South Carolina State Standards for Arts Education: Grade 3

SC.I. General Music: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch, and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation.

I.C. Sing from memory a varied repertoire of music representing genres and styles from diverse cultures.

I.D. Sing, alone and with others, a varied repertoire of music including partner songs, descants, ostinati, and rounds.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues of a conductor.

SC.II. General Music: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Play pitched and unpitched instruments in rhythm, with appropriate posture, dynamics and timbre, while maintaining a steady tempo.

II.B. Play easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic and harmonic classroom instruments.

II.C. Play expressively a varied repertoire of music representing diverse genres, cultures, and time periods

II.D. Echo and create rhythmic and melodic patterns.

II.E. Play in groups, blending instrumental parts, matching dynamic levels, and responding to the cues of a conductor.

II.F. Play independent instrumental parts while others sing or play contrasting parts

SC.II. General Music: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Improvise, in the same style, responses (answers) to given rhythmic and melodic patterns (questions).

II.B. Improvise simple rhythmic and melodic ostinato patterns

II.C. Improvise simple rhythmic and melodic embellishments.

II.D. Improvise short songs and instrumental pieces using traditional and nontraditional sound sources

SC.III. General Music: Composition: Students will compose and arrange music within specified guidelines.

III.A. Create and arrange music using standard and nonstandard notation.

III.B. Create and arrange music to accompany readings and dramatizations.

III.C. Create and arrange short songs and instrumental pieces within specified guidelines.

III.D. Create and arrange using a variety of sound sources.

SC.IV. General Music: Reading and Notating: Students will read and notate music.

IV.A. Read and write rhythmic notation including whole, half, quarter, eighth, sixteenth notes, dotted notes, corresponding rests, and syncopation.

IV.B. Read and write melodic notation applying knowledge of extended pentatonic, diatonic, and major/minor.

IV.C. Identify symbols and terminology for dynamics, tempo, and articulation, and interpret them correctly when performing.

IV.D. Write notation using standard symbols for meter, rhythm, pitch, and dynamics.

SC.VI. General Music: Analysis: Students will listen to, analyze, and describe music.

VI.A. Identify examples of music forms including motive to phrase, 4-bar phrase, canon, rondo, AABA, 12-bar blues, and theme and variation

VI.B. Demonstrate perceptual skills by moving, answering questions, and describing listening selections representing diverse musical styles.

VI.C. Explain music using appropriate terminology for pitch, notation, meter, chords, voices, instruments, and performances.

VI.D. Identify by sight and sound a variety of instruments including orchestra, band, multicultural, and digital.

VI.E. Demonstrate movement and emotional response to prominent music characteristics while listening

SC.VII. General Music: Evaluation: Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances and compositions based upon musical concepts, ideas, and values.

VII.B. Explain, using appropriate music terminology, personal preferences for specific musical works and styles.

VII.C. Apply music concepts when determining the quality of personal performances and performances of others and when offering constructive suggestions for improvement.

SC.VIII. General Music: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VIII.A. Explain the role of music in life experiences, celebrations, community functions, and special events

VIII.B. Identify ways in which the principles and subject matter of other disciplines taught in school are interrelated with those of music.

VIII.C. Identify similarities and differences in the meanings of common terms used in the various art disciplines.

SC.IX. General Music: History and Culture: Students will relate music to history and culture.

IX.A. Listen to and identify, by genre or style, examples of music from various historical periods and world cultures

IX.B. Describe how elements of music are used in music examples from various cultures of the world.

IX.C. Identify various uses of music in daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various settings and world cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music performed.

SC.I. Beginning Level Band: Singing: Students will sing, alone, and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing expressively with appropriate dynamics, phrasing, and interpretation.

I.C. Sing in groups and respond to a conductor.

SC.II. Beginning Level Band: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

II.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

II.B. Perform in groups, blending instrumental timbres and responding to a conductor.

II.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

II.D. Echo short rhythmic and melodic patterns.

II.E. Perform independent instrumental parts while others play contrasting parts.

SC.III. Beginning Level Band: Improvisation: Students will improvise melodies, variations, and accompaniments

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise simple rhythmic and melodic phrases.

III.C. Play and embellish simple melodies by ear.

SC.IV. Beginning Level Band: Composition: Students will compose and arrange music within specific guidelines.

