3rd Grade Art & Music Curriculum

Art Introduction:


Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire. Students rely on their perceptions of the environment, developed through increasing visual awareness and sensitivity to surroundings, memory, imagination, and life experiences, as a source for creating artworks. They express their thoughts and ideas creatively, while challenging their imagination, fostering reflective thinking, and developing disciplined effort and problem-solving skills.

By analyzing artistic styles and historical periods students develop respect for the traditions and contributions of diverse cultures. Students respond to and analyze artworks, thus contributing to the development of lifelong skills of making informed judgments and evaluations.

Perception. The student develops and organizes ideas from the environment. The student is expected to:

  • identify sensory knowledge and life experiences as sources for ideas about visual symbols, self, and life events
  • identify art elements such as color, texture, form, line, space, and value and art principles such as emphasis, pattern, rhythm, balance, proportion, and unity in artworks

Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

  • create artworks based on personal observations and experience
  • develop a variety of effective compositions, using design skills
  • produce drawings, paintings, prints, constructions, ceramics, and fiberart, using a variety of at materials appropriately

Historical/cultural heritage. The student demonstrates an understanding of art history and culture as records of human achievement. The student is expected to:

  • compare content in artworks from the past and present for various purposes such as telling stories and documenting history and traditions 
  • compare selected artworks from different cultures
  • relate art to different kinds of jobs in everyday life

Response/evaluation. The student makes informed judgments about personal artworks and the artworks of others. The student is expected to:

  • identify general intent and expressive qualities in personal artworks
  • apply simple criteria to identify main ideas in original artworks, portfolios, and exhibitions by peers and major artists


19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Art
Chapter §117.11. (3rd Grade)
Subchapter A. Elementary
http://www.tea.state.tx.us
                   


For Art Curriculum, please click here.



Music Introduction:

Four basic strands--perception, creative expression/performance, historical and cultural heritage, and critical evaluation--provide broad, unifying structures for organizing the knowledge and skills students are expected to acquire.  In music, students develop their intellect and refine their emotions, understanding the cultural and creative nature of musical artistry and making connections among music, the other arts, technology, and other aspects of social life. Through creative performance, students apply the expressive technical skills of music and critical-thinking skills to evaluate multiple forms of problem solving.

By reflecting on musical periods and styles, students understand music's role in history and are able to participate successfully in a diverse society. Students analyze and evaluate music, developing criteria for making critical judgments and informed choices.

Perception. The student describes and analyzes musical sound and demonstrates musical artistry. The student is expected to:

  • categorize a variety of musical sounds, including children's and adults' voices; woodwind, brass, string, percussion, keyboard, and electronic instruments; and instruments from various cultures
  • use music terminology in explaining sound, music, music notation, musical instruments and voices, and musical performances
  • identify music forms presented aurally such as AB, ABA, and rondo

Creative expression/performance. The student performs a varied repertoire of music. The student is expected to:

  • sing or play a classroom instrument independently or in groups
  • sing songs from diverse cultures and styles or play such songs on musical a instrument 

Creative expression/performance. The student reads and writes music notation. The student is expected to:

  • read music notation, using a system (letters, numbers, syllables)
  • write music notation, using a system (letters, numbers, syllables)
  • read and write music that incorporates basic rhythmic patterns in simple meters
  • identify music symbols and terms referring to dynamics and tempo

Creative expression/performance. The student creates and arranges music within specified guidelines. The student is expected to:

  • create rhythmic phrases
  • create melodic phrases

Historical/cultural heritage. The student relates music to history, to society, and to culture. The student is expected to:

  • identify aurally-presented excerpts of music representing diverse genres, styles, periods, and cultures
  • perform songs and musical games from diverse cultures
  • describe relationships between music and other subjects

Response/evaluation. The student responds to and evaluates music and musical performance. The student is expected to:

  • define basic criteria for evaluating musical performances
  • exhibit audience etiquette during live performances


19 TAC, Title 19, Part II
Texas Essential Knowledge & Skills for Music
Chapter §117.12. (3rd Grade)
Subchapter A. Elementary
http://www.tea.state.tx.us   
     
         


For Music Curriculum, please click here.



 
Copyright 2010 Curriculum & Instruction Department Login