• Third Grade
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    - demonstrate tall posture and diaphragmatic breathing to
      support the voice
    - begin to shape the five main vowel sounds uniformly and correctly
    - echo short melody patterns
    - sing and identify rounds, call-and-response songs, AB songs, and
    - sing with dynamic contrast
    - sing and recognize songs as "in 2", "in 3" or "in 4"
    - sing and use all diatonic solfege syllables and handsigns
    - prepare and perform a Spring Concert as a Chorus
      (see "Chorus", at left)
    * see below for a list of songs we are singing this year!
    - echo and count short rhythm patterns of whole note, dotted half note,
      half note, quarter note, paired eighth notes, quarter rest) with voice,
      body and instruments
    - identify the above notes/rests at sight
    - read, count and perform patterns of the above notes/rests with voice,
      body and instruments
    - perform rhythmic examples in varying meters
    - play rhythmic patterns of the above notes/rests on classroom
    - identify band/orchestra instruments at sight and classify into percussion,
      woodwind, brass or string families
    - define orchestra
    - demonstrate appropriate posture, embouchure and hand position
      when playing recorder
    - play D, C, B, A, G, E with correct fingerings on recorder
    - prepare and perform a Spring Concert as a Recorder Ensemble
      (see "Recorders", at left)
    - compose a rhythmic chant comprised of student first names
    - create short rhythm patterns with counts using whole notes, dotted half
      notes, half notes, quarter notes, paired eighth notes and quarter rests
    - write rhythms of the above notes/rests
    - create short diatonic melody patterns
    - compose diatonic melodies as a class
    - individually improvise a sol-mi 'answer' to a diatonic 'question'
    - draw the above listed notes/rests
    - read and perform rhythms comprised of the above notes/rests
    - perform diatonic melodies from handsigns and off the staff
    - read and respond to dynamic symbols in written music
    - sight read short songs using all diatonic syllables and the above
      listed notes/rests
    - identify the following musical symbols at sight:  staff, line notes,
      space notes, repeat signs, 1st/2nd endings, coda, D.C. al coda,
      D.S. al coda, segno, rehearsal numbers, tacet, fermata, breath
      marks, caesura, staccato, accent
    - identify D, C, B, A, G and E on the treble staff
    - assess own and classmates' vocal technique, singing voice, and
      instrumental playing technique
    - evaluate individual and class-improvised/composed rhythmic and
      melodic patterns for correct use of symbols
    - evaluate class performances for accuracy
    - identify the meter of a song in 2, 3 or 4
    * see below for a list of this year's formal listening selections!
    - folksongs and common children's songs/games/dances of American
      and other world cultures
    - music's role in daily life and holidays/special occasions
    - patriotic songs
    Level 3 Listening Selections:
    - African Postal Workers
    - Los Mariachis (Mexican folk)
    - Jamaican Jump Up (Mon Solomon)
    - Cuequita de Los Coyas (Andean Highlands folk)
    - Pop Goes the Weasel (American folk)
    - St. Patrick's Day (Rowsome)
    Level 3 Recorder Pieces:
    - Hot Cross Buns
    - Gently Sleep
    - Merrily We Roll Along
    - It's Raining, It's Pouring
    - Old MacDonald Had a Farm
    Level 3 Songs and Chants:
    - Jambo
    - Bonefish, Bluebird
    - Oboa Asi Me Nsa
    - Tititorea
    - Ooo a lay lay
    - Long Legged Sailor
    - Rattlesnake Skipping Song
    - Biddy Biddy
    - Salamanca Market Canon
    - They're Out of Sight
    - Halloween Night
    - O Hanukkah
    - Children, Go Where I Send Thee
    - Joy to the World
    - Pat-a-Pan
    - Deck the Hall
    - Here We Come A-Wassailing
    - America, the Beautiful
    - You're a Grand Old Flag
Last Modified on May 2, 2013