Kindergarten Music Music
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1 Course The Park Hill K-8 music program was developed collaboratively and built on both state and national standards. The K-8 music program provides students with a continuum of essential knowledge and skills incrementally increasing in depth and rigor. Students will develop knowledge and skills related to the elements of music, the principles of performance, the connection of music to history and culture, as well as music's many interdisciplinary connections. Scope And Sequence Timeframe Unit Instructional Topics Course Rationale education encourages creative expression through performance, listening and composition. A well constructed district music program provides creative outlets scaffolding essential skills and knowledge. Our K-8 music program provides for the systematic development of musical skills and knowledge focused on the fundamental development of the learner as a creative thinker making it an essential component of a well rounded educational experience for Park Hill students. Key Resources Recorded music examples Classroom percussion instruments Flash cards and pictures Charts Books and stories Internet resources Textbooks Sheet music/musicals Board Approval Date May 27, 2010 Unit: Elements of Elements of Performance Skills History and Culture Interdisciplinary Connections 1. Rhythm 2. Melody 3. Harmony 4. Form 5. Expressive Qualities 6. Timbre 1. Vocal Performance Skills 2. Performance Etiquette 3. Instrumental Skills 4. Demonstrate individual skills 1. Composers, styles and time periods 2. World cultures 1. Relationship of music to other subject areas 2. Connections to the outside world 3. Connections to careers Course Details Page 1
2 Enduring Understandings Steady beat is the first step to understanding music. Some music has no beat. You learn notes to read music just like you learn letters to read a book. is made up of high and low sounds. High and low sounds create direction in music. Just like patterns in math, patterns are used to make music. Some parts are the same and some are different. made up of soft and loud sounds helps create the mood of a song. made up of fast and slow beats helps create the mood of a song. can sound interesting by using many types of voices. Essential Questions How can you show through movement whether music has a steady beat or no beat? How can a note/rest show you how many sounds/silences to make? Can you hear the difference between high and low sounds? Can you hear when notes go up and down in a melody? How are patterns used to make music? How do loud and soft sounds help express music? How do fast and slow sounds help express music? Can you hear the difference between an adult's voice and a child's voice in music? Example Assessment Items Rhythm Given a specific example of music or sounds, the student demonstrates a steady beat. Given specific notes or rests, the student performs/writes/reads/creates different rhythm patterns. Melody Given examples of high and low sounds, the student identifies and responds correctly. Given examples of music, the student responds to melodic directions. Form Given a musical example, the student responds to same and different sections. Expressive Qualities Given examples of soft and loud musical sounds, the student identifies and responds correctly. Given examples of fast and slow musical examples, the student identifies and responds correctly. Timbre Given a short piece, the student identifies adult and child voices. Topic: Rhythm Duration: 0 Day(s) See Scoring Guide for assessed. The student will identify and perform quarter note, quarter rest and eighth note pairs. The student will identify no beat/steady beat. The student will perform a steady beat. The student will perform the rhythm of the words. Melody See Scoring Guide for Assessed. The student will identify and respond to high and low sounds. The student will identify melodic direction. The student will recognize solfege. Harmony Page 2
3 The student will identify and use solos. Form The student will distringuish between same and different sections (AB). The student will learn about call and response. Expressive Qualities The student will identify fast and slow. The student will identify loud and soft. Timbre See Scoring Guide for assessed The student will identify man, woman, and child voices. The student will recognize classroom instrument sounds. The student will recognize nature and machine sounds. Unit: Performance Skills Enduring Understandings Sitting or standing tall and still, using a steady beat, matching pitch, clearly saying your words, and using the correct voice are important performance skills. Following the teacher's directions helps us work as a team to make good music. Being responsible for my performance behavior helps the group be successful. Sitting or standing tall and still, using a steady beat, playing correct pitch, and playing the instrument correctly are important performance skills. Essential Questions What does a good performer do when singing? How does following the teacher's directions help us make good music? What would good performance behavior look like? What does a good performer do when playing an instrument? Example Assessment Items Vocal During practice, the student uses correct posture, rhythm, steady beat, pitch, diction, and tone quality. Etiquette During practice and performance the student follows cues and uses appropriate behaviors. Instrumental During practice, the student uses correct posture, rhythm, steady beat, pitch, and tone quality. Topic: Vocal Performance Skills Duration: 0 Day(s) Page 3
4 The student will match pitch. The student will use appropriate tone quality and diction. The student will use correct posture. The student will use correct rhythm and steady beat. Performance Etiquette The student will follow procedural expectations. The student will follow the conductor's cues. Instrumental Skills The student will use appropriate tone quality. The student will use correct posture. The student will use correct rhythm and steady beat. The student will use pitch. Demonstrate individual skills The student will learn individual composition and/or improvisational skills. Unit: History and Culture Unit Overview Composers, styles and time periods The student will become aware of a variety of composer styles and time periods. World cultures The student will learn the connection between music and various world cultures. Unit: Interdisciplinary Connections Unit Overview Relationship of music to other subject areas Page 4
5 The student will become aware of music's relationship to other subject areas. Connections to the outside world The student will become aware of how music connects to the outside world. Connections to careers The student will become aware of music's connection to various careers. Page 5
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