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Year 3 Music

 

Examples of knowledge and skills appropriate for students in Year 3 - Year 4 (Australian Curriculum 2013 Draft Document Exert)

In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on: 

Elements of music

(build on the knowledge and concepts introduced in Foundation to Year 2):

rhythm:  simple metres of 2/4, 3/4, 4/4, note values of crotchet , crotchet rest , quaver , semiquaver , dotted crotchet , quavers in groups of 3 and identical rests in repertoire studied

 ostinato, tempo changes (faster and slower)

pitch: pentatonic patterns, melodic shape, recognising steps and leaps, treble clef, staff

dynamics and expression: very soft (pianissimo) pp and very loud (fortissimo) ff, gradually getting louder (crescendo), gradually getting softer (decrescendo), smoothly, short and detached

form: question and answer (call and response), repeat signs, binary (AB) and ternary (ABA) forms

timbre: recognising familiar instrumental timbres in isolation and combination

texture: combining two or more rhythmic or melodic patterns which occur simultaneously in different voices

Overview

build upon knowledge from Prep - Year 2

 

Rhythm and Metre - accent and barlines in 2/4, 3/4 and 4/4 (simple time), repeat signs, notes and equivalent rests - semibreves and semiquavers, dotted minim, single quavers

Pitch and Melody - d, r, m, s, l, relative positioning to treble stave and treble notes, Minor 3rd and Major 2nd interval, major and minor recognition, C pentatonic scale

Part Work - 4 beat rhythmic and melodic ostinati, rhythmic and melodic canon

Form and Structure - canon, introduction/verse/chorus

Tone Colour - Orchestral Families - strings, Brass, Woodwind, Percussion  - Individual voices explored through keyboards

Expressive Elements - forte f and piano p

Semester 1

Create - Create a melody using known notes labelling with solfa and note names

Practice - Play recorder in a group using notes from traditional score. Read and play rhythmic patterns.

Present - Sing and play (on recorder) known repertoire using expressive elements covered,  participate in fortnightly assembly whole school song

Safe Practices - Handling and use of instruments. Volume control for musical expression using technique.

Respond - Personal response to classmate's performance of a recorder passage.

Reflect - Reflect on the processes and outcomes of own composition task

Semester 2

Create - Write a melody in formal notation to a given rhythmic pattern using known notes.

Practice - Sing and rehearse a canon in a small group. Play recorder individually reading notation.

Present - Sing in small groups the rehearsed canon, participate in fortnightly assembly whole school song

Safe Practices - Handling and use of instruments. Audience skills.

Respond - Discuss performances from the school musical. 

Reflect - Comment on own performance of recorder using musical language and give reference to the expressive elements used.


 

 Current Work

 

​Performance

Students are currently individually performing "Easy to C" and "C the Circus" on recorder for assessment of the notes ranging from G - C positions. The Youtube clip below is useful for reviewing the different notes. Use the Playlist to progress through the different lessons!

Theory

Students are reading treble cleff notes within the lines and spaces. Check out the resources page for links to useful games that they can play/download.
 

 How To Play Recorder