COURSE TITLE: Music, General/Grade K CONTENT AREA: MUSIC EDUCATION GRADE/LEVEL: KINDERGARTEN COURSE DESCRIPTION: COURSE TITLE: MUSIC, GENERAL COURSE NUMBER: 53.00100 COURSE LENGTH: YEARLONG PREREQUISITE(S): None MASTER LIST: STANDARDS AND ELEMENTS STANDARDS: Recognized National Standards MENC Content Standards 1. Singing, alone and with others, a varied repertoire of music. 2. Performing on instruments, alone and with others, a varied repertoire of music. 3. Improvising melodies, variations, and accompaniments. 4. Composing and arranging music within specified guidelines. 5. Reading and notating music. 6. Listening to, analyzing, and describing music. 7. Evaluating music and music performances. 8. Understanding relationships between music, the other arts, and disciplines outside the arts. 9. Understanding music in relation to history and culture. A. Skills and Techniques/Performance MKGM.1 Singing, alone and with others, a varied repertoire of music a. Sing simple melodies in a limited range using appropriate head voice accompanied and unaccompanied. b. Echo simple singing and speech patterns. c. Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including songs in a foreign language. d. Sing high/low and upward/downward melodic patterns. MKGM.2 Performing on instruments, alone and with others, a varied repertoire of music a. Echo simple rhythmic patterns using body percussion as well as classroom instruments with appropriate technique. b. Perform a steady beat using body percussion as well as classroom instruments with appropriate technique. c. Perform simple accompaniment patterns on instruments. MKGM.3 Reading and notating music FULTON COUNTY BOARD OF EDUCATION WORKING COPY COURSE NUMBER AND TITLE 1 OF 6
a. Read aloud simple notation including quarter notes, quarter rests and paired eighth notes using non-traditional and/or traditional icons. b. Identify non-traditional and/or traditional representations of simple quarter note, paired eighth notes, and quarter rest rhythmic patterns in response to teacher performance. c. Read simple melodic contour representations (e.g., rollercoaster). B. Creative Expression and Communication MKGM.4 Improvising melodies, variations, and accompaniments a. Improvise simple body percussion patterns. b. Improvise soundscapes (e.g., weather, animals, and other sound effects). MKGM.5 Composing and arranging music within specified guidelines a. Create sound effects and movements to accompany songs, poems, and stories. b. Create simple rhythmic patterns including quarter notes, paired eighth notes, and quarter rests using non- traditional and/or traditional icons. c. Create new text for familiar melodies. C. Critical Analysis/Investigate MKGM.6 Listening to, analyzing, and describing music a. Distinguish between contrasts (pitch, dynamics, tempo, rhythm, timbre) in various pieces of music. b. Describe music using appropriate vocabulary (e.g., high, low, loud, quiet, fast, slow). c. Identify basic classroom instruments by sight and sound using visual representations. d. Aurally distinguish between the voices of men, women, and children. MKGM.7 Evaluating music and music performances a. Evaluate musical performances of themselves and others. b. Explain personal preferences for specific musical works using appropriate vocabulary. D. Cultural and Historical Context MKGM.8 Understanding relationships between music, the other arts, and disciplines outside the arts a. Describe the relationship between music and the other arts. b. Describe the relationship between music and disciplines outside the arts. MKGM.9 Understanding music in relation to history and culture a. Sing, listen, and/or move to music from various historical periods and cultures (e.g., holidays). FULTON COUNTY BOARD OF EDUCATION WORKING COPY COURSE NUMBER AND TITLE 2 OF 6
b. Describe how sounds and music are used in daily lives. c. Demonstrate appropriate audience behavior for the context and style of music performed. MKGM.10 Moving, alone and with others, to a varied repertoire of music a. Respond to contrasts, events and sections in music with gross locomotor and non-locomotor movements. b. Perform choreographed and non-choreographed movements. c. Move to a steady beat. BENCHMARKS 1. Demonstrates high and low sounds. 2. Demonstrates upward and downward patterns. 3. Recognizes melodic patterns in song materials. 4. Participates in singing simple songs by rote. 5. Reads, creates, and performs simple accompaniment patterns on instruments. 6. Distinguishes between melody alone and melody with accompaniment. 7. Identifies, reads, and notates long and short sounds and prenotation symbols. 8. Moves to, performs, sings, and plays a steady beat. 9. Recognizes repeated patterns, and performs echo patterns. 10. Recognizes and responds to same and different patterns and repeated lyrics. 11. Distinguishes between AB and ABA form. 12. Recognizes classroom instruments by sight and sound. 13. Identifies various instrumental tone colors. 14. Identifies various vocal tone colors. 15. Demonstrates an understanding of music in relation to history and culture. 16. Describes relationships between music, arts and other disciplines. 17. Performs easy folk dances. 18. Sings easy folk songs in native tongue and in a foreign language. 19. Identifies and demonstrates contrasts in music: loud/soft and fast/slow. 20. Participates in song stories, singing games, and musical dramatizations. 21. Moves expressively to music. 22. Creates new text to familiar songs. 23. Creates and performs simple accompaniments to songs, poems, and stories. 24. Evaluates music and performances. 25. Demonstrates appropriate music vocabulary. 26. Responds to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments. SUGGESTED PACING (Scope and sequence for introducing concepts): Artistic Skills and Knowledge: Creating, Performing, Production Responds to music through listening, singing and playing instruments Recognizes repeated patterns in meter and text 2 classes FULTON COUNTY BOARD OF EDUCATION WORKING COPY COURSE NUMBER AND TITLE 3 OF 6
