BUDGET OF WORK IN MUSIC – GRADE 3
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
Music Gr.3 – UNIT 1
I. RHYTHM demonstrates performs simple relates images with sound and MU3RH-Ia-1
Sound and understanding ostinato silence within a rhythmic pattern
Silence of sound and patterns/simple
Steady Beats silence, steady rhythmic maintains a steady beat when MU3RH-Ib-h-2
chanting, walking, tapping,
Simple beats and accompaniments on
rhythmic classroom clapping, and playing musical
Rhythmic
patterns instruments and other instruments
Pattern
claps, taps, chants, walks, and MU3RH-Ia-c-3
Ostinato sound sources to a
given song plays musical instruments in
sings songs with response to sound with the
correct rhythm correct rhythm
o in measures of 2s, 3s,
and 4s
o echo clapping
o marching
o dancing the waltz
claps the written stick notation MU3RH-Id-4
on the board representing the
sound heard
plays simple ostinato patterns MU3RH-Id-h-5
with classroom instruments and
other sound sources
creates simple ostinato patterns MU3RH-Ie-6
in measures of 2s, 3s, and 4s
through body movements
creates ostinato patterns in MU3RH-If-7
different meters using
combination of different sound
sources
Music Gr.3 – UNIT 2
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
II. MELODY demonstrates sings the melody of a identifies the pitch of a tone as: MU3ME-IIa-1
Pitch understanding song with accurate o high – higher
Melodic Lines of the concepts pitch o moderately high –
Melodic of melody higher
Patte through singing o moderately low – lower
rns and playing o low – lower
and musical matches the correct pitch of MU3ME-IIa-2
Contour instruments tones
o with the voice
o with an instrument
relates movements with levels of MU3ME-IIb-3
pitch
matches the voice with the MU3ME-IIb-4
pitches of a melody MU3ME-IIc-4
recreates simple patterns and MU3ME-IIb-5
contour of a melody
sings entire simple songs with MU3ME-IIc-6
accurate pitch
o Favorite Children’s
Songs
“Do – Re – Mi”
“What Can We Do
Today”
o Folksongs
“Manang Biday”
“Paruparong
Bukid”
“Atin Cu Pung
Singsing”
III. FORM demonstrates performs a chosen identifies the beginning, middle, MU3FO-IId-1
Musical Lines understanding song showing the and ending of a song
Musical of the basic basic concepts of identifies musical lines as MU3FO-IId-2
Beginning, concepts of musical lines,
o similar
Middle, and musical form beginnings, endings
o same
End and repeats through
o different
Repeats in body movements
through movements and
music geometric shapes or objects
recognizes repetitions within a MU3FO-IId-3
song
sings repetitions of musical lines MU3FO-IIe-4
2
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
independently
plays repetitions of musical lines MU3FO-IIf-5
renders a song confidently, MU3FO-IIg-h-6
giving appropriate emphasis on
the beginning and on the ending
Music Gr.3 – UNIT 3
IV. TIMBRE demonstrates applies vocal techniques recognizes differences in sound MU3TB-IIIa-1
Voice understanding in singing to produce a quality coming from a variety of
Production of the concepts pleasing vocal quality: sound sources
Techniques of timbre o using head tones responds to differences in MU3TB-IIIa-2
Variation in o employing proper sound quality with appropriate
Sound breathing movement
Quality o using the diaphragm recognizes musical instruments MU3TB-IIIb-3
o Simil through sound
ar
o Diffe identifies and compares the MU3TB-IIIb-4
rent voices of:
Introduction o classmates as they
to Musical sing or speak
Instruments o selected popular
singers in recordings
compares the use of the voice in MU3TB-IIIb-5
speaking and in singing
uses the voice and other MU3TB-IIIc-6
sources of sound to produce a
variety of timbres
v. DYNAMICS demonstrates sings songs with interprets the dynamics of a MU3DY-IIId-1
Volume of understanding proper dynamics song through body movements
Sound in of the concepts following basic o small movement – soft
Music of dynamics and conducting gestures o big movement – loud
Conducting responds to distinguishes “loud,” “medium,” MU3DY-IIId-2
and conducting and “soft” in music
Dynamics gestures using relates dynamics to the MU3DY-IIId-3
symbols movements of animals
indicating e.g.
variances in o elephant walking – loud
dynamics o mice scurrying – soft
uses terms “loud,” “medium,” MU3DY-IIIe-4
and “soft” (louder, softer) to
identify changes and variations
3
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
in volume
responds to conducting gestures MU3DY-IIIe-h-5
of the teacher for “loud” and
“soft”
E.g.
o Teacher’s palm down
means “soft” and palm
up means “loud.”
o Hands moving farther
from each other mean
sound becomes louder.
uses varied dynamics to MU3DY-IIIf-h-6
enhance poetry, chants, drama,
songs and musical stories
Music Gr.3 – UNIT 4
V. TEMPO demonstrates enhances mimics animal movements MU3TP-IVa-1
Speed of understanding performance of according to speed
Sound in of the concepts poetry, chants, o horse – fast
Music of tempo in drama, and musical o carabao – slow
o Fast order to stories using a variety o turtle – slow
o Slow respond to of tempo o rabbit - fast
Conducting conducting o dog – fast
and Tempo symbols
indicating sings songs with proper tempo MU3TP-IVa-2
variations in following basic conducting
tempo gestures
relates movement to changes MU3TP-IVb-3
and variations in tempo
responds with movement to MU3TP-IVb-c-4
tempo changes
o (i.e. doing locomotor
and non-locomotor
movements) to a
variety of tempo in
recorded music
distinguishes among fast, MU3TP-IVb-5
4
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
moderate, and slow in music
uses the terms: fast, moderate, MU3TP-IVb-6
and slow, (faster, slower etc.) to
identify tempo changes and
variations
sings songs with designated MU3TP-IVa-c-7
tempo
E.g.
o Lullaby – slow
o Joyful songs – fast
Music Gr.3 – UNIT 4
VI. TEXTUR demonstrates sings demonstrates the concept of MU3TX-IVd-f-1
E understanding o “two-part rounds” texture by singing “two-part
Single of the concepts o “partner songs” rounds”
Melodic Line of texture e.g.
or o “Are You Sleeping, Brother
Simultaneous John?”
Occurrence of o “Row, Row, Row Your
Multiple Boat”
Melodic Lines o Musika Ay Di Kukupas
Distinction demonstrates the concept of MU3TX-IVd-f-2
Between texture by singing “partner
Thinness and songs
Thickness in e.g.
Music o “Leron, Leron Sinta”
“Pamulinawen”
o “Ten Little Indians”
“He’s Got the Whole World
in His Hands
distinguishes between single MU3TX-IVd-f-3
musical line and multiple
musical lines which occur
simultaneously
distinguishes between thinness MU3TX-IVg-h-4
and thickness of musical sound
