Grade 3 Music Specific Expectations and Themes

Grade 3 Specific Expectations and Themes

By the end of Grade 3, students will:

September: Singing and Playing Music
C1.1 - sing, in tune, unison songs, partner songs, and rounds, and/or play accompaniments from a wide variety of cultures, styles, and historical periods (e.g., sing or play an instrument accompanied by body percussion or found sounds; sing or play a rhythmic or melodic ostinato)

October: Expressing Reactions and Responses to Music
C2.1 - express personal responses to musical performances in a variety of ways (e.g., create a graphic or text response to a musical selection featuring a Latin American dance style)

November: Identifying Music in Their Own Lives
C3.1 - identify and describe ways in which music can be used in the community (e.g., to celebrate events, to bring people together, to dance to, to communicate, to entertain, to help people remember product names or telephone numbers in advertising, to help people remember concepts)

December: Describing Elements of Music
C2.2 - describe ways in which the elements of music are used in the music they perform, listen to, and create (e.g., use a Venn diagram to compare how the elements of two contrasting pieces create mood)

January: Applying Elements of Music When Playing
C1.2 - apply the elements of music when singing, playing an instrument, and moving (e.g., timbre: sort sound sources by the way their sound is produced and make choices about which instruments will play in specific sections; form: change direction in a circle to show A and B sections of a song in ABA form; duration: sing a song first very quickly then very slowly, and explain how the different tempi change their experience of the music)

February: Identifying Music From Different Cultures
C3.2 - identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places (e.g., songs, instrumental pieces, and dances in social activities or celebrations of early settlers and First Nation communities in Upper Canada)

March: Creating Simple Musical Compositions
C1.3 - create compositions for a specific purpose and a familiar audience (e.g., create musical accompaniments for poems, stories, or dances they have created; create rhythmic ostinati based on significant words in a poem or words from a classroom topic or theme, then play them using instruments, body percussion, or found sounds; make changes to the rhythm and/or melody in a simple song that they know)

April: Using Symbols for Sounds
C1.5 - demonstrate an understanding of standard and non-traditional musical notation (e.g., design melody maps based on the direction of the melody; demonstrate various ways of representing sounds using devised symbols; perform melodic patterns based on the notes “do”, “re”, “mi”, “so”, and “la” by using solfège hand signs; create soundscapes illustrating dynamics and timbre)

May: Using Tools and Techniques of Musicianship
C1.4 - use the tools and techniques of musicianship in musical performances (e.g., determine where breaths should be taken in a song; given the shape of a melody, suggest where a change in dynamics would be effective; use available technology such as software, electronic instruments, or recording devices)

June: Identifying Strengths and Areas for Growth
C2.3 - identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members (e.g., singing in tune, breathing at the end of phrases, watching the conductor or teacher while rehearsing and performing)