Third Grade Curriculum


The Third Grade Music Curriculum for WOLCS has been developed to align with the CA music standards for elementary school. The following will be covered throughout the year, in addition to our performances at Christmas and Easter


1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills Unique to Music
Students read, notate, listen to, analyze, and describe music and other aural information, using the terminology of music.
Read and Notate Music
  • 1.1 Read, write, and perform simple rhythmic patterns using eighth notes, quarter notes, half notes, dotted half notes, whole notes, and rests.
  • 1.2 Read, write, and perform pentatonic patterns, using solfege.
Listen to, Analyze, and Describe Music
  • 1.3 Identify melody, rhythm, harmony, and timbre in selected pieces of music when presented aurally.
  • 1.4 Identify visually and aurally the four families of orchestral instruments and male and female adult voices.
  • 1.5 Describe the way in which sound is produced on various instruments.
  • 1.6 Identify simple musical forms (e.g., AABA, AABB, round).
2.0 CREATIVE EXPRESSION
Creating, Performing, and Participating in Music
Students apply vocal and instrumental musical skills in performing a varied repertoire of music. They compose and arrange music and improvise melodies, variations, and accompaniments, using digital/electronic technology when appropriate.
Apply Vocal and Instrumental Skills
  • 2.1 Sing with accuracy in a developmentally appropriate range.
  • 2.2 Sing age-appropriate songs from memory, including rounds, partner songs, and ostinatos.
  • 2.3 Play rhythmic and melodic ostinatos on classroom instruments.
Compose, Arrange, and Improvise
  • 2.4 Create short rhythmic and melodic phrases in question-and-answer form.
3.0 HISTORICAL AND CULTURAL CONTEXT
Understanding the Historical Contributions and Cultural Dimensions of Music
Students analyze the role of music in past and present cultures throughout the world, noting cultural diversity as it relates to music, musicians, and composers.
Role of Music
  • 3.1 Identify the uses of music in various cultures and time periods.
Diversity of Music
  • 3.2 Sing memorized songs from diverse cultures.
  • 3.3 Play memorized songs from diverse cultures.
  • 3.4 Identify differences and commonalities in music from various cultures.
4.0 AESTHETIC VALUING
Responding to, Analyzing, and Making Judgments About Works of Music
Students critically assess and derive meaning from works of music and the performance of musicians according to the elements of music, aesthetic qualities, and human responses.
Analyze and Critically Assess
  • 4.1 Select and use specific criteria in making judgments about the quality of a musical performance.
Derive Meaning
  • 4.2 Create developmentally appropriate movements to express pitch, tempo, form, and dynamics.
  • 4.3 Describe how specific musical elements communicate particular ideas or moods in music.
5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS
Connecting and Applying What Is Learned in Music to Learning in Other Art Forms and Subject Areas and to Careers
Students apply what they learn in music across subject areas. They develop competencies and creative skills in problem solving, communication, and management of time and resources that contribute to lifelong learning and career skills. They also learn about careers in and related to music.
Connections and Applications
  • 5.1 Identify the use of similar elements in music and other art forms (e.g., form, pattern, rhythm).
Careers and Career-Related Skills
  • 5.2 Identify what musicians and composers do to create music.