Subject Area: Music
Kindergarten
Content & Substance
Organization of
Knowledge
Sunshine
State
Standards
Addressed
& Mastery
Level
Indicator
What students will know and be able to do
Recommended
Lessons with
Supporting
Resources
Introduce - I
Reinforce - R
Master - M
Essential Questions
3rd 9 weeks
How can I use my voice to sing?
Content
Vocal Technique
Vocal Repertoire
Vocal Expressiveness
How do I use instruments to make music?
SLC Scope & Sequence Music Ver. 1
Instrument Technique
June 2007
Clear &
Compelling
Standards
Assessment
Skills
Sings melodic patterns and songs within a 4note range (F-D1.) using sol, mi and la. (R)
Echoes simple melodic patterns using sol, mi
and la
maintaining the tonal center. (R)
Demonstrates healthy use of singing,
speaking, whispering and calling voice with
appropriate volume. (R)
Sings simple unison songs with and without
accompaniment with accurate pitch, accurate
rhythm and appropriate tone quality. (R)
Sings alone and with others, a diverse
repertoire representing various cultures and
styles (i.e. folk songs, poems, play-party
games, patriotic songs, nursery rhymes) some
from memory. (R)
Demonstrates expressive qualities appropriate
to the music, using dynamic contrast (I) and
tempo change. (R)
Performs a steady beat on a personal and/or
group sense of pulse. (R)
MU.A. 1.1.1
MU.A. 1.1.1
MU.A. 1.1.1
MU.A. 1.1.2
MU.A. 1.1.3
MU.A. 1.1.3
MU.A. 2.1.1
9
Subject Area: Music
Kindergarten
Content & Substance
Organization of
Knowledge
Sunshine
State
Standards
Addressed
& Mastery
Level
Indicator
What students will know and be able to do
Recommended
Lessons with
Supporting
Resources
Introduce - I
Reinforce - R
Master - M
Essential Questions
Content
3rd 9 weeks
How do I use instruments to make music?
How does reading music make me a better
musician?
What is pitch?
SLC Scope & Sequence Music Ver. 1
Reading Notation
Pitch
June 2007
Assessment
Skills
Echoes simple 4-beat rhythmic patterns using
quarter notes, quarter rests and two eighth
notes on simple rhythm instruments. (R)
Performs with appropriate posture and
position to produce a characteristic tone
quality on non-pitched instruments (i.e.
rhythm sticks, triangle, woodblock.) (R)
Performs simple rhythmic patterns and sound
effects on instruments to accompany poems,
rhymes, chants and songs. (R)
Instrumental
Application
Clear &
Compelling
Standards
Demonstrates expressive qualities (i.e. loudsoft, fast-slow) while playing classroom and
ethnic instruments. (I)
Recognizes and performs sounds having long
and short duration in response to visual
representation. (I)
Recognizes and performs high and low
sounds in response to visual representation.
(I)
Demonstrates melodic direction of upward,
downward and same and register (high and
low) through physical response and visual
representation. (R)
MU.A. 2.1.1
MU.A. 2.1.1
MU.A .2.1.1
MU.A. 2.1.2
MU.A. 3.1.1
MU.A. 3.1.1
MU.A. 3.1.2
10
Subject Area: Music
Kindergarten
Content & Substance
Organization of
Knowledge
Sunshine
State
Standards
Addressed
& Mastery
Level
Indicator
What students will know and be able to do
Recommended
Lessons with
Supporting
Resources
Introduce - I
Reinforce - R
Master - M
Essential Questions
Content
Clear &
Compelling
Standards
Assessment
Skills
3rd 9 weeks
What am I hearing?
How is music like my other subjects?
When I am in an audience what should I
do?
SLC Scope & Sequence Music Ver. 1
Critical Analysis: Aural
Differentiation
Identifies classroom instruments by sound
source including wood and metal. (R)
Critical Analysis:
Vocabulary
Describes specific music characteristics using
appropriate vocabulary (fast-slow, high-low,
and upward-downward.) (R)
Describes feelings communicated through
music. (R)
Application to Life:
Cross Curricular
Connections
Application to Life:
Audience Etiquette
June 2007
Uses simple criteria for evaluating
performances (like or dislike, happy or sad.)
(R)
Identifies ways in which Language Arts
relates to music (i.e. rhyming words, song
storybooks.) (I)
Demonstrates appropriate audience behavior
in such settings as classroom and school
performances (i.e. listening quietly during a
performance, clapping at end of
performance.) (R)
MU.D. 1.1.2
MU.D .1.1.3
MU.D. 1.1.4
MU.D. 2.1.1
MU.E. 1.1.2
MU.E. 2.1.2
11