IV.A. Explore compositional devices in large group settings.

IV.B. Arrange simple melodies for one's own instrument.

SC.V. Beginning Level Band: Reading and Notating: Students will read and notate music.

V.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

V.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

V.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Level Band: Analysis: Students will listen to, analyze, and describe music

VI.A. Identify simple music forms presented aurally.

VI.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VII. Beginning Level Band: Evaluation Students will evaluate music and music performances.

VII.A. Devise criteria for evaluating performances.

VII.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VIII. Beginning Level Band: Music Connections Students will relate music to the other arts and disciplines outside of the arts

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VIII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.IX. Beginning Level Band: History and Culture Students will relate music to history and culture.

IX.A. Perform a varied repertoire of music from various cultures.

IX.B. Perform music from various historical periods.

SC.I. Beginning Choral Music: Singing: Singing, alone and with others, a varied repertoire of music.

I.A. Sing independently, on pitch and in rhythm, using appropriate timbre, diction, and posture, while maintaining a steady tempo.

I.B. Sing expressively, with appropriate dynamics, phrasing, and interpretation, a repertoire of vocal literature with a level of difficulty of 1 to 2 on a scale of 1-6.

I.C. Sing from memory a varied repertoire of songs representing genres and styles from diverse cultures.

I.D. Sing ostinati, partner songs, rounds, and two/three part music.

I.E. Sing in groups, blending vocal timbres, matching dynamic levels, and responding to the cues if the conductor.

SC.II. Beginning Choral Music: Performing on Instruments: Performing on instruments, alone and with others, a varied repertoire of music.

II.B. Play rhythmic, melodic, and chordal patterns with a level of difficulty of 1 to 2 on a scale of 1-6 accurately and independently on various types of classroom instruments.

SC.III. Beginning Choral Music: Improvising: Improving melodies, variations, and accompaniments.

III.A. Echo simple rhythmic and melodic patterns.

III.B. Improvise Rhythmic and melodic ostinato accompaniments with a level of difficulty of 1 to 2 on a scale of 1 to 6.

III.C. Improvise simple rhythmic variations and simple melodic embellishments on familiar melodies.

III.D. Improvise short songs and instrumental pieces (4 to 8 measures) using a variety of sound sources, including traditional sounds, nontraditional sounds available in the classroom, body sounds, and sounds produced by electronic means.

SC.IV. Beginning Choral Music: Composing and Arranging: Composing and arranging music within specific guidelines.

IV.A. Create compositions in large group settings.

IV.B. Compose short pieces within specified guidelines.

IV.C. Arrange simple pieces for voices and/or classroom instruments.

IV.D. Compose and arrange using a variety of traditional and nontraditional sound sources, including sounds produced by electronic means.

SC.V. Beginning Choral Music: Reading and Notating: Reading and notating music.

V.A. Read whole, half, dotted quarter, and eighth notes and corresponding rests in 2/4, 3 /4, and 4/4 meter signatures.

V.B. Read simple pitch notation in the appropriate clef using a system (syllables, numbers, or letter names).

V.C. Identify symbols, and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

V.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.VI. Beginning Choral Music: Analyzing: Listening to, analyzing, and describing music.

VI.A. Identify simple musical forms including verse/refrain, canon, AB, and ABA.

VI.B. Demonstrate perceptual skills by moving as well as describing and answering questions about aural examples of music in various styles representing diverse cultures.

VI.D. Use appropriate terminology when explaining music notation, music instruments and voices and music.

VI.E. Identify the sounds of a variety of instruments as well as children's voices, and adult male and female voices.

VI.F. Use purposeful movement to respond to selected prominent music characteristics or to specific music events.

SC.VII. Beginning Choral Music: Evaluating: Evaluating music and music performances.

VII.A. Devise criteria for evaluating performances and compositions

VII.B. Use appropriate music terminology to explain their personal preferences for specific music works and styles.

SC.VIII. Beginning Choral Music: Making Connections: Understanding relationships between music, the other arts, and disciplines outside the arts.

VIII.A. Identify similarities and differences in the meanings of common terms used in the various arts disciplines (e.g., 'texture,' 'color,' 'form').

VIII.B. Explain how the principles and subject matter of other arts disciplines interrelate with those of music.

