Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
ESSENTIAL QUESTIONS: How do we use our voices to make music? What is echo singing? How can we respond to music? What is a steady beat?
STRAND: Music
BENCHMARK: A: Sing and speak using appropriate vocal techniques while
maintaining a steady beat.
STANDARD: 1: Learn and develop the essential skills and meet technical demands unique to music.
9
PEFORMANCE
STANDARD
w
e
e
k
s
1
1. Sing, alone and
with others,
with correct
pitch, rhythm,
timbre, diction
and posture.
2. Sing two-part
rounds, partner
songs, simple
descants, as
well as unison
songs.
CONCEPTS/SKILLS
Review/Extend previously
introduced skill unless
noted
I= Introduce
R=Review and Extend
M=Master
 Pitch matching
 voice inflections:
recognizing singing
voice
 Echo singing
STUDENT ACTIVITIES AND INSTRUCTIONAL
STRATEGIES (What and How)
The student will be able to:
 echo sing
 various copycat games and singing
games, using steady beat movements
 learn to keep steady beat with hands
and feet during games & songs
 create steady beat movements
 discover different voices and sounds
around us
 echo whispering, speaking, shouting,
singing voices
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ASSESSMENTS
STUDENT MATERIALS AND
RESOURCES
music skills preassessment
teacher
observation;
informal
assessment
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1
Spotlight on MusicMacmillan Teacher’s
book, CDs, Big Book
Share the Music – Silver
Burdett Teacher’s
book, CDs, Big Book
Sing & Play on Special
Days Book & CD
Dr. Jean CDs
Jack Hartmann CDs
Toddler Tunes CD
Tube Time Book
Music In Kindergarten
book by Joy Nelson
Wee Sing CDs
We Love to Move Book
& CDs
Singlish book & CDs
Hap Palmer CDs
Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
ESSENTIAL QUESTIONS: What are the instruments in our classroom? How can we use our bodies to keep a steady beat?
STRAND: Music
BENCHMARK: B: Explore timbre (tone quality) capabilities and limitations of
various classroom instruments.
STANDARD: : 1: Learn and develop the essential skills and meet technical demands unique to music.
9
PEFORMANCE
STANDARD
w
e
e
k
s
1
1. Investigate
qualities of
sound gestures
(clapping,
snapping,
patting,
stamping).
2. Investigate
qualities of
available nontuned
percussion
instruments.
2
CONCEPTS/SKILLS
Review/Extend previously
introduced skill unless
noted
I= Introduce
R=Review and Extend
M=Master
 Explore sounds;
timbre, rhythm
 Body percussion (clap,
snap. Pat, stamp while
singing and dancing to
singing games)
 Play a steady beat
using Orff instruments
 Mirror actions
 Recognize & develop
the ability to sense &
respond through
movement to the
underlying steady beat
in music
STUDENT ACTIVITIES AND INSTRUCTIONAL
STRATEGIES (What and How)
The student will be able to:
 perform simple folk dancing & square
dancing moves to music
 play a steady beat with Orff instruments
while singing and playing a game
 create movements for all to perform
during singing games
 learn circle games and songs
 learn proper way to play simple Orff
instruments & follow music icons on
picture strips
ASSESSMENTS
- teacher observation
- informal assessment
- student generated
response
STUDENT MATERIALS AND
RESOURCES
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Orff instruments
Drums
Action Songs Children
Love Book & CD
Icon picture strips
Music in Kindergarten
book by Joy Nelson
Singing Games Children
Love book & CD
Singlish Vol 1 & 2,
books & CD
Rhymes & Rhythms on
Parade CD
Supplemental pictures
Icon picture strips
Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
ESSENTIAL QUESTIONS: What is the difference between fast and slow? Can we move our bodies to a steady slow beat and fast beat?
STRAND: Music
BENCHMARK: C: Explore through movement simple rhythm patterns.
STANDARD: : 1: Learn and develop the essential skills and meet technical demands unique to music.
9
PEFORMANCE
STANDARD
w
e
e
k
s
1
1. Demonstrate
steady beat at
different
tempos, both in
locomotor and
non-locomotor
settings.
2. Match
movement to
given sound
cues.
