Common Planner
K–12 Standards

Music: Grade 3

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Expression of MusicMU.3.1

  • 1

    Perform/Demonstrate music that exhibits learned rhythmic, melodic, and introductory accompaniment components. MU.3.1.1

    1. a

      Demonstrate learned melodic, rhythmic, and harmonic phrases using expressive elements.MU.3.1.1.a

    2. b.

      Demonstrate and connect songs with multiple rhythmic or melodic ostinati in small groups.MU.3.1.1.b

    3. c

      Demonstrate and interpret melodies based on the pentatonic scale.MU.3.1.1.c

  • 2

    Perform/Demonstrate notated songs with accurate pitch, rhythm, harmony, tone and expressive elements.MU.3.1.2

    1. a

      Use accurate vocal and instrumental techniques when singing and playing instruments.MU.3.1.2.a

    2. b

      Demonstrate two-part songs (e.g., rounds, partner songs) using speech, body percussion, singing, movement, or instruments. MU.3.1.2.b

    3. c

      Use notation to accurately perform rhythms and melodic direction.MU.3.1.2.c

  • 3

    Apply teacher and peer critique and self-reflection to refine individual technique and performance of simple notated songs.MU.3.1.3

    1. a

      Engage in refinement and feedback processes to prepare music for performance. MU.3.1.3.a

    2. b

      Self-evaluate to refine musical performance. MU.3.1.3.b

    3. c

      Critique expressive elements performed by others.MU.3.1.3.c

Creation of MusicMU.3.2

  • 1

    Compose, improvise, and arrange in known musical forms using rhythm and/or pitch.MU.3.2.1

    1. a

      Create and document a melodic and/or rhythmic composition using known rhythms and pitches. MU.3.2.1.a

    2. b

      Generate and improvise musical ideas within a musical structure (e.g. rondo).MU.3.2.1.b

    3. c

      Arrange an accompaniment to support a musical idea using known rhythms or pitches. MU.3.2.1.c

Theory of MusicMU.3.3

  • 1

    Identify and demonstrate notated melodic, rhythmic, and harmonic patterns. MU.3.3.1

    1. a

      Melody: Identify and demonstrate musical symbols by name or function.MU.3.3.1.a

    2. b

      Rhythm: Identify and demonstrate four sixteenth notes, dotted half note.MU.3.3.1.b

    3. c

      Harmony: Identify, perform, or respond to harmonic changes using tonic and dominant chords (e.g., intervals, bourdun, ostinato, home tone).MU.3.3.1.c

  • 2

    Identify and demonstrate gradual tempos, dynamics, and articulations. MU.3.3.2

    1. a

      Tempo: Identify and demonstrate accelerando/ritardando.MU.3.3.2.a

    2. b

      Dynamics: Identify and demonstrate crescendo/decrescendo.MU.3.3.2.b

    3. c

      Articulation: Identify and demonstrate legato, staccato. MU.3.3.2.c

  • 3

    Identify and demonstrate advanced form, meter, and timbre elements. MU.3.3.3

    1. a

      Form/Structure: Aurally identify rondo. MU.3.3.3.a

    2. b

      Meter/Beat Groupings: Identify and demonstrate various time signatures including 2/4, 3/4, 4/4.MU.3.3.3.b

    3. c

      Timbre: Aurally identify instruments and families.MU.3.3.3.c

Response to MusicMU.3.4

  • 1

    Select and use specific criteria in making judgments about the quality of a musical performance.MU.3.4.1

    1. a

      Communicate how expressive qualities (such as dynamics, modality, tempo and meter) are used to reflect expressive intent. MU.3.4.1.a

    2. b

      Communicate similarities and differences in music.MU.3.4.1.b

  • 2

    Identify differences and commonalities in music from various cultures.MU.3.4.2

    1. a

      Describe vocal and instrumental timbres and their uses in various cultures.MU.3.4.2.a

    2. b

      Communicate similarities and differences in music used for holidays, celebrations, and day-to-day life from various cultures. MU.3.4.2.b

    3. c

      Discuss reasons that different kinds of music are important to different people and cultures.MU.3.4.2.c

Frequently asked questions

What grade levels do these standards cover?
Grade 3
Where can I read the official document?
Colorado Academic Standards – Music Adopted 2022

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