New Jersey Grades 3–5 Music Standards

The Grades 3–5 standards

• 1.3A.5.Cr1a

  Generate and improvise rhythmic, melodic, and harmonic ideas, and simple accompaniment patterns and chord changes. Explain connection to specific purpose and context (e.g., social, cultural, historical). expertise, context, and expressive intent.

  Taught in Prodigies PK-5: Hello C Chord Part III (5, Wk 10); Resolutions (3, Wk 28); Chord Theory Part III (5, Wk 32); Compound Meter Part IV (3, Wk 22)

• 1.3A.5.Cr2a

  Demonstrate developed musical ideas for improvisations, arrangements, or compositions to express intent. Explain connection to purpose and context.

  Taught in Prodigies PK-5: Recorder Squire 3 - Hot Cross Buns (4, Wk 9); Welcome (5, Wk 1); Chord Progressions Part I (5, Wk 18); C Major Scale Review Part I (2, Wk 1)

• 1.3A.5.Cr2b

  Use standard and/or iconic notation and/or recording technology to document personal rhythmic, melodic, and two-chord harmonic musical ideas. to new ideas, persistence, and the application of appropriate criteria. work?.

  Taught in Prodigies PK-5: Seconds - Part I (3, Wk 8); Compound Meter Part IV (3, Wk 22); Rhythim Review (2, Wk 4); Blues in C Major (2, Wk 19)

• 1.3A.5.Cr3a

  Evaluate, refine, and document revisions to personal music, applying collaboratively developed criteria, showing improvement over time and explaining rationale for changes.

  Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 36); Recorder Page 4 - B A Shield Patterns (4, Wk 4); Lucy Locket (PK, Wk 22); Listen to My Heartbeat (1, Wk 1)

• 1.3A.5.Cr3b

  Present to others final versions of personally and collaboratively created music that demonstrates craftsmanship. Explain connection to expressive intent.

  Taught in Prodigies PK-5: Hello Am Chord Part I (5, Wk 13); Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27); Recorder Page 4 - B A Shield Patterns (4, Wk 4); Harmonizing Part I (3, Wk 29)

• 1.3A.5.Pr4a

  Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, and context, as well as the students’ technical skill.

  Taught in Prodigies PK-5: Introduction to Intervals (3, Wk 6); Compound Meter Part IV (3, Wk 22); When The Saints Go Marching In Performance (3, Wk 35); Recorder Knight 1 - Let Us Play E G A (4, Wk 12)

• 1.3A.5.Pr4b

  Demonstrate an understanding of the structure and expanded music concepts (e.g., rhythm, pitch, form, and harmony) in music selected for performance.

  Taught in Prodigies PK-5: Three Cs Part II (5, Wk 12); Chord Theory Part I (5, Wk 30); C Major & G Major (K, Wk 26); Blues in C Major (2, Wk 19)

• 1.3A.5.Pr4c

  Analyze selected music by reading and performing using standard notation.

  Taught in Prodigies PK-5: Treble Clef Reivew (3, Wk 2); Seconds - Part I (3, Wk 8); Compound Meter Part IV (3, Wk 22); Lightly Row Performance Part II- Song + Analysis (2, Wk 34)

• 1.3A.5.Pr4d

  Explain how context (e.g., personal, social, cultural, historical) informs performances.

  Taught in Prodigies PK-5: Recorder History - From Medieval to Modern (4, Wk 6); Welcome (5, Wk 1); Recorder Lord/Lady 4 - Jingle Bells (4, Wk 21); Aloha Kakahiaka Performance (5, Wk 35)

• 1.3A.5.Pr4e

  Convey creator's intent through the performers' interpretive decisions of expanded expressive qualities (e.g., dynamics, tempo, timbre, articulation/style). to create products. evaluate, and refine their performance over time through openness to new ideas,.

  Taught in Prodigies PK-5: Recorder Squire 4 - Gently Sleep (4, Wk 10); Gently Sleep Performance (4, Wk 35); Hello Am Chord Part I (5, Wk 13); When The Saints Go Marching In Performance (3, Wk 35)

• 1.3A.5.Pr5a

  Apply teacher-provided and established criteria and feedback to evaluate the accuracy and expressiveness of ensemble and personal performance.

  Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 35); Gently Sleep Performance (4, Wk 35); Recorder Squire 3 - Hot Cross Buns (4, Wk 9); Recorder Page 3 - B Shield Patterns (4, Wk 3)

• 1.3A.5.Pr5b

  Rehearse to refine technical accuracy and expressive qualities to address challenges and show improvement over time.

  Taught in Prodigies PK-5: When The Saints Go Marching In Performance (3, Wk 35); Gently Sleep Performance (4, Wk 35); Lightly Row Performance Part III - Rehearsal (2, Wk 35); Lightly Row Performance Part IV - Performance (2, Wk 36)

• 1.3A.5.Pr6a

  Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.

  Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Gently Sleep Performance (4, Wk 35); Recorder Squire 3 - Hot Cross Buns (4, Wk 9); When The Saints Go Marching In Performance (3, Wk 35)

• 1.3A.5.Pr6b

  Demonstrate performance decorum and audience etiquette appropriate for the context, venue, genre, and style.

  Taught in Prodigies PK-5: Recorder Knight 5 - Bounce High, Bounce Low (4, Wk 16); When The Saints Go Marching In Performance (3, Wk 36); Gently Sleep Performance (4, Wk 36); Sweet Beets (PK, Wk 35)

• 1.3A.5.Re7a

  Demonstrate and explain, citing evidence, how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.

  Taught in Prodigies PK-5: Welcome (5, Wk 1); Strumming Basics (5, Wk 22); Holiday Songs (1, Wk 17); Ode to Joy Performance (1, Wk 33)

• 1.3A.5.Re7b

  Demonstrate and explain, citing evidence, how responses to music are informed by the structure, the use of the elements of music, and context (i.e., social, cultural, historical). their interests, experiences, understandings, and purposes. Response to music understanding the structure and context of music inform a response?.

  Taught in Prodigies PK-5: Seconds - Part III (3, Wk 10); Recorder Page 1 - Basic Techniques (4, Wk 1); Rhythim Review (2, Wk 4); Singing (2, Wk 21)

• 1.3A.5.Re8a

  Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. performance(s) is informed by analysis, interpretation, and established criteria. performance(s)?.

  Taught in Prodigies PK-5: Recorder Squire 3 - Hot Cross Buns (4, Wk 9); Intervals in C Major (3, Wk 7); Seconds - Part II (3, Wk 9); Seconds - Part III (3, Wk 10)

• 1.3A.5.Re9a

  Demonstrate and explain how the expressive qualities (e.g., dynamics, tempo, timbre, articulation) are used in performers’ and personal interpretations to reflect expressive intent.

  Taught in Prodigies PK-5: Recorder Squire 4 - Gently Sleep (4, Wk 10); Hello Am Chord Part I (5, Wk 13); Gently Sleep Performance (4, Wk 35); Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27)

• 1.3A.5.Cn10a

  Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music. This Performance Expectation is embedded in the following Artistic Processes: 1.3A.5.Cr2a, 1.3A.5.Cr3b, 1.3A.5.Pr4e, 1.3A.5.Re7a historical contexts to deepen understanding. ideas, and knowledge to creating, performing, and responding. life inform creating, performing, and responding to music?.

  Taught in Prodigies PK-5: Compound Meter Part IV (3, Wk 22); Recorder King/Queen 6 - Au Clair de la Lune (4, Wk 27); Harmonizing Part III (3, Wk 31); C Major Scale Review Part II (2, Wk 2)

• 1.3A.5.Cn11a

  Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life. This Performance Expectation is embedded in the following Artistic Processes: 1.3A.5.Cr2a, 1.3A.5.Cr3b, 1.3A.5.Pr4e, 1.3A.5.Re7a.

  Related Prodigies PK-5 lessons: Fifths Part I (3, Wk 17); Recorder King/Queen 2 - Introduction to Transposing (4, Wk 24); Chord Progressions Part I (5, Wk 18); Chord Theory Part I (5, Wk 30)