3
CONCEPTS/SKILLS
Review/Extend previously
introduced skill unless
noted
I= Introduce
R=Review and Extend
M=Master
 Distinguish between
fast and slow tempos
 Tempo terminology
(allegro & adagio)
 Locomotor & nonlocomotor movement
 Folk dancing
STUDENT ACTIVITIES AND INSTRUCTIONAL
STRATEGIES (What and How)
The student will be able to:
 Perform steady beats while playing
games that go slow and fast
 Recognize changing tempo in a story
through song
 Move our bodies to show tempo in fast
and slow music
 Sing songs, getting to a gradually faster
tempo
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ASSESSMENTS
STUDENT MATERIALS AND
RESOURCES
Teacher
observation
Written/listening
assessment on
tempo
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Living Books “Tortoise
and Hare” DVD
Kids Songs CD
Singing Games Children
Love
Spotlight On Music
book & CDs
Share the Music book &
CDs
Words for word wall
Icon picture strips
Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
ESSENTIAL QUESTIONS: Can we sing songs to help us learn our alphabet? Reading? Counting? Can music help us learn about our Country and places to go and see?
STRAND: Music
BENCHMARK: C: Identify ways in which music can support and enhance other
disciplines.
STANDARD: 3: Integrate understanding of visual and performing arts by seeking connections and parallels among arts disciplines as well as all other content area.
9
PEFORMANCE
STANDARD
w
e
e
k
s
1
CONCEPTS/SKILLS
Review/Extend previously
introduced skill unless
noted
I= Introduce
R=Review and Extend
M=Master
1. Discuss ways in
 Sing songs related
which music and
to literacy and
other disciplines
math (phonics,
are related and
vocabulary,
can contribute
counting, syllable
to mutual
clapping, rhyming),
understanding.
social studies &
geography
STUDENT ACTIVITIES AND INSTRUCTIONAL
STRATEGIES (What and How)
The student will be able to:
 Sing alphabet songs
 Sing positional songs
 Sing color songs
 Sing songs about body parts
 Sing and discuss rhyming words in
songs
 Sing and discuss vocabulary words
 Learn and post music vocabulary
words on word wall (year long)
 Sing counting songs
 Sing songs about our country
 Read poems and sing nursery rhyme
songs
 Sing songs about seasons and
holidays (year long)
 Sing songs about animals
 Listen and respond to books by
singing
 Sing songs with accumulation
 Sing songs about places and
countries and customs
ASSESSMENTS
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Teacher
observation
STUDENT MATERIALS AND
RESOURCES
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4
Various children’s
CD’s
Puppets, Balls
Tube Time Book,
CD
Dr. Jean CDs
Share the Music
Book & CDs
Patriotic Songs CD
US Constitution
Pictures & flags
Alphabet Action
Songs book & CD
Hap Palmer
“Rhythms on
Parade” CD
Making Music book
& CDs
Spotlight on Music
book & CDs
Word Wall words
Music in K Book by
Joy Nelson
Big Book of Rhymes
“Gettin’ Down With
Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
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5
Mama Goose” book
& CDs
Wee Sing Books &
CDs for holidays
Various handouts
from music
workshops
We Love to Move
book & CD
Singlish book, CDs
& posters
Big Books
We Love to Move
book & CD
Jack Hartmann CDs
Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
ESSENTIAL QUESTIONS: How does music make you feel? Do different kinds of music make you feel different emotions?
STRAND: Music
BENCHMARK: B: Identify the sounds of more familiar instruments as well as
treble and bass voices.
STANDARD: 5: Observe, discuss, analyze, and make critical judgments about artistic works.
9
PEFORMANCE
STANDARD
w
e
e
k
s
1
1. Demonstrate
differing
personal
reactions to
music by
discussing
individual
preferences and
feelings about
given pieces of
music.
CONCEPTS/SKILLS
Review/Extend previously
introduced skill unless
noted
I= Introduce
R=Review and Extend
M=Master
Observe, recognize and
discuss various types of
music
STUDENT ACTIVITIES AND INSTRUCTIONAL
STRATEGIES (What and How)
The student will be able to:
 listen to various types of music and
discuss how it makes them feel:
 talk about various emotions
 demonstrate with expressions and
through movement how certain types of
music make them feel
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ASSESSMENTS
STUDENT MATERIALS AND
RESOURCES
teacher
observation
student generated
response
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**
6
Making Music
Curriculum
“If You’re Happy & You
Know It” CD
Portales Municipal Schools
Music Curriculum Map-2013
Grade___K__
7