Student Learning Goals for Grades 3-5 Music
rd
Peabody
School
Differentiation
Rhythm
Students will:
th
In 3 through 5 grades, students begin to understand the role of the director/ensemble, learn
musical symbols and directions, respond to interpretive instruction, establish fluency in treble
and bass clef notations, sing in tune with a clear tone, differentiate melody and harmony,
identify musical structures, and categorize musical styles.
Instruction is characterized by variations in:*Content,*Open-ended tasks, *Pacing,
*Complexity of thought, *Student choice, *Product outcomes
Melody
Form
Students will:
Students will:
 Demonstrate pulse
(individual/group)
 Experience fast/slow tempos
 Identify fast/slow as TiTi/Ta
(and their written out rhythm)
 Demonstrate long/short rhythms
and phrases
 Experience short rhythm
patterns through speech, body
percussion, un-pitched
percussion
 Experience meter in 2/4, 3/4,
4/4, 6/8
 Differentiate between sound/
silence
 Demonstrate quarter note/half
note pulse
 Identify connected eighth notes
as separate eighth notes
 Identify two tied quarter notes as
a half note (or two beats)
 Label half notes
 Identify two quarter note rests as
one half note rest
 Label half note rest
 Define tempo
 Recognize time signatures: 2/4,
3/4, 4/4 (actually written out
with a quarter note written
below the numbers)
 Introduce dotted half
notes/dotted half rests
 Introduce sixteenth notes/rests
 Demonstrate tempo: largo,
andante, moderato, allegro
 Introduce dotted/syncopated
rhythms
 STOMP Unit
 Develop a repertoire of songs
(folk/seasonal/
multicultural/patriotic)
 Establish proper vocal tone
production, and vocal
techniques
 Differentiate between
high/low
 Experience SM/SML (solmi/sol-mi-la) melodies
 Add MRD melodies
 Identify DO and RE scale
tones and hand signals
 Perform:
MRD/SMRD/SMD/SMLD
 Demonstrate up/down
 Demonstrate contour
 Experience/Introduce
DRMFSL
 Experience/introduce diatonic
scale (major scale)
 Experience/introduce partner
songs/2-part harmony
 Experience/introduce 2/3 part
harmony
Harmony
Students will:
 Experience pulse against
rhythm
 Develop proper mallet
technique (xylophones/Orff
instruments)
 Demonstrate simple bordun
(chord)
 Demonstrate ostinato
 Experience vocal ostinato
 Experience major/minor
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Experience same/different
Establish phrase
Identify introduction
Identify repeat sign
Identify same/different as AB
(ABA)
Explore time/space/force in
movement
Identify CODA
Identify ABC
Explore time/space/ shape/force
in movement
Identify bar line/double
bar/measure
Introduction 4-bar phrase
Continue understanding form
Create music/movement through
understanding of form (stomp)
Timbre
Students will:
 Identify forte/piano
 Identify pitched percussion:
xylophone/metallaphone/
glockenspiel
 Demonstrate hand drum
techniques
 Identify accent
 Identify un-pitched percussion
 Explore dramatic play
 Develop body awareness
 Differentiate between vocal
qualities (speaking, singing,
whispering, shouting)
 Demonstrate loud/quiet
(dynamics)
 Classify un-pitched percussion
(wood/metal/skin)
(fortunately/unfortunately)
 Demonstrate simple bordun
(broken)
 Experience suspended pitch
 Experience rounds and canons
 Experience/demonstrate
melodic ostinato
 Experience/introduce
crossover bordun (literal)
 Experience/demonstrate:
alternating mallets (I-IV, I-IVV), chord progressions on
instruments
 Experience/introduce blues
form on instruments
 Identify four levels of body
percussion (snap/clap/pat/stamp)
 Classify pitched percussion
(wood/metal)
 Demonstrate: pianissimo, piano,
mezzo piano, mezzo forte, forte,
fortissimo
 Explore creative ways to create
new timbres through extended
techniques on instruments
 STOMP