3rd+grade+Standards

= __**3rd Grade: **__ =

=**Standard #1 - Expression of Music ** =

Prepared Graduates﻿:
 * //1. Perform from memory and use simple traditional notation //**


 * [|Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools]

Evidence Outcomes Students can:


 * 1) Use correct vocal and instrumental techniques when singing and playing instruments (DOK 1-2)
 * 2) Recognize and follow conductor's beat patterns and gestures (DOK 1-3)
 * 3) Perform expressively for peers in a large or small group setting (DOK 1-3)
 * 4) Play and sing simple notated melodies (DOK 1-2)

Prepared Graduates﻿:
 * //2. Perform extended rhythmic, melodic, and harmonic patterns //**


 * [|Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools]

Evidence Outcomes Students can:


 * 1) Perform more complex patterns that include do, re, mi, sol, la, high do, low sol, and low la (extended pentatonic scale) and sixteenth and dotted half notes (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Perform rhythmic and melodic ostinati in small groups (DOK 1-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Perform a steady beat while contrasting rhythms are being played (DOK 1-2)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Perform I-V accompaniments in simple keys (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #2 - Creation of Music ** =

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared Graduates﻿:
 * //<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Create short musical phrases and patterns //**


 * __ [|Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind] __
 * [|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:

<span style="color: #000000; font-family: arial,sans-serif; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Improvise four measures within a musical selection (DOK 2-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Create short rhythmic and melodic ostinati in question-and-answer form
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;"> (DOK 2
 * 1)  -4)

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared Graduates﻿: <span style="color: #003876; font-family: arial,sans-serif; line-height: normal; text-decoration: none;">[|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding]
 * //<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Notate music using basic notation structure //**

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Create phrases using learned rhythms and pitches on a treble clef staff (DOK 2-4)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Apply teacher-defined criteria to determine accuracy of notation (DOK 1-2)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #3 - Theory of Music ** = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Apply and demonstrate use of basic dynamics, tempo, meter, and articulation using appropriate music vocabulary **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared Graduates﻿: <span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Apply vocabulary for pianissimo/fortissimo, largo/allegro, and legato/staccato when describing musical examples (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Demonstrate pianissimo/fortissimo, largo/allegro, and legato/staccato using movement, voice, and instruments (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Explain the function of the top number of a time signature involving two, three, and four beats. (DOK 1)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Analyze simple notational elements and form in music **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared Graduates﻿ //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">: **// //**<span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form] **//

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Visually identify line and space notes and notate pitches on the treble clef staff (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify question-and-answer phrases (DOK 1)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Aurally identify rondo form (DOK 1-2)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Accurately interpret first and second endings (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Identify vocal and instrumental tone colors **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared Graduates﻿: <span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Identify families of instruments visually and aurally (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Differentiate male and female voices in choral settings (DOK 1)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">4. Identify and aurally recognize simple melodic, rhythmic, and harmonic patterns **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive; font-style: normal; font-weight: normal;">Prepared Graduates﻿: <span style="color: #003876; font-family: arial,sans-serif; font-style: normal; font-weight: normal; line-height: normal; text-decoration: none;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Identify and demonstrate do, re, mi, sol, la, high do, low sol, and low la pitches (extended pentatonic scale) (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Identify and notate using sixteenth and dotted half notes (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Aurally and visually recognize I-V chords (DOK 1-3)

=<span style="font-size: 1.4em; margin: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 5px;">**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #4 - Aesthetic Valuation of Music ** =

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Identify personal preferences for specific music **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates﻿:


 * [|Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations]
 * [|Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Use simple terms to describe preferences (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Demonstrate how music communicates meaning of text, feelings, personal preferences, etc. (DOK 1-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Demonstrate respect for the music preferences and opinions of others (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Respond to and make informed judgments about music through participation, performance, and the creative process **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates﻿:


 * [|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * [|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Select and use specific criteria in making judgments about the quality of a musical performance (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Create developmentally appropriate movements to express pitch, tempo, form, and dynamics (DOK 2-4)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Describe how specific musical elements communicate particular ideas or moods in music (DOK 1-3)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Explain the function of a music synthesizer and some of its capabilities (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Articulate music's significance within an individual musical experience **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Prepared Graduates﻿:


 * [|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * [|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Evidence Outcomes <span style="color: #000080; font-family: 'Comic Sans MS',cursive; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Students can:

<span style="color: #000000; font-family: arial,sans-serif; line-height: normal; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Explain how music speaks to every person in unique ways (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Develop and articulate an understanding of the aesthetic qualities of music performed or heard (DOK 1-4)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Identify differences and commonalities in music from various cultures (DOK 1-3)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Discuss reasons that different kinds of music are important to people (DOK 1-2)
 * 5) <span style="color: #000080; font-family: 'Comic Sans MS',cursive; line-height: normal;">Explain the purpose of an amplifier, microphone, and speakers and how they work together to reinforce acoustic sounds in music performance (DOK 1-2)