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 ASSESSMENTS STUDENT MATERIALS AND RESOURCES music skills preassessment teacher observation; informal assessment 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 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 ASSESSMENTS STUDENT MATERIALS AND RESOURCES Teacher observation Written/listening assessment on tempo 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 Teacher observation STUDENT MATERIALS AND RESOURCES 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__ 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 ASSESSMENTS STUDENT MATERIALS AND RESOURCES teacher observation student generated response ** 6 Making Music Curriculum “If You’re Happy & You Know It” CD Portales Municipal Schools Music Curriculum Map-2013 Grade___K__ 7