3rd Grade Art & Music Pacing Guide: First 4 Months

Teacher:

YourName

Subject: Art & Music

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 1-16)

Unit 1: Elements of Art & Rhythm (Weeks 1-4)

Standards & Objectives:

Art: Students will be able to identify and use lines, shapes, and colors to create a composition.
Music: Students will be able to identify and use rhythm, beat, and simple melodies.
Core Concepts: Introduce Respect and Useful Contribution by creating classroom norms for collaboration. Use the Goal Tree to help students set small, productive goals for their group.

Materials & Resources:

Paper, crayons, markers, and colored pencils.
Simple percussion instruments (e.g., rhythm sticks, shakers, drums).
Goal Tree and Respect Ledger templates.

Learning Activities:

Weeks 1-2: Collaborative Compositions:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on what makes a good “artist” or “musician” in the classroom. They will discuss how to listen respectfully to each other’s ideas, which is their first useful contribution to the team.
Body: The groups will work together to create a collaborative drawing using only lines and shapes. They must teach each other how to blend their ideas together and contribute equally. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares their drawing and explains how they worked together. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 3-4: The Group Rhythm:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve problems related to rhythm and beat. Frame a tricky rhythm as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to create a simple rhythm using their instruments or body percussion. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The groups perform their rhythm for the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 2: Storytelling Through Art & Music (Weeks 5-8)

Standards & Objectives:

Art: Students will be able to create a work of art that tells a story or expresses a feeling.
Music: Students will be able to use music to create a mood or a story.
Core Concepts: Use Sighted Interrelations to understand how art and music can be used to tell a story. Practice Persistence in turning an idea into a work of art.

Materials & Resources:

Art supplies (e.g., paper, paints, clay).
Recorded music of various styles and moods.

Learning Activities:

Weeks 5-6: Expressing a Story with Color:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on a story and how it makes them feel. They will be encouraged to see the sighted interrelations between the mood of the story and the colors that might represent it.
Body: The groups will work together to create an abstract painting that tells the story without using any words. They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares their painting and explains how it tells the story. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 7-8: The Emotional Melody:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to creating a mood with music. Frame a tricky problem as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to create a short melody that expresses an emotion (e.g., happy, sad, angry). They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The groups present their melodies to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 3: Cultural Expressions (Weeks 9-12)

Standards & Objectives:

Art: Students will be able to identify and create art inspired by different cultural traditions.
Music: Students will be able to identify and perform music from different cultures.
Core Concepts: Build Equity and Self-Respect by understanding and celebrating different cultures. Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission when presenting facts about other cultures.

Materials & Resources:

Books and articles on art and music from different cultures.
Videos or pictures of cultural traditions and holidays.
Art supplies and simple instruments.

Learning Activities:

Weeks 9-10: Art from Around the World:

Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on the characteristics of a specific culture’s art. They will be encouraged to see the sighted interrelations between a culture’s beliefs, traditions, and its art.
Body: The groups will work together to create a work of art inspired by their assigned culture. They must teach each other their findings and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: The groups present their artwork to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Weeks 11-12: Cultural Rhythms:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to a cultural rhythm. Frame a tricky rhythm as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to learn and perform a rhythm from a different culture. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The groups present their rhythm to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 4: Creating a Masterpiece (Weeks 13-16)

Standards & Objectives:

Art: Students will be able to collaborate on a complex art project that combines various elements and techniques.
Music: Students will be able to compose and perform a collaborative musical piece that combines rhythm, melody, and harmony.
Core Concepts: Turn Frustration with a complex project into a tool for growth. Embrace Mutual Contribution and Persistence as the keys to success.

Materials & Resources:

Large paper or canvas.
A variety of art supplies (e.g., paints, markers, glitter).
Percussion instruments and melodic instruments (e.g., keyboards, xylophones).

Learning Activities:

Weeks 13-14: The Group Canvas:

Introduction: Students self-organize into new groups of three. The team’s goal is to create a single masterpiece. They will discuss how to listen to and build on each other’s ideas, which is their first useful contribution to the team.
Body: The groups will work together on a large collaborative art piece. They will teach each other their techniques and respectfully point out details a partner might have missed. This activity reinforces that everyone has a valuable part to play, a useful contribution, in the group’s success.
Conclusion: Each group shares their masterpiece and explains their process. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.

Weeks 15-16: The Group Composition & Celebration:

Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively create a short musical composition. Frame a tricky problem as a source of frustration that can be solved by sharing their knowledge and persistence.
Body: The groups will work together to create a short piece of music. They will teach each other their thought processes and problem-solving strategies, building competence as they master this new skill.
Conclusion: The class hosts a “Community Arts Fair” where each group presents their masterpiece and composition. The class provides a final round of respectful applause for each other’s hard work, which reinforces that true success is about shared growth and mutual contribution.