Common Planner
K–12 Standards

Music: Grade 3

Other Georgia Fine Arts sets

Chorus (54.01100)

  •  

    Creating

    1. 1.

      Generate and conceptualize musical ideas and works.ESBC.CR.1

      1. a.

        Improvise simple rhythmic and melodic patterns.ESBC.CR.1.a

      2. b.

        Create basic rhythmic and melodic accompaniments to support other elements of musical performance (e.g. ostinato).ESBC.CR.1.b

      3. c.

        Create physical movements for warm-ups and repertoire to distinguish various musical ideas.ESBC.CR.1.c

      4. d.

        Set short poetic phrases and texts to music.ESBC.CR.1.d

      5. e.

        Compose original rhythms and melodies.ESBC.CR.1.e

    2. 2.

      Organize, develop, and revise musical ideas and works.ESBC.CR.2

      1. a.

        Share improvised, composed, or arranged pieces.ESBC.CR.2.a

      2. b.

        Use teacher-created criteria to refine improvised or composed pieces.ESBC.CR.2.b

  •  

    Performing

    1. 1.

      Analyze, interpret, and select musical works for presentation.ESBC.PR.1

      1. a.

        Utilize a rhythmic and melodic system to read and sing music appropriate to ability.ESBC.PR.1.a

      2. b.

        Identify basic music vocabulary and symbols representing tempo, meter, dynamics, and other expressive elements.ESBC.PR.1.b

      3. c.

        Notate simple rhythms and melodies from aural examples utilizing a dictation method.ESBC.PR.1.c

      4. d.

        Read and notate music using available technology.ESBC.PR.1.d

    2. 2.

      Develop and refine musical techniques and works for presentation.ESBC.PR.2

      1. a.

        Demonstrate appropriate singing posture and breathing techniques.ESBC.PR.2.a

      2. b.

        Identify basic vocal anatomy.ESBC.PR.2.b

      3. c.

        Identify aspects of vocal range and tone.ESBC.PR.2.c

      4. d.

        Demonstrate pure vowel sounds and articulate voiced and unvoiced consonants.ESBC.PR.2.d

      5. e.

        Utilize aural skills to match pitch, improve intonation, and sing with attention to ensemble balance and blend, in one or more vocal parts.ESBC.PR.2.e

    3. 3.

      Convey meaning through the presentation of musical works as the school setting permits.ESBC.PR.3

      1. a.

        Demonstrate technical accuracy and expressive qualities in performance of a varied repertoire of music.ESBC.PR.3.a

      2. b.

        Demonstrate and respond to basic conducting patterns and gestures representing tempo, expression, and vocal technique.ESBC.PR.3.b

      3. c.

        Sing selected music from memory for public performance at least twice per year.ESBC.PR.3.c

      4. d.

        Exhibit appropriate rehearsal and performance etiquette.ESBC.PR.3.d

  •  

    Responding

    1. 1.

      Perceive, analyze, and interpret meaning in musical works.ESBC.RE.1

      1. a.

        Describe a musical score in terms of rhythm, melody, and form.ESBC.RE.1.a

      2. b.

        Listen to and describe the elements of a musical performance including form, voicing, and dynamic contrast.ESBC.RE.1.b

      3. c.

        Describe the emotions and thoughts that music conveys.ESBC.RE.1.c

      4. d.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition, in selected examples (e.g. aural, written, performed), are important to a performance.ESBC.RE.1.d

    2. 2.

      Apply criteria to evaluate musical works.ESBC.RE.2

      1. a.

        Using self-reflection and peer feedback, listen to and evaluate group music performances with attention to vocal technique, accuracy of pitch, and rhythm, diction, and dynamics.ESBC.RE.2.a

  •  

    Connecting

    1. 1.

      Synthesize and relate knowledge and personal experiences to make music.ESBC.CN.1

      1. a.

        Discuss how music relates to personal development and enjoyment of life.ESBC.CN.1.a

      2. b.

        Describe how a musician's interests, knowledge, and skills determine how they create, perform, and respond to music.ESBC.CN.1.b

    2. 2.

      Relate musical ideas and works with societal, cultural, and historical contexts to deepen understanding.ESBC.CN.2

      1. a.

        Identify historical and cultural characteristics of a varied repertoire, including world music.ESBC.CN.2.a

      2. b.

