Course Description
The Music Department’s philosophy is based on
the belief that experiences with music are fundamental
to the education of children. Music has a powerful
ability to affect the hearts, minds, and souls of our
children. It gives children the opportunity to gain
self-esteem by learning new skills and talents. It
also gives children the sense of satisfaction that
comes from working with a group to perform and create
a piece of music with beauty and unity. Recent brain
research shows music can tremendously boost the efficiency
and performance of the brain. Music is a powerful purveyor
of culture, both American and other world cultures.
In today’s increasingly global society, knowledge
of other peoples and cultures, as well as our own past,
is a necessary part of a good education.
To further this purpose, the elementary music curriculum
gives children instruction in, and opportunities for,
singing, dancing, playing many types of instruments,
reading music notation, performing drama pieces, creating
their own music, and learning from the performances
of professional and other musicians. The music and
activities are chosen to teach the rich history and
culture of our own country and also of countries around
the world. By fully participating in the elementary
music curriculum, children will feel the joy and satisfaction
that comes from discovering new talents, performing
in programs, and expanding their cultural horizons.
It is the District's philosophy that General Music
should be offered to every elementary student, K-6,
for a minimum of 60 minutes per week.
Adopted Materials
Title: Share the Music
Publisher: McGraw-Hill, 1996
Boise Music Curriculum Teachers Resource
Guide - Third Grade
Copyright
Resources
Course Scope
| Unit 1 |
Singing |
Ongoing |
| Unit 2 |
Rhythm and Theory |
Ongoing |
| Unit 3 |
Movement |
Ongoing |
| Unit 4 |
Instruments |
Ongoing |
| Unit 5 |
Form |
Ongoing |
| Unit 6 |
History and Culture |
Ongoing |
| Unit 7 |
Listening |
Ongoing |
| Unit 8 |
Integrating the Arts |
Ongoing |
Download this curriculum as
a pdf file
Assessment
Correlation acronyms key
2005: Information in bold indicates new grade-level material
|
Instructional Objective
310.01 The students will be able to meet the
following singing objectives: |
Standard Reference
N-1a, b, c, d, e
872.01a,
872.02a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate difference between singing, speaking
and whispering voice |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Demonstrate the ability to sing in head tone |
TMA, TO |
|
03 |
Identify and perform songs with stepwise and skipping
movement |
TMA, TO |
|
04 |
Perform 2-part rounds, countermelodies, call/response
songs and ostinati |
TMA, TO |
|
05 |
Sing tunefully within a range of C1 to
C2 |
TMA, TO |
|
06 |
Read and sing So, Mi, La, Do, Re, low
So and low La with hand signs, alone
and with others |
TMA, TO |
|
07 |
Read from staff and sing extended repertoire,
alone and with others |
TMA, TO |
|
08 |
Sing expressively, continuing use of loud/soft
and adding crescendo, decrescendo and
accelerando |
TMA, TO |
|
Instructional Objective
310.02 The students will be able to meet the
following objectives in rhythm and theory: |
Standard Reference
N-2a,b,c,d,e,f; 3:b 5:a,b,c,d; 6c,e
872.01a, 872.02a,
872.03a, 872.03a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the ability to match the steady
beat of a piece of music |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Demonstrate the ability to pat simple rhythmic
word patterns, i.e. ostinato word patterns |
TMA, TO |
|
03 |
Demonstrate the difference between steady beat
and rhythm. |
TMA, TO |
|
04 |
Read, notate and perform 2/4, 3/4 and
4/4 meters, emphasizing patterns of strong/weak. Label
meter signatures. |
TMA, TO |
|
05 |
Read, notate and perform quarter note, half
note, two eighth notes, whole note, single
eighth note, dotted quarter,
dotted half and corresponding rests,
using a syllabic system (i.e. ta, ti-ti). Introduction
of numeric counting is optional. |
TMA, TO |
|
06 |
Name and notate: staff, lines, spaces, note
heads, note stems, treble clef, bar lines, measure, ledger
line (middle C), double bar line. |
TMA, TO |
|
07 |
Read, notate, and perform So, Mi, La, Do, and
Re, adding low So and low La on
the staff in the key of C, F, and G pentatonic. |
TMA, TO |
|
08 |
Read and notate melodies that move in steps, using
the musical alphabet. |
TMA, TO |
|
09 |
Introduce absolute pitch names. |
TMA, TO |
|
10 |
Respond to and describe musical controls using
the appropriate symbols and terminology: decrescendo,
crescendo, forte, piano, mezzo, ritard, accelerando,
andante, allegro, moderato, time signature, accents,
staccato, legato. |
TMA, TO |
|
Instructional Objective
310.03 The students will be able to meet the
following objectives through movement |
Standard Reference
N-6a,b,e
868.02a, 870.01a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Move to a steady beat, with locomotor and non-locomotor
movement |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Perform movement to a song. Add manipulatives
and props as appropriate. |
TMA, TO |
|
03 |
Respond physically to changes in tempo, dynamics,
high and low, half note/rest pulse, dotted
half note/rest pulse, staccato, legato, accents,
and rests |
TMA, TO |
|
04 |
Improvise movement to various styles of music |
TMA, TO |
|
05 |
Move and play in circle games/dances anddouble
line dances with partners, i.e.
