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    Third Grade National Standards for Music Education


    National Standard #1- Singing alone and with others, a varied repertoire of music

    a. Sing independently and in groups on pitch using appropriate posture and maintaining a steady
    tempo (NYS Standards 1, 2)
    b. Use the voice expressively when speaking, chanting, and singing with appropriate dynamics,
    phrasing, and interpretation (NYS 1)

    c. Sing from memory songs representing a wide variety of cultures and styles (NYS 1, 2, 4)

    d. Match pitch and echo tonal patterns within a developmentally appropriate range (NYS 1)

    e. Demonstrate awareness of individual vocal sound within a group and respond to the cues of a
    conductor  (NYS 1)

    f. Sing and identify ostinati, standard rounds, and partner songs (NYS 1, 2)

    National Standard #2- Performing on instruments, alone and with others, a varied repertoire of music

    a. Perform on pitch, in rhythm, with appropriate dynamics and timbres, good playing position, posture,
    breath control and appropriate technical accuracy while maintaining a steady beat (NYS 1, 2)

    b. Play steady beats using bilateral and alternating motions in a group and individually (NYS 1, 2)

    c. Echo and play simple rhythmic, melodic, and ostinato patterns accurately in a group and individually
    on rhythmic and melodic classroom instruments (NYS 1, 2)
    d. Perform ostinati and simple instrumental parts in a group and individually to accompany stories and
    songs (NYS 1, 2, 3, 4)

    e. Perform by rote a limited repertoire of music representing diverse cultures and styles

    (NYS 1, 2, 3, 4)

    f. Perform in groups blending timbres, matching dynamic levels, tempo and style in response to the
    cues of a conductor (NYS 1, 2)

    National Standard #3- Improvising melodies, variations and accompaniments

    a. Continue to improvise “answers” to rhythmic and melodic questions in a group using classroom
    instruments body percussion, and voice (NYS 1, 2)
    b. Improvise short rhythmic and melodic patterns, using a variety of sound sources including
    classroom instruments, body percussion, and voice (NYS 1, 2)
    c. Improvise simple rhythmic and melodic ostinati on body percussion, unpitched and pitched
    instruments and voice (NYS 1, 2)

    d. Experiment with rhythmic and melodic variations on a familiar melody (NYS 1, 2, 3,4)

    e. Improvise short songs and instrumental pieces, using a variety of sound sources, including
    classroom instruments, body percussion, and voice (NYS 1, 2)

    National Standard #4- Composing and arranging music within specified guidelines

    a. Create, arrange, and notate with symbols music to accompany movement, readings, and
    dramatizations (NYS 1, 2)
    b. Create and arrange, in a group, short songs and instrumental pieces within specific guidelines
    (NYS 1, 2, 3)

    c. Use a variety of sound sources when composing (NYS 1, 2, 3)

    National Standard #5- Reading and notating music

    a. Identify and read whole notes, whole rests, dotted half notes, half notes, half rests, quarter notes,
    quarter rests, eighth notes and eighth rests using a steady beat (NYS 1, 2, 3,)
    b. Use a movable “do” system and read mostly stepwise patterns containing “do, sol, mi, la, re and
    do” on the treble clef (NYS 1)

    c. Identify and notate the parts of a note (NYS 2)

    d. Identify and notate the names of the lines and spaces on the treble clef as well as one ledger line
    above and below the staff (NYS 2, 3)

    e. Notate simple rhythmic patterns (NYS 2)

    f. Identify basic dynamic and tempo markings (NYS 2)

    National Standard #6- Listening to, analyzing and describing music

    a. Identify and label beginning/end and same/different, verse/refrain and simple forms such as AA,
    AB, ABA, AABB, and ABACA (NYS 1, 3)

    b. Describe the basic elements of music in songs and selected listening examples (NYS 1, 2, 3)

    c. Recognize and identify families of the orchestra and individual instruments of the orchestra in
    selected listening examples (NYS 2, 3)

    d. Identify types of voices such as men/women/children and classroom instruments (NYS 2, 3)

    National Standard #7- Evaluating music and music performance

    a. Students will use teacher provided criteria and begin devising student criteria for evaluating their
    own performances and the performances of others (NYS 1, 2, 3)
    b. Students will use teacher provided criteria and begin devising student criteria to evaluate musical
    works representing a variety of styles, genres, and cultures (NYS 1, 2, 3, 4)
    c. Students will continue to explain their personal preferences for specific musical works and style
    (NYS 1, 2, 3)

    National Standard #8- Understanding relationships between music and other disciplines

    a. Recognize the roles of music and musicians in the other performing arts such as theatre and dance

    (NYS 1, 2, 3, 4)

    b. Experience ways in which music is related to the other visual and performing arts as well as
    disciplines taught within the school setting- language arts, reading, science, social studies, etc.
    (NYS 1, 2, 3, 4)

    National Standard #9- Understanding music in relation to history and culture

    a. Identify by genre or style aural examples of music from various cultures and traditions found
    throughout the world in addition to Western music (NYS 3, 4)
    b. Begin to develop the use of music vocabulary words to identify simple stylistic characteristics such
    as instrumentation, rhythmic content and tonality, of music from various cultures and genres
    (NYS 2, 3, 4)
    c. Demonstrate audience behavior appropriate for the culture and style of music being performed
    (NYS 3, 4)
    d. Perform in class simple action songs, folk dances, and singing games from around the world with
    improvised and choreographed movement (NYS 1, 4)

    e. Identify various uses of music in daily life (NYS 3)

    f. Identify and describe roles of musicians in various setting and cultures (NYS 3, 4)