        Demonstrate stylistic characteristics of a varied repertoire, including world music, through vocal performance.ESBC.CN.2.b

      3. c.

        Identify the historical period, composer, culture, and style of music presented in class.ESBC.CN.2.c

      4. d.

        Discuss and apply appropriate audience etiquette and active listening in selected musical settings.ESBC.CN.2.d

General Music - Third Grade (53.00400)

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.ESGM3.CR.1

      1. a.

        Improvise rhythmic question and answer phrases using a variety of sound sources.ESGM3.CR.1.a

      2. b.

        Improvise pentatonic melodies and accompaniments.ESGM3.CR.1.b

    2. 2.

      Compose and arrange music within specified guidelines.ESGM3.CR.2

      1. a.

        Create rhythmic and melodic motives to enhance literature.ESGM3.CR.2.a

      2. b.

        Compose rhythmic patterns in simple meter (e.g. quarter notes, quarter rests, half notes, half rests, barred eighth notes, barred sixteenth notes).ESGM3.CR.2.b

      3. c.

        Compose melodic patterns.ESGM3.CR.2.c

      4. d.

        Arrange rhythmic patterns to create simple forms and instrumentation.ESGM3.CR.2.d

  •  

    Performing

    1. 1.

      Sing a varied repertoire of music, alone and with others.ESGM3.PR.1

      1. a.

        Sing accompanied and unaccompanied melodies within the range of an octave, using head voice.ESGM3.PR.1.a

      2. b.

        Sing with others (e.g. rounds, game songs, ostinatos).ESGM3.PR.1.b

      3. c.

        Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.ESGM3.PR.1.c

    2. 2.

      Perform a varied repertoire of music on instruments, alone and with others.ESGM3.PR.2

      1. a.

        Perform rhythmic patterns with body percussion and a variety of instruments using appropriate technique.ESGM3.PR.2.a

      2. b.

        Perform body percussion and instrumental parts, including ostinatos, while other students play or sing contrasting parts.ESGM3.PR.2.b

      3. c.

        Perform melodic patterns, including pentatonic patterns, with instruments using appropriate technique.ESGM3.PR.2.c

    3. 3.

      Read and Notate music.ESGM3.PR.3

      1. a.

        Read, notate, and identify quarter notes, quarter rests, half notes, half rests, barred eighth notes, and barred sixteenth notes using iconic or standard notation in simple meter.ESGM3.PR.3.a

      2. b.

        Read melodic patterns within a treble clef staff.ESGM3.PR.3.b

      3. c.

        Read, notate, and identify standard symbols (e.g. repeat sign, bar line, double bar line, time signatures, crescendo/decrescendo).ESGM3.PR.3.c

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.ESGM3.RE.1

      1. a.

        Distinguish between repeating and contrasting sections, phrases, and simple formal structures (e.g. AB, ABA, rondo).ESGM3.RE.1.a

      2. b.

        Describe music using appropriate vocabulary (e.g. upward/downward, forte/piano/mezzo, presto/largo/moderato, smooth/separated), intervals (e.g. step, skip, repeat, leap), timbre adjectives (e.g. dark/bright), and texture (e.g. thick/thin).ESGM3.RE.1.b

      3. c.

        Identify and classify (e.g. families, ensembles) classroom, orchestral, and American folk instruments by sight and sound.ESGM3.RE.1.c

      4. d.

        Aurally distinguish between solo/ensemble and accompanied/unaccompanied singing.ESGM3.RE.1.d

    2. 2.

      Evaluate music and music performances.ESGM3.RE.2

      1. a.

        With teacher's guidance, collaborate to develop criteria for evaluation of music and music performances (e.g. learned, student-composed, improvised).ESGM3.RE.2.a

      2. b.

        Use formal and/or informal criteria to evaluate music and musical performances by themselves and others.ESGM3.RE.2.b

      3. c.

        Refine music performances by applying personal, peer, and teacher feedback.ESGM3.RE.2.c

      4. d.

        Explain personal preferences for specific musical works using appropriate vocabulary.ESGM3.RE.2.d

    3. 3.

      Move to a varied repertoire of music, alone and with others.ESGM3.RE.3

      1. a.

        Respond to contrasts and events in music with locomotor and non-locomotor movement.ESGM3.RE.3.a

      2. b.

        Perform choreographed and non-choreographed movements.ESGM3.RE.3.b

      3. c.

