Unit Overview
Content Area: Music
Unit Title: Music Has Texture and Form and Exists in Every Culture
Target Course/Grade Level: Kindergarten
Timeline: Ongoing
Unit Summary
In this unit we will explore the elements of texture, form, history, and culture. Students will begin
to understand how music is structured, that it exists in every culture, and how it differs from
culture to culture. We will explore our own cultural traditions, the music that accompanies them
and begin to compare these traditions to the traditions of other cultures.
Primary interdisciplinary connections:
Art, Physical Education, Technology, Social Studies, Language Arts.
21st century themes and skills:
Creativity, Innovation, Communication, and Collaboration
Unit Rationale:
The elements of texture, form and culture help students to better understand music to enhance
their performance and creation of it.
Learning Targets
Standards:
1.1 The Creative Process: All students will demonstrate an understanding of the elements and
principles that govern the creation of works of art in dance, music, theatre, and visual art.
1.2 History of the Arts and Culture: All students will understand the role, development, and
influence of the arts throughout history and across cultures.
1.3 Performance: All students will synthesize those skills, media, methods, and technologies
appropriate to creating, performing, and/or presenting works of art in dance, music theatre, and
visual art.
1.4 Aesthetic responses & Critique Methodologies: All students will demonstrate and apply
an understanding of arts philosophies
9.1 21st-Century Life & Career Skills: All students will demonstrate the creative, critical
thinking, collaboration, and problem-solving skills needed to function successfully as both global
citizens and workers in diverse ethnic and organizational cultures.
Content Statements:
Related content statements for Standard 1.1
 The elements of music are foundational to basic music literacy.
Related content statements for Standard 1.2
 Dance music, theatre, and visual artwork from diverse cultures and historical eras have
distinct characteristics and common themes that are revealed by contextual clures within
the works of art.
 The function and purpose of art-making across cultures is a reflection of societal values
and beliefs.
Related content statements for Standard 1.3
 Improvisation is a foundational skill for music composition.
 Creative movement/dance is a means of self-expression.
Related content statements for Standard 1.4A
 Each arts discipline offers distinct opportunities to observe, experience, interpret
appreciate, and respond to works of art and beauty in the everyday world.
Related content statements for Standard 9.1A
 The ability to recognize a problem and apply critical thinking and problem-solving skills to
solve the problem is a lifelong skill that develops over time.
Related content statements for Standard 9.1B
 Brainstorming activities enhance creative and innovative thinking in individual and group
goal setting and problem solving.
CPI #
1.1.2.B.2
1.3.2.B.5
1.2.2.A.1
1.2.2.A.2
1.3.P.A.5
1.4.P.A.4
9.1.4.A.1
9.1.4.A.5
Cumulative Progress Indicator (CPI)
Identify musical elements in response to diverse aural prompts, such as rhythm,
timbre, dynamics, form and melody.
Improvise short tonal and rhythmic patterns over ostinati and modify melodic or
rhythmic patterns using selected notes and/or scales to create expressive ideas.
Identify characteristics theme-based works of dance, music, theatre, and visual
art, such as artworks based on the themes of family ad community from various
historical periods and world culture.
Identify how artists and specific works of dance, music theatre, and visual art
reflect and are affected by past and present cultures.
Participate in or observe a variety of dance and movement activities accompanied
by music and/or props from different cultures and genres.
Describe feelings and reactions and make increasingly thoughtful observations in
response to a variety of culturally diverse works of art and objects in the everyday
world.
Recognize a problem and brainstorm ways to solve the problem individually or
collaboratively.
Apply critical thinking and problem-solving skills in classroom and family settings.
9.1.4.B.1
Participate in brainstorming sessions to seek information, ideas, and strategies
that foster creative thinking.
Unit Essential Questions
Unit Enduring Understandings
 What is a musical form?
 Music has a structure which helps us
understand it and memorize it.
 What is a verse and what is a chorus
or refrain?
 All cultures have music.
 What is a culture?
 Music is a universal language.
 Different cultures have different sounds
 What traditions do we celebrate in our
and rhythms in their music.
culture?
Unit Learning Targets
Students will ...
 Identify sections of a song that are alike and different.
 Understand the difference between a refrain and a verse.
 Listen to and perform songs in strophic, ABA, and AB form.
 Sing and dance traditional folk music of different cultures and describe how they are alike
and different.
Evidence of Learning
Summative Assessment
Pre-assessment, participation, performance and observation, self and group assessment,
question and answer, classroom discussion, and games.
Equipment needed:
Folksong CD’s, piano or keyboard, rhythm sticks, various hand percussion instruments, poly
spots, mallet percussion instruments, various supplemental materials, books, and music.
Teacher Instructional Resources:
Music Express Subscription
Music K-8 Subscription
Tempo Magazine
Kodaly in the Classroom by Linda Rann
Discovering Orff by Jane Franzee
Orff-Schulwerk Applications for the Classroom by Brigitte Warner
Formative Assessments
Self and group assessment and concerts.
Integration of Technology:
Smart Board
Technology Resources:
Click the links below to access additional resources used to design this unit:
www.classicsforkids.com
www.musick8.com
www.menc.org
www.acda.org
Opportunities for Differentiation:
Differentiate by student need, interest and readiness level.
Teacher Notes: