|MU.3.C.1.1:|| Describe listening skills and how they support appreciation of musical works. |
e.g., focus: form, instrumentation, tempo, dynamics; organize: listening maps, active listening, checklists
|MU.3.C.1.2:|| Respond to a musical work in a variety of ways and compare individual interpretations.|
e.g., move, draw, sing, play, gesture, conduct
|MU.3.C.1.3:|| Identify families of orchestral and band instruments.|
e.g., strings, woodwinds, brass, percussion, keyboards
|MU.3.C.1.4:||Discriminate between unison and two-part singing.|
|MU.3.C.2.1:||Evaluate performances of familiar music using teacher-established criteria.|
|MU.3.C.3.1:|| Identify musical characteristics and elements within a piece of music when discussing the value of the work.|
e.g., tempo, rhythm, timbre, form, instrumentation, texture
|MU.3.F.1.1:|| Enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds.|
e.g., sound carpets, original stories and poems, literary works
|MU.3.F.2.1:|| Identify musicians in the school, community, and media.|
e.g., band, chorus, and/or orchestra member; music teacher; cantor, choir director, or song leader in religious services
|MU.3.F.2.2:|| Describe opportunities for personal music-making.|
e.g., performing ensembles, individual lessons, community and church music groups, family, playground, computer-generated music
|MU.3.F.3.1:|| Collaborate with others to create a musical presentation and acknowledge individual contributions as an integral part of the whole.|
e.g., work together, communicate effectively, share tasks and responsibilities, work well in cooperative learning groups
|MU.3.H.1.1:|| Compare indigenous instruments of specified cultures.|
e.g., congas, dundun drums, maracas, dulcimer, darabukah
|MU.3.H.1.2:||Identify significant information about specified composers and one or more of their musical works.|
|MU.3.H.1.3:|| Identify timbre(s) in music from a variety of cultures.|
e.g., metals, woods, shakers, strings, voice: adult, child
|MU.3.H.2.1:|| Discuss how music in America was influenced by people and events in its history.|
e.g., slavery, expansion of railroad, jazz, war, politics
|MU.3.H.3.1:|| Experience and discuss, using correct music and other relevant content-area vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.|
e.g., in dance, visual art, language arts, pulse, rhythm, fluency
|MU.3.O.1.1:|| Identify, using correct music vocabulary, the elements in a musical work.|
e.g., rhythm, pitch, timbre, form
|MU.3.O.1.2:|| Identify and describe the musical form of a familiar song.|
e.g., AB, ABA, ABABA, call-and-response, verse/refrain, rondo, intro, coda
|MU.3.O.2.1:||Rearrange melodic or rhythmic patterns to generate new phrases.|
|MU.3.O.3.1:||Describe how tempo and dynamics can change the mood or emotion of a piece of music.|
|MU.3.S.1.1:||Improvise rhythms or melodies over ostinati.|
|MU.3.S.1.2:|| Create an alternate ending to a familiar song.|
e.g., dynamics, tempo, lyrics
|MU.3.S.2.1:|| Identify patterns in songs to aid the development of sequencing and memorization skills.|
e.g., parts of a round, parts of a layered work
|MU.3.S.3.1:||Sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.|
|MU.3.S.3.2:||Play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.|
|MU.3.S.3.3:|| Sing simple la-sol-mi-re-do patterns at sight.|
e.g., reading from hand signs; reading from nontraditional or traditional notation
|MU.3.S.3.4:|| Match simple aural rhythm patterns in duple and triple meter with written patterns.|
e.g., 2/4, 3/4, 4/4
|MU.3.S.3.5:|| Notate simple rhythmic and melodic patterns using traditional notation.|
e.g., rhythmic: quarter notes, beamed eighth notes, half notes, quarter rests, half rests; melodic: la-sol-mi-do
|LAFS.3.RI.1.1:||Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.|
|LAFS.3.SL.1.1:|| Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.
Standard Relation to Course: Supporting
|LAFS.3.SL.1.2:||Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.|
|LAFS.3.SL.1.3:||Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.|
|MAFS.K12.MP.5.1:|| Use appropriate tools strategically. |
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Standard Relation to Course: Supporting
Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Standard Relation to Course: Supporting
Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x² + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(x – y)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.
Standard Relation to Course: Supporting
|PE.3.C.2.2:|| Understand the importance of safety rules and procedures in all physical activities.|
An example of a safety procedure is wearing a helmet when riding a bicycle.
|PE.3.M.1.10:|| Perform one dance accurately.|
Some examples of dances are square, contra, step and social.
|DA.3.H.1.1:||Practice and perform social, cultural, or folk dances, using associated traditional music, to identify commonalities and differences.|
|ELD.K12.ELL.SI.1:||English language learners communicate for social and instructional purposes within the school setting.|
|VA.3.H.1.3:||Identify and be respectful of ideas important to individuals, groups, or cultures that are reflected in their artworks.|
General Course Information and Notes
VERSION DESCRIPTIONThird-grade* students in music class explore their world by engaging in active learning processes to refine the skills, techniques, and processes of musicianship through such activities as improvisation and arranging. As they continue to develop their working music and cross-content vocabulary and become able to identify fundamental characteristics of musical structures, they demonstrate artistic growth through cognition and reflection and endeavor to use their own artistic voices to communicate ideas and inventions. They recognize the importance of cultural experiences in music throughout history and in emerging art forms. Music students examine the positive impact of the arts in society and practice creative risk-taking in preparation for contributive citizenship in the 21st century.
GENERAL NOTESAll instruction related to Music benchmarks should be framed by the Big Ideas and Enduring Understandings. Non-Music benchmarks listed in this course are also required and should be fully integrated in support of arts instruction.
* Intermediate Music 1, 2, and 3 have been designed in two ways: 1) to challenge students on grade level who have previously taken classes in this content area; and 2) to challenge students whose education in this content area has been delayed until the intermediate grades. Music teachers of classes in Grades 3, 4, and 5 should select the most appropriate course level in the series based on each group's prior experience, the benchmarks, and available instruction time. Once elementary students have entered the series, they must progress to the next course in sequence.
- A 3rd grade class that may or may not have taken Music previously should be enrolled in Intermediate Music 1 and progress through the series in subsequent grades.
- 4th graders beginning formal instruction in Music for the first time may be enrolled, as a class, in Intermediate Music 1, and must then progress to Intermediate Music 2 in the following year. ]
English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate for social and instructional purposes within the school setting. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success. The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL’s need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/si.pdf
|Course Number: 5013090||
Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades PreK to 5 Education Courses > Subject: Music Education > SubSubject: General >
|Abbreviated Title: MUSIC-INTERM 1|
|Course Status: Course Approved|
|Grade Level(s): K,1,2,3,4,5,PreK|
| Music Education (Elementary Grades 1-6)|
| Music (Elementary and Secondary Grades K-12)|
| Vocal Music (Elementary and Secondary Grades K-12)|