        Perform line and circle dances, including traditional folk dances.ESGM3.RE.3.c

  •  

    Connecting

    1. 1.

      Connect music to the other fine arts and disciplines outside the arts.ESGM3.CN.1

      1. a.

        Describe connections between music and the other fine arts.ESGM3.CN.1.a

      2. b.

        Describe connections between music and disciplines outside the fine arts.ESGM3.CN.1.b

    2. 2.

      Connect music to history and culture.ESGM3.CN.2

      1. a.

        Perform and respond to music from various historical periods and cultures.ESGM3.CN.2.a

      2. b.

        Describe how sounds and music are used in daily lives.ESGM3.CN.2.b

      3. c.

        Demonstrate performance etiquette and appropriate audience behavior.ESGM3.CN.2.c

Orchestra (53.05100)

  •  

    Creating

    1. 1.

      Improvise, compose, and arrange music within specified guidelines.ESBO.CR.1

      1. a.

        Improvise, compose, or arrange rhythmic patterns (e.g. clapping, singing, playing an instrument).ESBO.CR.1.a

      2. b.

        Improvise, compose, or arrange a melody or variation of a melody.ESBO.CR.1.b

      3. c.

        Share improvised, composed, or arranged pieces.ESBO.CR.1.c

      4. d.

        Use teacher-created criteria to refine improvised or composed pieces.ESBO.CR.1.d

  •  

    Performing

    1. 1.

      Perform a varied repertoire of music on instruments, alone and with others.ESBO.PR.1

      1. a.

        Demonstrate the ability to match pitch and adjust intonation through playing and singing.ESBO.PR.1.a

      2. b.

        Demonstrate an understanding of phrasing through performing simple melodies.ESBO.PR.1.b

      3. c.

        Discuss and demonstrate characteristic tone production on a string instrument.ESBO.PR.1.c

      4. d.

        Demonstrate correct left-hand position and finger placement, right hand position (bow hold), posture, instrument position, and bow placement.ESBO.PR.1.d

      5. e.

        Produce a characteristic sound using legato, staccato, slurs, detached slur, accent, and pizzicato.ESBO.PR.1.e

      6. f.

        Utilize correct finger patterns in performing scales and repertoire in the keys of D, G, and C.ESBO.PR.1.f

      7. g.

        Demonstrate awareness of individual and group roles within the ensemble relating to balance, blend, dynamics, phrasing, and tempo.ESBO.PR.1.g

    2. 2.

      Read and Notate music.ESBO.PR.2

      1. a.

        Identify notes in the staff and on ledger lines of respective clef.ESBO.PR.2.a

      2. b.

        Read and notate notes within key signatures D, G, and C.ESBO.PR.2.b

      3. c.

        Read and notate rhythms (e.g. whole notes, half notes, quarter notes, eighth notes, dotted half notes and their corresponding rests in the time signatures of 4/4, 3/4, and 2/4).ESBO.PR.2.c

      4. d.

        Recognize basic symbols for dynamics, tempo, articulation, and expression as used in corresponding literature.ESBO.PR.2.d

  •  

    Responding

    1. 1.

      Listen to, analyze, and describe music.ESBO.RE.1

      1. a.

        Discuss how the basic elements of music, including mood, tempo, contrast, and repetition in selected examples (e.g. aural, written, performed) are important to a performance.ESBO.RE.1.a

      2. b.

        Identify the difference between melody and accompaniment in given examples (e.g. aural, written, performed).ESBO.RE.1.b

    2. 2.

      Evaluate music and music performances.ESBO.RE.2

      1. a.

        Distinguish between correct and incorrect notes and intonation and demonstrate the ability to adjust accordingly.ESBO.RE.2.a

      2. b.

        Evaluate the accuracy of rhythm and tempos for individual and ensemble playing.ESBO.RE.2.b

      3. c.

        Use teacher-based criteria to assess the quality of performance in tone, intonation, balance, dynamics, and rhythm.ESBO.RE.2.c

      4. d.

        Use self-reflection and peer feedback to discuss ideas to improve the quality of a performance.ESBO.RE.2.d

  •  

    Connecting

    1. 1.

      Demonstrate an understanding of the relationships between music, the other arts, and disciplines outside the arts.ESBO.CN.1

      1. a.

        Explain the benefits of musical study as part of a well-rounded education.ESBO.CN.1.a

      2. b.

