Third Grade
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG3-1.1 Sing independently on pitch and in rhythm while maintaining a steady tempo.
MG3-1.2 Sing in groups, matching dynamic levels, using an expressive voice, and responding to the cues of a conductor.
MG3-1.3 Sing a varied repertoire of music including partner songs, ostinati, and rounds.
PERFORMING ON INSTRUMENTS
MG3-1.4 Play pitched and unpitched instruments in rhythm while maintaining a steady tempo.
MG3-1.5 Echo and create short rhythmic and melodic patterns using classroom instruments and other sound sources (for example, electronic devices, the natural environment).
MG3-1.6 Play rhythmic, melodic, and chordal patterns on instruments.
MG3-1.7 Play a varied repertoire of music representing diverse genres and cultures, including the music of South Carolina.
MG3-1.8 Play instrumental parts and respond to the cues of a conductor when playing in ensembles.
MG3-1.9 Play complimentary instrumental parts while others sing.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG3-2.1 Improvise responses (answers) to given rhythmic patterns (questions).
MG3-2.2 Improvise simple rhythmic ostinati patterns and accompaniments.
MG3-2.3 Improvise simple rhythmic accompaniments on classroom instruments and available electronic devices.
MG3-2.4 Improvise short songs and short instrumental pieces.
COMPOSING AND ARRANGING
MG3-2.5 Demonstrate creativity by arranging musical patterns using traditional, nontraditional, and technological notation (for example, MiDisaurus, Music Ace, Groovy Music, and Acoustica Mixcraft software).
MG3-2.6 Demonstrate creativity by arranging music to accompany readings and dramatizations, including literature referencing the history and culture of South Carolina.
MG3-2.7 Compose and arrange short sections using the expressive elements of music (tempo, harmony, texture, timbre, articulation, and dynamics).
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG3-3.1 Read, write, and perform rhythmic notation incorporating whole, half, quarter, and eighth notes and corresponding rests.
MG3-3.2 Read and write short melodic lines in pentatonic (solfège syllables do, re, mi, sol, la) and major tonalities.
MG3-3.3 Identify basic means of music notation (for example, staff, bar line, double bar line, measure, repeat sign, symbols for dynamics).
MG3-3.4 Use available technology to notate created and dictated measures with standard symbols for rhythm and pitch.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG3-4.1 Identify examples of musical forms (for example, echo song, canon, call and response, phrase, verse and refrain, theme and variation, AB, ABA).
MG3-4.2 Use movement and music vocabulary to describe culturally diverse music including that of South Carolina.
MG3-4.3 Use musical terminology to identify and describe pitch, notation, meter, tempo, and dynamics.
MG3-4.4 Identify and describe a variety of sound sources, including common musical instruments; child, male, and female voices; the natural environment; and electronic devices.
MG3-4.5 Create and use body movement in response to prominent music characteristics while listening.
EVALUATING
MG3-4.6 List criteria for evaluating performances on the basis of music concepts.
MG3-4.7 Identify his or her preferences for specific musical works and performances.
MG3-4.8 Describe his or her own musical performances and those of others.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG3-5.1 Listen to examples of music from various historical periods and world cultures, including music representative of South Carolina
MG3-5.2 Use music vocabulary to describe stylistic differences of music from various genres and diverse cultures.
MG3-5.3 Identify current uses of music in daily experiences and throughout the history of South Carolina.
MG3-5.4 Compare and contrast audience behaviors (for example, those appropriate for sports, worship, indoor/outdoor concerts, and school/community events).
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG3-6.1 Describe the roles, careers, and income of musicians in South Carolina and in world cultures.
MG3-6.2 Identify the role of music in South Carolina traditions and rituals.
MG3-6.3 Integrate music into creative writing, dance, theatre, and visual arts (for example, create a musical motive to represent a character in a play).
MG3-6.4 Use appropriate music vocabulary to explain concepts relating to the science of sound and demonstrate those concepts by using musical instruments.