alley games, etc. Movements should include
galloping and skipping. |
|
|
06 |
Respond physically to specific changes in sections,
i.e. to phrasing or to AB, ABA, ostinati,
Rondo and 2-part canon forms |
|
|
07 |
Identify and move to 2/4, 3/4, 4/4 meters |
|
|
Instructional Objective
310.04 The students will be able to meet the
following objectives while playing instruments. |
Standard Reference
N-2a,b,d,e,f; 3a,b,c,d; 4a,c
872.01a, 872.02a,
872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Make and perform appropriate instrument choices
to represent characters, words, colors, moods,
etc. from classroom instruments. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Explore high and low sounds ("up and down")
and imitate short melodic patterns, moving in
steps and skips. Employ
question/answer technique. |
TMA, TO |
|
03 |
Explore rhythmic patterns on pitched instruments,
employing quarter note, quarter rest, two eighths,
half note/rest, whole note/rest, single
eighth, dotted quarter and dotted half, with
corresponding rests. Employ
question/answer technique . |
|
|
04 |
Play unpitched and pitchedinstruments to steady
beat, alone and with others, using correct
posture and mallet technique, including
bordun (hands together), broken bordun (hands
take turns), and cross-over borduns. |
TMA, TO |
|
05 |
Play unpitched and pitchedinstruments as rhythmic
accompaniment, alone and with others. Employ
ostinatos, introductions, and codas. |
TMA, TO |
|
06 |
Correctly name and properly play each instrument
used in class. |
TMA, TO |
|
07 |
Continue to improvise and explore in pentatonic
with rhythmic and non-rhythmic patterns. |
|
|
Instructional Objective
310.05 The students will be able to meet the
following objectives in analyzing form. |
Standard Reference
N-6a,e
870.01a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Respond to phrasing as a musical sentence |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Perform modeled rhythmic and melodic motives
and phrases (echo process) |
TMA, TO |
|
03 |
Perform AB, ABA form, rondo, question/answer |
TMA, TO |
|
04 |
Read and perform multi-verse form |
TMA, TO |
|
Instructional Objective
310.06 The students will be able to meet the
following Humanities objectives. |
Standard Reference
N-6d; 9a,b,c,d
868.01a, 868.02a, 870.01a,
870.03a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Sing, play, listen and move to music of varied
cultures. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Sing and play traditional folk songs and games
of America. |
TMA, TO |
|
03 |
Sing expanded repertoire of traditional
patriotic and holiday songs. Include relevant
games and dances. |
TMA, TO |
|
Instructional Objective
310.07 The students will be able to meet the
following listening objectives. |
Standard Reference
N-6d,e; 9e
868.02a, 870.01a,
870.02a, 870.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify aurally and visually an expanded
number of specific orchestral instruments
within family groups. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Respond to and distinguish between various styles
of orchestral and vocalmusic through movement,
manipulation of props, story-telling, and dramatization. |
TMA, TO |
|
03 |
Demonstrate appropriate listening behavior for
a concert setting. |
|
|
Instructional Objective
310.08 The students will be able to integrate
other art forms in the music classroom. |
Standard Reference
N-8a,b
868.02a, 870.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Dramatize simple songs and stories from childrens’ literature. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Express the feelings and style of music with
movement, using appropriate props and manipulatives. |
|
|
03 |
Create original works of art inspired by listening
examples. |
|
|
04 |
Compare textures of musical examples
to visual art. |
|
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