• .

    Scroll down for a list of assignments

  • Grade Three

     

    Grade 3 students will have 34 hours of general music instruction, which is the equivalent of about 6 days of school time. According to best practice and national music standards, lessons should take place in a dedicated music space for segments of no more than 30min sessions but not less than 20min sessions.

     
    This year's major outcomes include intermediate pitch matching, rhythmic, melodic, and harmonic ostinatos (repeated patterns) and understandings of rhythmic, melodic, and form elements through reading, writing, singing, improvising/creating, moving, playing, and listening.
     
    Rhythmic elements include whole notes ( WN ), sixteenth notes (sn ) in simple meter, and triplets (tr ), dotted quarters (dq ), dotted halves (dh ), and dotted quarter rests ( dqr ) in compound time (6/8).
     
    Melodically we will expand the pentatonic (5-tone) set by adding High Do' to the top of  La-Sol-Mi-Re-Do and Low La and Sol to the bottom.
     
    Assignment links below are unavailable at the moment.  You should automatically receive an email alert when one of the items listed below is on its way home with your child.  Email Mr. Martino to inquire directly by clicking HERE 
  • Title 

    Due Date 

    Description 

    Blank    
    Layout   
    Finished
    Example
    Sound Example 

    Rhythmic Composition

    (half notes)

    Hoover:  Mid September

    IKE: TBD

    This composition was done to demonstrate competence with half notes, quarter notes and rests, and eighth notes. *Review for returning students.

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    La-Sol-Mi

    Hoover:  On Conference Night or Slightly After

    IKE: TBD

    This composition was done to demonstrate competence with the melodic intervals in La-Sol-Mi. *Review for returning students.

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    Mi-Re-Do

    Hoover: Mid October

    IKE: TBD

    This composition was done to demonstrate competence with the melodic intervals in Mi-Re-Do. *Review for returning students.

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    Sol-Mi-Re-Do

    Hoover: Test Out

    IKE: TBD

    This composition was done to demonstrate competence with the melodic intervals in Sol-Mi-Re-Do. *Review for returning students.

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    La-Sol-Mi-Re-Do

    Hoover: Late October

    IKE: TBD

    This composition was done to demonstrate competence with the melodic intervals in La-Sol-Mi-Re-Do. *Review for returning students.

    Request via Email

    Request via Email

    Request via Email

    Melodic Transcription

    Little Tommy Tuckers Dog

    Hoover: Early November

    IKE: TBD

    This folk song was first read by the students though the use of a 5-step process.  First, beginning with clapping the rhythm, naming the pitches, speaking the pitches in rhythm, silently singing the melody (called audiation) while signing, and finally singing aloud the tune plus text.

    The individual assignment was to write on the staff (starting on a new note) what was previously read.

    Request via Email

    Request via Email

    Request via Email

    Melodic Transcription and Transposition

    Orff Canon

    Hoover: Late November

    IKE: TBD

    We used the same 5-step process to learn this piece except for a new pitch that we discovered was higher than pitches we know.

    After some time we discovered the higher pitch was a skip (two steps) higher than our highest know pitch.  We named it high Do.

    The individual assignment was to write the melody on the staff (starting on a new note).

    Request via Email

    Request via Email

    Request via Email

    Rhythmic Composition

    (Triplets/Dotted Quarter notes - Compound Time)

    Hoover: Late December

    IKE: TBD

    This composition was done to demonstrate competence in compound time, which is a fancy way of saying beats that can contain more rhythms than usual. Instead of quarters, 2-eighths, and rests, each beat can contain dotted quarter notes, dotted quarter rests, or the 3-eighths (triplets).

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    Do'-La-Sol-Mi-Re-Do

    Hoover: Late January

    IKE: TBD

    This composition was done to demonstrate competence with the melodic intervals in Do'-La-Sol-Mi-Re-Do. High Do' is our newest note.  It is a skip above La.

    Request via Email

    Request via Email

    Request via Email

    Rhythmic Composition

    (Four Sixteenth Notes)

    Hoover: On Conference Night or Slightly After

    IKE: TBD

    This composition was done to demonstrate competence with for fast/short notes.  They are so fast that they can be performed in one beat.  Four sounds - One beat The new rhythmic figure is four sixteenth notes.

    Request via Email

    Request via Email

    Request via Email

    Melodic Transcription

    Phoebe (LA,)

    Hoover: TBD

    IKE: TBD

    This folk song was first read by the students using a 5-step process, while the teacher sang the unknown "low" pitch that we later discovered was "La" but in the low register.  It is a skip down from Do.


    The individual assignment was to notate the piece starting in a new spot on the staff then where the song was notated when we read it for the first time.  Transfer of intervals, keeping the identical relationships of steps, skips, and jumps shows understanding.

    Request via Email

    Request via Email

    Request via Email

    Melodic Transcription

    Scotland's Burning  (SOL,)

    Hoover: Early June

    IKE: TBD

    This folk song was first read by the students thought the use of a 5-step process, while the teacher sang the unknown "low" pitch that we later discovered was lower than "La" by one step.  It is a JUMP down from Do called low "Sol"

    The individual assignment was to notate the piece starting in a new spot on the staff then where the song was notated when we read it for the first time.  Transfer of intervals, keeping the identical relationships of steps, skips, and jumps shows understanding.

    Request via Email

    Request via Email

    Request via Email