3rd Grade Art & Music – 2nd Semester

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

Teacher:

YourName

Subject: Art & Music

Grade Level: 3rd Grade

Timeframe: Four Months (Weeks 17-32)

Unit 5: Color Theory & Melodic Composition (Weeks 17-20)

Standards & Objectives:

  • Art: Students will be able to mix primary and secondary colors to create tertiary colors and different shades.
  • Music: Students will be able to compose a simple melody and identify pitch and harmony.
  • Core Concepts: Use Sighted Interrelations to understand how colors and notes affect one another. Turn Frustration into a tool for learning when an experiment does not work as expected.

Materials & Resources:

  • Paint palettes, primary-colored paints (red, yellow, blue), brushes, and watercolor paper.
  • Keyboards, xylophones, or online music composition tools.
  • Goal Tree and Respect Ledger templates.

Learning Activities:

  • Weeks 17-18: Mixing the Perfect Color:
  • Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on a simple experiment with primary colors. They will observe the sighted interrelations between colors and their mixtures.
  • Body: The groups will experiment with different ratios of paint to create a color wheel. 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 one color they created and explains the process. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.
  • Weeks 19-20: Creating a Melody:
  • Introduction: Students self-organize into new groups of three. Introduce the concept of a melody. Frame the challenge of a tricky tune as a source of frustration that can be solved by sharing their knowledge and persistence.
  • Body: The groups will work together to compose a short melody. 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 6: Art & Music History (Weeks 21-24)

Standards & Objectives:

  • Art: Students will be able to identify and describe famous works of art and their creators.
  • Music: Students will be able to identify and describe famous pieces of music and their composers.
  • Core Concepts: Use Sighted Interrelations to see how art and music are influenced by historical periods and cultures. Uphold Professional Acumen by avoiding Lie and/or Deceptive Omission when presenting facts about the past.

Materials & Resources:

  • Books and articles on famous artists (e.g., Van Gogh, Picasso) and composers (e.g., Mozart, Beethoven).
  • Pictures and videos of famous works of art and music.

Learning Activities:

  • Weeks 21-22: Famous Artists:
  • Introduction: Students self-organize into new groups of three. The team’s first task is to take notes on the characteristics of a specific artist’s work. 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 diagram of their assigned artist. They will teach each other their findings, focusing on the contributions the person made to art. The teacher emphasizes that all data must be accurate and that a lie or deceptive omission harms the integrity of the team’s work.
  • Conclusion: The groups present their findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.
  • Weeks 23-24: Famous Composers:
  • Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to a famous composer. 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 diagram of their assigned composer. 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 findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 7: Art & Music Production (Weeks 25-28)

Standards & Objectives:

  • Art: Students will be able to create a work of art from a concept to a final piece.
  • Music: Students will be able to compose a musical piece with rhythm, melody, and harmony.
  • Core Concepts: Use Persistence and Mutual Contribution to complete a complex project. Turn Frustration into a tool for growth by breaking down difficult problems.

Materials & Resources:

  • Art supplies (e.g., clay, paints, paper).
  • Percussion instruments and melodic instruments (e.g., keyboards, xylophones).

Learning Activities:

  • Weeks 25-26: The Artistic Process:
  • Introduction: Students self-organize into new groups of three. The team’s goal is to take notes on the characteristics of a specific artistic process. 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 work of art from a concept to a final piece. 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 art and explains their process. The teacher uses the Respect Ledger to note teams that work together to ensure everyone’s understanding is equal.
  • Weeks 27-28: The Musical Process:
  • Introduction: Students self-organize into new groups of three. The team’s goal is to collaboratively solve a problem related to creating a musical piece. 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 musical piece with rhythm, melody, and harmony. 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 findings to the class. The class provides respectful feedback, helping each group to build self-confidence and self-esteem.

Unit 8: Final Exhibition & Celebration (Weeks 29-32)

Standards & Objectives:

  • Art: Students will be able to present a portfolio of their work and explain their process.
  • Music: Students will be able to perform a final piece for an audience.
  • Core Concepts: Use Persistence and Mutual Contribution to complete a complex project. Turn Frustration into a tool for growth by breaking down difficult problems.

Materials & Resources:

  • Art portfolios.
  • Musical instruments.
  • A space for a final performance.
  • Fun, collaborative games to celebrate progress.

Learning Activities:

  • Weeks 29-30: Portfolio Review & Practice:
  • Introduction: Students self-organize into new groups of three. The team’s goal is to work together to prepare for their final exhibition. Frame frustration with a difficult problem as a natural cue to ask their teammates for help, rather than a cue to practice avoidance.
  • Body: The groups will work together to review their portfolios and practice their performances. They will teach one another different strategies to fill knowledge gaps. This is a prime opportunity to practice persistence and mutual contribution.
  • Conclusion: Each group shares a strategy they used to solve a difficult problem. The teacher uses the Respect Ledger to note teams that consistently worked together to overcome challenges.
  • Weeks 31-32: Final Exhibition & Celebration:
  • Introduction: Students self-organize into new groups of three. The team will review their progress over the entire year, from the initial Goal Trees to the final exhibition.
  • Body: Groups will create a “year-in-review” poster, reflecting on their academic growth and, more importantly, the self-respect and self-esteem they’ve built through their useful contributions.
  • 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.