Grade 3 Curriculum
Unit 1: Musical Symbols
- How do we write down and share music?
- What does music look like?
- How can I share my own music?
- We use the musical staff to write down and read music.
- Each line and space on the treble staff mean different notes, and we remember them by using Every Good Boy Deserves Fudge for the lines and FACE for the spaces.
- I can use the staff to read music or to write down my own.
- Read pitches off the treble staff/ review rhythms
- Be able to write notation
- Learn how to perform and keep a steady beat together while reading notation
- Learn the staff and the pitches it represents
- Create ostinato using all rhythms learned in Grade 2 plus dotted half
- Perform rhythmic ostinatos with others
- How do we play in an instrumental ensemble?
- How does an instrumentalist act, look like, and sound like?
- How do I put on a successful concert?
- In order to stay together in an ensemble, we must listen to each other and watch the conductor.
- The more I practice my instrument, the more I will learn and be able to play successfully.
- Making music is a gift that is made to share with others.
- Play the recorder alone and with others
- Understand the importance of practice first hand
- Learn the responsibility required to learn how to play and care for an instrument
- Put on a concert for the school
- Learn the treble recorder: fingerings, tonguing, breathing, playing songs together, echoing, and improvising
- Revisit Grade 2 community music strategies: do these help to make music as an ensemble?
- Play music together, alone, for people (concert)
- Demonstrate concert etiquette in a formal setting
- Compose using recorders (after concert)
- Connect solfeg with scale on the recorder (ear training)
- Read rhythms with eighths, quarters, half, dotted half
- Be able to identify pitches on the treble staff
- Be able to play B, A, G, E, D, (high D and C) on recorder
- Put on a concert