Identifies contrasts in music: loud, soft, fast slow Distinguishes between vocal and instrumental timbre Performs with increasing accuracy and tone quality by singing developmentally appropriate songs Responds to steady beat through movement Demonstrates awareness of steady beat by playing an instrument Participates in song stories, singing and musical dramatizations Creates simple accompaniments with percussion and classroom instruments Moves expressively to music Selects and adds simple vocal and percussion sounds to songs, poems, and stories Demonstrates growth in knowledge of vocabulary appropriate to the level Creates new texts for familiar songs Participates in group singing Historical and Cultural and Context Participates in musical activities in a variety of cultures 1 classes 1 classes 3 classes 2 classes 1 class 3 classes COURSE TITLE: Music, General/Grade K UNIT 1: Rhythm vs. Steady Beat PACING: 3 consecutive weeks, 10-15 minutes each. STANDARDS AND ELEMENTS: MKGM.2 a, b, c MKGM.3 a, b MKGM.4 a MKGM.5 a, b MKGM.10 a, b, c, d UNIT RESOURCES: Silver Burdett: Making Music, Grade K Additional Materials: Various percussion instruments SUGGESTED INSTRUCTIONAL STRATEGIES: 1. Go around the circle having students say their names. Then go around the circle saying their names to a steady beat. Finally, have them say their names and turn each name into a rhythm. Point out the difference between the rhythms, which change, and FULTON COUNTY BOARD OF EDUCATION WORKING COPY COURSE NUMBER AND TITLE 4 OF 6
the SB which doesn t. 2. Develop the idea that a steady beat doesn t change through a challenge: Can you keep the beat the same no matter what else is happening? Begin by having them march while you tap a SB on rhythm sticks. Tell them, I bet you can t keep marching if I change what I m doing! Then play non-repeating rhythms and watch to see if they change. Repeat this challenge, switching from a SB to a regular rhythm and back. Now reframe the challenge by having them play a SB with percussion: I bet you can t stick to the beat if I play a lot of crazy music while you re doing it! Play a- rhythmic phrases on various percussion, general noise, without any sense of beat whatsoever. Wow. Not bad. What about this? Play Rig-a-Jig-Jig (page 99) which has a defined steady beat and see how well they can keep the beat. Remember that even if they are unable to keep the SB, they will understand what they are supposed to do, and will understand it as a concept. 3. Teach them the movements that go with the song Rig-a-Jig-Jig, as described on page 98. Each movement can be done on a steady beat. For run the students will not actually run, but will jog at a slow pace. Because skip is actually a rhythm, it may be necessary to omit or adapt the movement. SAMPLE ASSESSMENTS: Observe them in the various instructional strategies and record the degree to which each child is successful on a sliding scale: a) No concept of SB b) Ragged SB c) SB but no concept of rhythm d) SB and approximate rhythm e) SB and accurate rhythm. Ask them to improvise either a SB or a rhythm. Either they can choose, and must tell you which one they are doing, or you can choose and see if they get it right. COURSE TITLE: Music, General/Grade K UNIT 2: High and Low Sounds PACING: 3 consecutive weeks, 10-15 minutes each STANDARDS AND ELEMENTS: MKGM.1 a, b, c, d MKGM.3 c MKGM.5 a MKGM.6 a, b, c, d MKGM.10 a, b FULTON COUNTY BOARD OF EDUCATION WORKING COPY COURSE NUMBER AND TITLE 5 OF 6
UNIT RESOURCES: Silver Burdett: Making Music, Grade K Additional Materials: Keyboard instrument (xylophone / metallophone) or keyboard instrument (piano / keyboard) SUGGESTED INSTRUCTIONAL STRATEGIES: 1. Teach them the hand-signs for Sol and Mi. Have them echo Andy Pandy (p. 46) while copying your hand-patterns, letting them throw their hands towards the floor for the final note (Do). Teach them to do the movements while teacher sings the song. Next, have them sing the song while teacher does the movements. Then everyone does movements and song together. Finally, kids do the movement and song independently. 2. Create a movement pattern that rises and falls in relation to a song, or part of a song. For instance, on the song Kuma San, (p. 40), which has an opening phrase that goes up three notes and down three notes, students can climb up and down an invisible ladder. Play the song and demonstrate the movement. Ask the students what the movement was and when it happened. Teach them the song, making the movement part of the learning process: Teacher sings the song and students make the movement at the appropriate place; Students sing the song with teacher and do the movement at the appropriate place; Finally, students sing the song themselves, doing the movement in the appropriate place. 3. Show them a keyboard or mallet instrument. Explain to them that keyboard instruments are funny, because high notes are actually over here (to the right) and low notes are over there (to the left). Let them explore the difference in sound between the keys on the far right (high) and those on the far left (low). Ask them to choose whether they want to improvise on high notes or low notes, and then direct them to the part of the instrument they need, making sure they stay in that area. SAMPLE ASSESSMENTS: Observe them in the various instructional strategies and record the degree to which each child is successful on a sliding scale: a) No differentiation between hi/low b) Student goes up and down, but movement doesn t correspond to the music c) Student s movements sometimes correspond with the music. d) Student s movements usually correspond with the music. e) Student s movements always correspond with the movement. FULTON COUNTY BOARD OF EDUCATION WORKING COPY COURSE NUMBER AND TITLE 6 OF 6