Arts

Grade 3:  Music

Overall Expectations

•demonstrate an understanding of the basic elements of music specified for this grade (see below) through listening to, performing, and creating music;

•create and perform music, using a variety of sound sources;

•use correctly the vocabulary and musical terminology associated with the specific expectations for this grade;

•identify and perform music from various cultures and historical periods;

•communicate their response to music in ways appropriate for this grade (e.g., through visual arts, drama, creative movement, language). 

Specific Expectations

Knowledge of Elements

•demonstrate understanding of the difference between the terms beat and rhythm (e.g., indicate the beat in a piece of music while others perform the rhythmic patterns);

•identify the beat, rhythm, melodic contour (or shape), dynamics, and tempo in familiar pieces of music;

•ªrecognize that sounds and silences of different durations may be represented by symbols;

•identify the instruments within the percussion family of orchestral instruments (e.g., drums, wood blocks, piano). 

Creative Work

•sing music from a variety of cultures and historical periods;

•substitute different words in familiar songs or create new verses, using their knowledge of rhythm to ensure that the new text fits with the melody;

•create melodic contour "maps" that indicate the direction of pitches (higher, lower) in familiar songs (e.g., "Twinkle, Twinkle Little Star");

•indicate, with appropriate arm movements, the dynamics heard in familiar music (e.g., big movements for loud passages, small movements for soft);

•sing expressively, showing awareness that changes in volume or speed can help to convey the meaning of the text;

•create or arrange music to accompany a reading or dramatization, using appropriate rhythm instruments, body percussion, or "found" instruments;

•create and perform musical compositions in which they apply their knowledge of the elements of music and patterns of sounds, and use the voice, instruments, or "found" materials. 

Critical Thinking

•express their response to music from a variety of cultures and historical periods (e.g., “Chants Berbères” by Taos Amrouche); 

•communicate their thoughts and feelings about the music they hear, using language and a variety of art forms and media (e.g., storytelling, software program for drawing, creative movement);

•identify the feelings that are evoked by a particular piece of music (e.g., Peter and the Wolf by Sergei Prokofiev);

•explain, using appropriate musical terminology, their preference for specific songs or pieces of music;

•identify and explain the effects of different musical choices (e.g., the effects of choosing specific instruments). 

Expectations: Copyright The Queen's Printer for Ontario, 1997.  With thanks to B.Phillips, 1998.

---