VIII.C. Explain how the principles and subject matter of other disciplines interrelate with those of music.

SC.IX. Beginning Choral Music: Relating To History and Culture: Understanding music in relation to history and culture.

IX.A. Perform a varied repertoire of music from other cultures.

IX.B. Perform music from various historical periods.

IX.C. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use.

IX.D. Identify and describe roles of musicians in various music settings and cultures.

IX.E. Demonstrate audience behavior appropriate for the context and style of music being performed.

SC.I. Beginning Level Strings: Singing: Students will sing, alone and with others, a varied repertoire of music.

I.A. Sing on pitch using neutral syllables, note names, or solfege while maintaining a steady tempo and meter.

I.B. Sing with expression and technical accuracy.

I.C. Sing music written in two and three parts.

SC.I. Beginning Level Strings: Instrumental: Students will perform on instruments, alone and with others, a varied repertoire of music.

I.A. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo and meter.

I.B. Perform in groups, blending instrumental timbres and responding to a conductor.

I.C. Perform expressively a varied repertoire of music representing diverse genres and styles.

I.D. Echo short rhythmic and melodic patterns.

I.E. Perform independent instrumental parts while others play contrasting parts.

SC.II. Beginning Level Strings: Improvisation: Students will improvise melodies, variations, and accompaniments.

II.A. Echo simple rhythmic and melodic patterns.

II.B. Improvise simple rhythmic and melodic phrases.

II.C. Play and embellish simple melodies by ear.

SC.III. Beginning Level Strings: Composition: Students will compose and arrange music within specific guidelines.

III.A. Explore compositional devices in large group settings.

III.B. Arrange simple melodies for one's own instrument.

SC.IV. Beginning Level Strings: Reading and Notating: Students will read and notate music.

IV.A. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures.

IV.B. Use a system (syllables, numbers, or pitch names) to read simple pitch notation in the clef appropriate for his/her instrument.

IV.C. Identify symbols and traditional terms referring to dynamics, tempo, and articulation.

IV.D. Use standard symbols to notate meter, rhythm, pitch, and dynamics in simple patterns presented by the teacher.

SC.V. Beginning Level Strings: Analysis: Students will listen to, analyze, and describe music.

V.A. Identify simple music forms presented aurally.

V.C. Use appropriate terminology in explaining music, music notation, music instruments, and music performances.

SC.VI. Beginning Level Strings: Evaluation: Students will evaluate music and music performances.

VI.A. Devise criteria for evaluating performances.

VI.B. Explain, using appropriate music terminology, their personal preferences for specific music works and styles.

SC.VII. Beginning Level Strings: Music Connections: Students will relate music to the other arts and disciplines outside the arts.

VII.A. Identify similarities and differences in the meanings of common terms used in the various arts areas (texture, color, form, movement).

VII.C. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music.

SC.VIII. Beginning Level Strings: History and Culture: Students will relate music to history and culture.

VIII.A. Perform a varied repertoire of music from various cultures.

VIII.B. Perform music from various historical periods.

SC.I. Theatre: Story making: Students will improvise, write and refine scripts based on imagination, personal experience, heritage, literature, and history for informal and formal theatre

I.A. Identify the parts of a script using theatre games and vocabulary

I.B. Individually and in groups create characters, environments, dialogue and action through improvisation and writing.

SC.II. Theatre: Acting: Students will assume roles and interact in improvisation.

II.A/B. Demonstrate physical acting skills (e.g. knowledge of blocking, body awareness) and voice and diction skills (volume, tempo, pitch, tone, and emphasis)

II.C. Imagine and clearly describe characters, their relationships, and their environments.

II.D. Create and justify characters and roles that contribute to the action of dramatizations based on personal experience, heritage, imagination, literature, and history

II.E. Perform in group (dramatizations)

SC.III. Theatre: Designing: Students will visualize and describe environments that communicate locale and mood in early grades, and later, develop designs and plans that clearly support the environment described in the script for informal and formal productions.

III.A. Identify sets and costumes appropriate for stories and/or classroom dramatizations.

SC.IV. Theatre: Directing: Students will respond to direction and side-coaching and demonstrate an understanding of the role of director in early grades and later, interpret dramatic texts and organize and conduct rehearsals for informal and formal theatre.