        Discuss how other subjects are related to music.ESBO.CN.1.b

    2. 2.

      Understand music in relation to history and culture.ESBO.CN.2

      1. a.

        Identify and compare performance styles of music learned in class.ESBO.CN.2.a

      2. b.

        Discuss how the music performed in class relates to the culture and society in which we live.ESBO.CN.2.b

Piano (53.09000)

  •  

    Creating

    1. 1.

      Improvise melodies, variations, and accompaniments.ESP.CR.1

      1. a.

        Improvise rhythmic patterns by clapping, singing, or playing a repeated note or chord.ESP.CR.1.a

      2. b.

        Improvise a melody using scales (e.g. pentatonic, major, minor, blues).ESP.CR.1.b

      3. c.

        Demonstrate a rhythmic or melodic ostinato.ESP.CR.1.c

    2. 2.

      Compose and arrange music within specified guidelines.ESP.CR.2

      1. a.

        Compose rhythmic exercises and short melodies using traditional and/or non-traditional notations, which incorporate dynamics.ESP.CR.2.a

      2. b.

        Set a short poetic phrase and/or text to music.ESP.CR.2.b

  •  

    Performing

    1. 1.

      Perform a varied repertoire of music on instruments, alone and with others.ESP.PR.1

      1. a.

        Recognize characteristic playing position, posture, and fingering techniques.ESP.PR.1.a

      2. b.

        Recognize skills through performance of musical literature (e.g. rehearsal procedures, steady tempo, rhythmic accuracy, dynamic expression, style).ESP.PR.1.b

      3. c.

        Demonstrate all performance skills through performance of music literature at the appropriate level.ESP.PR.1.c

    2. 2.

      Notate music.ESP.PR.2

      1. a.

        Utilize a counting system and pitch learning procedure to read music appropriate to ability.ESP.PR.2.a

      2. b.

        Notate simple rhythms and melodies utilizing a dictation method.ESP.PR.2.b

      3. c.

        Identify basic music vocabulary and symbols representing tempo, meter, dynamics, direction, and other expressive elements.ESP.PR.2.c

      4. d.

        Notate a simple musical composition.ESP.PR.2.d

    3. 3.

      Analyze selection of repertoire.ESP.PR.3

      1. a.

        Describe how pianists decide which pieces to learn and perform.ESP.PR.3.a

      2. b.

        Student will point out characteristics of pieces being studied and performed (e.g. chords, melodies, context of composition).ESP.PR.3.b

  •  

    Responding

    1. 1.

      Read about, listen to, and describe music.ESP.RE.1

      1. a.

        Read about appropriate music based on skill level.ESP.RE.1.a

      2. b.

        Listen to a musical recording or video in terms of form, voicing, and dynamic contrast.ESP.RE.1.b

      3. c.

        Utilize writing skills to describe the elements of music, and the emotions and thoughts that music communicates.ESP.RE.1.c

    2. 2.

      Evaluate music and music performances.ESP.RE.2

      1. a.

        Evaluate a piano performance using teacher-based criteria (e.g. attention to accuracy of correct notes, written or improvised, rhythm and dynamics).ESP.RE.2.a

      2. b.

        Demonstrate practice strategies to refine a performance using teacher-based criteria.ESP.RE.2.b

      3. c.

        Recognize and demonstrate context-appropriate performer and audience etiquette.ESP.RE.2.c

      4. d.

        Explain how people from different backgrounds judge music and music performances.ESP.RE.2.d

  •  

    Connecting

    1. 1.

      Understand relationships between music, the other arts, disciplines outside the arts, history, and culture.ESP.CN.1

      1. a.

        Describe how music relates to fine arts and other disciplines.ESP.CN.1.a

      2. b.

        Describe the characteristics of music from different cultures.ESP.CN.1.b

      3. c.

        Identify distinguishing characteristics of repertoire representing various periods, composers, cultures, styles, and genres.ESP.CN.1.c

Frequently asked questions

What grade levels do these standards cover?
Grade 3
When were these standards adopted?
2018
Where can I read the official document?
Georgia Standards of Excellence: Elementary Music

Keep exploring

Keep exploring Fine Arts standards

Sibling grade bands, other subjects in this jurisdiction, and the same subject across other states.

More Georgia Fine Arts sets

Fine Arts