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG3-1.1 Sing independently on pitch and in rhythm while maintaining a steady tempo.
MG3-1.2 Sing in groups, matching dynamic levels, using an expressive voice, and responding to the cues of a conductor.
MG3-1.3 Sing a varied repertoire of music including partner songs, ostinati, and rounds.
PERFORMING ON INSTRUMENTS
MG3-1.4 Play pitched and unpitched instruments in rhythm while maintaining a steady tempo.
MG3-1.5 Echo and create short rhythmic and melodic patterns using classroom instruments and other sound sources (for example, electronic devices, the natural environment).
MG3-1.6 Play rhythmic, melodic, and chordal patterns on instruments.
MG3-1.7 Play a varied repertoire of music representing diverse genres and cultures, including the music of South Carolina.
MG3-1.8 Play instrumental parts and respond to the cues of a conductor when playing in ensembles.
MG3-1.9 Play complimentary instrumental parts while others sing.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG3-2.1 Improvise responses (answers) to given rhythmic patterns (questions).
MG3-2.2 Improvise simple rhythmic ostinati patterns and accompaniments.
MG3-2.3 Improvise simple rhythmic accompaniments on classroom instruments and available electronic devices.
MG3-2.4 Improvise short songs and short instrumental pieces.
COMPOSING AND ARRANGING
MG3-2.5 Demonstrate creativity by arranging musical patterns using traditional, nontraditional, and technological notation (for example, MiDisaurus, Music Ace, Groovy Music, and Acoustica Mixcraft software).
MG3-2.6 Demonstrate creativity by arranging music to accompany readings and dramatizations, including literature referencing the history and culture of South Carolina.
MG3-2.7 Compose and arrange short sections using the expressive elements of music (tempo, harmony, texture, timbre, articulation, and dynamics).
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG3-3.1 Read, write, and perform rhythmic notation incorporating whole, half, quarter, and eighth notes and corresponding rests.
MG3-3.2 Read and write short melodic lines in pentatonic (solfège syllables do, re, mi, sol, la) and major tonalities.
MG3-3.3 Identify basic means of music notation (for example, staff, bar line, double bar line, measure, repeat sign, symbols for dynamics).
MG3-3.4 Use available technology to notate created and dictated measures with standard symbols for rhythm and pitch.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG3-4.1 Identify examples of musical forms (for example, echo song, canon, call and response, phrase, verse and refrain, theme and variation, AB, ABA).
MG3-4.2 Use movement and music vocabulary to describe culturally diverse music including that of South Carolina.
MG3-4.3 Use musical terminology to identify and describe pitch, notation, meter, tempo, and dynamics.
MG3-4.4 Identify and describe a variety of sound sources, including common musical instruments; child, male, and female voices; the natural environment; and electronic devices.
MG3-4.5 Create and use body movement in response to prominent music characteristics while listening.
EVALUATING
MG3-4.6 List criteria for evaluating performances on the basis of music concepts.
MG3-4.7 Identify his or her preferences for specific musical works and performances.
MG3-4.8 Describe his or her own musical performances and those of others.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG3-5.1 Listen to examples of music from various historical periods and world cultures, including music representative of South Carolina
MG3-5.2 Use music vocabulary to describe stylistic differences of music from various genres and diverse cultures.
MG3-5.3 Identify current uses of music in daily experiences and throughout the history of South Carolina.
MG3-5.4 Compare and contrast audience behaviors (for example, those appropriate for sports, worship, indoor/outdoor concerts, and school/community events).
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG3-6.1 Describe the roles, careers, and income of musicians in South Carolina and in world cultures.
MG3-6.2 Identify the role of music in South Carolina traditions and rituals.
MG3-6.3 Integrate music into creative writing, dance, theatre, and visual arts (for example, create a musical motive to represent a character in a play).
MG3-6.4 Use appropriate music vocabulary to explain concepts relating to the science of sound and demonstrate those concepts by using musical instruments.