list of the following: verse/refrain, call/response, AB, ABA, ABABA, and Rondo. Teacher plays a rhythm from a list of rhythms the students have in front of them. Students choose the correct rhythm heard by holding up flashcard or clapping the rhythm heard.

Instructional SuggestionsInstructional SuggestionsInstructional Suggestions

Students practice rounds, canons, or ostinati with the teacher singing the 2nd part and class singing part one.

Students practice rounds, canons, or ostinati songs with the teacher singing part 1 and class singing part 2.

Teacher divides class in half, one half singing part 1 and half of the class sings part 2.

Students practice making sounds in their head voice by creating a woo sound that they would make at a sporting event.

Students make sounds they would associate with a Halloween party, moving chromatically upward and downward.

Teacher plays a variety of styles of music and discusses with students the characteristics of the music modeling music vocabulary such as tempo, dynamics, and form.

Teacher plays different pieces of music that shows a variety of forms such as AB, ABA, ABABA, Rondo, Call and Response, Verse/Refrain, Intro, Coda. Teacher gives students flashcards with the different forms of music listed above. Students work in groups to identify the form of the piece by holding up the corresponding flashcard. Students use scarves, parachute, streamers, mirroring technique, dramatic play, and create movements for various pieces of music to interpret dynamics, rhythm, melody, form, tempo, and instrument families.

Teacher works with students on rhythmic reading by displaying flashcards and allowing students to read each rhythm.

Give students an opportunity to create rhythms by arranging flashcards of notes or writing on white boards.

Display several rhythms on board; teacher plays one of the rhythms and students choose which rhythm they heard.

Teacher gives plenty of practice for students to read rhythms in triple and duple meter: 2/4, 3/4, and 4/4). Students perform rhythms on classroom instruments as an ostinato or accompaniment to a familiar song.

VocabularyVocabularyVocabulary

Canon, Round, OstinatoForm, AB, ABA, Rondo, Introduction, Coda, Call/Response, Verse/Refrain, Tempo, Dynamics, Melody, Rhythm, Texture, Timbre, Instrumentation

Quarter Note, Half Note, Beamed Eighth Notes, Quarter Rest, Half Note, Half Rest

Suggested ResourcesSuggested ResourcesSuggested Resources

Game Plan 3

DeLellis, R. and Kriske, J. (2007). Game Plan 3, Kid Sounds: Las Vegas, NVGame Plan 3

DeLellis, R. and Kriske, J. (2007). Game Plan 3, Kid Sounds: Las Vegas, NVGame Plan 3

DeLellis, R. and Kriske, J. (2007). Game Plan 3, Kid Sounds: Las Vegas, NV

Part Singing

Nino Querido, p. 56

I Got a Letter, p. 73

Scotland Burning, p. 107

Do Re Mi Fa, p. 96

Label Cannon/Round, p. 66Element Analysis Conducting in 2 or 3, p. 105

Form- Visualizing Form, p. 46Form Analysis

Great Big House, p. 36

Visualizing Form, p. 46

Assessing Form, p. 47

I Love the Holidays, p. 50

Mini Canon, pp. 58, 63

Three Little Monkeys, pp. 60, 62

Movement Canon, pp. 63, 67

When the Saints Go Marching In, p. 64

Finding Form in Design, p. 68Aural-Visual Connections Talk to Me, p. 8

Rhythm Cards, p. 9

Label Whole Note, p. 10

Rhythm Game, p. 1

Label Whole Rest, p. 26

Silver Burdett Making Music (2002). Scott Foresman: New York, NYSilver Burdett Making Music (2002). Scott Foresman: New York, NYSilver Burdett Making Music (2002). Scott Foresman: New York, NY

Part Singing

A Ram Sam Sam, p. 204

Frere Jacques, p. 109

Make New Friends, p. 32Element Analysis

American Band Montage, p. 78

Nutcracker Trepak, p. 274Aural-Visual connections

Mister Ram Goat-O (includes syncopation), pp. 50-51

Morning is Come, pp. 124-125

El Barquito, pp. 350-351

OtherOtherOther

Almeidas Artie Rhythm Rockets

Unit AssessmentTeacher plays a rhythm from a list of rhythms the students have in front of them. Students determine which rhythm was performed from the list (similar to rhythm rockets).

Key Learning:

Third grade musicians match aural rhythmic patterns with written patterns.

How does part-singing and music analysis develop maturity in musicians?

Unit Essential Question

2011

MUSIC - 12