Brandywine Heights Elementary
Grade 3 Music Curriculum
Rhythm
Melody
Harmony
Form
Expression
Movement
Composition
Review Rhythm Foundations from Grade 2 Curriculum
 reading fluency with all known rhythmic elements
 proper note names: whole note/rest, dotted half note, half note/rest,
quarter note/rest, eighth note/rest
 eighth rest
 2/4, 3/4, 4/4 meters – sing, play, conduct
Review Melody Foundations from Grade 2 Curriculum
 reading fluency with all known melodic elements
 bass clef sign
 music alphabet: ABCDEFG
 names of treble staff lines EGBDF (Every Good Boy Does Fine)
 names of treble staff spaces FACE (Spaces spell FACE)
 solfege notes: pentatonic scale plus high do, low la, low so
 aural dictation using known melodic and rhythmic syllables
Review Harmony Foundations from Grade 2 Curriculum
 unison vs harmony
 rounds and canons (2-4 parts)
 partner songs
 rhythmic and melodic ostinati
Review Form Foundations from Grade 2 Curriculum
 phrase
 round/canon
 song form (A, A1, B, B1, AA, BB, ABA, 4-bar phrases, etc.)
 introduction, D.C. al fine
Review Expression Foundations from Grade 2 Curriculum
Dynamics
 mezzo-piano (mp), mezzo-forte (mf)
Tempo
 andante (walking pace) and moderato (moderately)
Timbre (Tone Color)
 recorder
 intro to 4th Grade Band program: flute, clarinet, oboe, saxophone,
trumpet, French horn, trombone, baritone horn, snare drum, bells
 increase complexity, frequency , and variety of Orff arrangements
Review Movement Foundations from Grade 2 Curriculum
 dances, play parties
 conduct 2/4, 3/4, 4/4 while singing
 student choreographed motifs expressing style and form
Review Composition Foundations from Grade 2 Curriculum
 fluency and penmanship of known musical notation
 8-beat dictation
 write melodic syllables and letter names on the 5-line staff
Playing the
Recorder
Performance
Music
Appreciation


recorder lesson organizational procedures
proper technique for hand position, blowing, tonguing, breathing,
fingering, note reading
 proper care of instrument
 play recorder by rote
 play recorder by note: B-A-G (1st semester), add high C-D (3rd Quarter),
add low C-D-E (4th Quarter)
 perform songs of increasing difficulty alone, in small groups and as whole
class
 perform songs with accompaniment, piano, soundtracks or Orff
instruments
 quarterly recorder playing assessments evaluated by rubric
Review Performance Foundations from Grade 2 Curriculum
Vocal Performance
 Night of Music performance
 Night of Music Order, Posture and Manners
 memorize lyrics and recorder songs
 incorporate choreography, sign language and dance into singing
 evaluate oneself as a performer
Instrumental Performance
 Play recorder by rote
 Play recorder by note: BAG (1st semester), CD (3rd Q), CDE (4th Q)
 Mallet Madness III
 instruments (recorded and live) of a school band
 recorder performances
 music as celebration: seasons, holidays and life events
 recorded performances of children’s choirs
 art songs
 World Music
 variety of styles of music, including Jazz Appreciation Month (April)
 biographies of composers