Overview of Third Grade Music:
We are still developing our audiation skills! By third grade, we have an amazing musical vocabulary and command of solfege. Now the real work begins. We begin to guide students to apply what they know about music (familiar) to new songs and chants (unfamiliar). This is done by making generalizations. If I sing a pattern to you without solfege, can you sing translate the pattern back to me with solfege? If I sing a pattern to you without solfege, can you tell me if the pattern is tonic or dominant? We continue to develop our improvisation skills through “jam sessions.” We’re moving beyond simple patterns and into musical thought. If I begin a song, can you end the song for me? (And do it in the same tonality, meter, tempo, style that I presented? This is called context.) We’re beginning to understand that improvisation is making music in the moment within a given context.
Again, by third grade most children will have command of their singing voices. We continue to talk about developing healthy vocal habits. Your vocal chords are muscles within the body that need to be taken care of. Warming up the voice, refraining from yelling, and drinking water instead of soda are some of the strategies I encourage to maintain a healthy voice for years to come.
Most children understand how to audiate macro and microbeats within a given meter. We reinforce those skills be asking students to generalize (without teacher guidance) while listening to new music. We also begin to explore rhythmic improvisation. Improvisation is creating music in real time with specified guidelines (duple/triple meter).
We continue discussing what makes a melody. We audiate and identify the resting tone and tonality within each song we sing. We also learn that melodies may begin or end on the resting tone, are organized into phrases, and have patterns that may repeat. We put all of this information into application by creating our own melodies.
We continue to learn about harmony and the two basic chords in major and minor tonality: tonic and dominant. We perform melodies with harmony both alone and in small groups. We accompany our songs on instruments using xylophones, metallophones, and keyboards
Third Grade Curriculum Guide:
We are still developing our audiation skills! By third grade, we have an amazing musical vocabulary and command of solfege. Now the real work begins. We begin to guide students to apply what they know about music (familiar) to new songs and chants (unfamiliar). This is done by making generalizations. If I sing a pattern to you without solfege, can you sing translate the pattern back to me with solfege? If I sing a pattern to you without solfege, can you tell me if the pattern is tonic or dominant? We continue to develop our improvisation skills through “jam sessions.” We’re moving beyond simple patterns and into musical thought. If I begin a song, can you end the song for me? (And do it in the same tonality, meter, tempo, style that I presented? This is called context.) We’re beginning to understand that improvisation is making music in the moment within a given context.
Again, by third grade most children will have command of their singing voices. We continue to talk about developing healthy vocal habits. Your vocal chords are muscles within the body that need to be taken care of. Warming up the voice, refraining from yelling, and drinking water instead of soda are some of the strategies I encourage to maintain a healthy voice for years to come.
Most children understand how to audiate macro and microbeats within a given meter. We reinforce those skills be asking students to generalize (without teacher guidance) while listening to new music. We also begin to explore rhythmic improvisation. Improvisation is creating music in real time with specified guidelines (duple/triple meter).
We continue discussing what makes a melody. We audiate and identify the resting tone and tonality within each song we sing. We also learn that melodies may begin or end on the resting tone, are organized into phrases, and have patterns that may repeat. We put all of this information into application by creating our own melodies.
We continue to learn about harmony and the two basic chords in major and minor tonality: tonic and dominant. We perform melodies with harmony both alone and in small groups. We accompany our songs on instruments using xylophones, metallophones, and keyboards
Third Grade Curriculum Guide:
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