IV.A. Respond appropriately to instructor's directions and side-coaching in improvisations theatre games and activities.

IV.B. Explain the role of the director and the production staff in theatre

IV.C. Lead small group rehearsals for classroom presentation and modify and adjust directing choices based on rehearsal discoveries.

SC.V. Theatre: Researching: Students will locate, explore, examine, and integrate information related to the theatre.

V.A. Communicate with peers about their classroom improvisations

SC.VI. Theatre: Connecting: Students will connect, compare, and incorporate ideas and concepts of theatre within the art form and to other disciplines.

VI.A. Identify a vocabulary of theatrical terminology

VI.B. Use performance skills to act out familiar stories

VI.C. Act out different careers and social roles through improvisation and theatre games.

VI.E. Demonstrate an understanding of the collaborative nature of theatre

VI.F. Identify and implement conventions unique to theatre (i.e. costumes, props, puppets and masks)

SC.VII. Theatre: Valuing and Responding: Students will critique, assess, and derive meaning from theatrical experiences.

VII.B. Describe a theatrical experience in terms of aural, visual, and kinetic elements.

VII.C. Compare ones emotions and actions to that of a character from theatre.

VII.D. Analyze a classroom performance based on a set of criteria (i.e. characterization, diction, pacing, and movement) and make suggestions for improvement.

SC.VIII. Theatre: Historical/Cultural: Students will understand and integrate information form past and present cultures and times to enhance theatrical knowledge and experiences.

VIII.A. Perform dramatizations of stories from different time periods and cultures.

VIII.B. Compare and contrast characters, situations, and themes in theatre from different time periods and cultures.

SC.I. Visual Arts: Understanding and applying media, techniques, and processes. Creative Expression - Students will develop and expand visual arts knowledge of media, techniques, and processes in order to communicate and express ideas creatively.

I.A. Describe how different materials, techniques, and processes cause different responses in the viewer.

I.B. Use different media, techniques, and processes to communicate ideas, experiences, and stories.

I.C. Use art materials and tools in a safe and responsible manner.

SC.II. Visual Arts: Using knowledge of structures and functions such as elements and principles of design. Aesthetic Perception/Creative Expression - Students will demonstrate knowledge of the elements and principles of design and aesthetic awareness of visual and tactile qualities of art objects and the environment.

II.A. Describe orally and in written form how the various uses of elements and principles of design cause different responses in the viewer.

II.B. Select and use elements and principles of design to communicate personal ideas in artworks.

SC.III. Visual Arts: Choosing and evaluating a range of subject matter, symbols, and ideas. Creative Expression/Aesthetic Valuing- Students will communicate ideas through selection of subject matter, symbols, and ideas in creating original artwork and evaluation of various artworks.

III.A. Select and use subject matter, symbols, and ideas to communicate meaning in artworks.

III.B. Evaluate how choices of subject matter, symbols, and ideas communicate effectively in their artwork and in the artwork of others.

SC.IV. Visual Arts: Understanding the visual arts in relation to history and cultures. Visual Arts Heritage - Students will demonstrate knowledge of artists, art history, and world cultures and understand how the visual arts reflect, record, and shape cultures.

IV.A. Identify specific artworks and styles as belonging to particular artists, cultures, times, and places.

IV.B. Identify a variety of art objects, artists, and resources specific to South Carolina.

IV.C. Describe how history, culture, and the visual arts can influence each other.

SC.V. Visual Arts: Reflecting upon and assessing the merits of their work and the work of others. Aesthetic Valuing/Visual Arts Heritage - Students will make informed responses regarding their work and the works of others through analysis, interpretation, and judgment.

V.A. Describe how people's experiences influence the development of specific artworks.

V.B. Analyze their artwork and the artworks of others and describe possible improvements.

V.C. Distinguish between personal preferences and objective analysis in artworks.

SC.VI. Visual Arts: Making connections between visual arts and other disciplines. Visual Arts Heritage/Integration - Students will demonstrate knowledge of connections among the content of visual arts, other disciplines, and everyday life.

VI.A. Compare and contrast characteristics of the visual arts and other arts disciplines.

VI.B. Identify connections between the visual arts, other arts disciplines, and other content areas across the curriculum.

VI.C. Recognize career opportunities in the visual arts.