Unit: General Music - Kindergarten Theme 1 Aesthetic Response Theme 2: Sound TIme Frame: 10 Lessons 1. What can music make you feel? 2. How can music tell a story? 3. What is sound? 4. How is music different from noise? 1.1.2.B.1-4, 1.2.2.A, 1.3.2.B 1-4, 1.4.2.B 1-2 academic and CRP4: Communicate clearly and effectively and with reason. enhance productivity. 1. Describe feelings and reactions in response to diverse musical genres and styles. 2. Describe the story or the mood being conveyed through a piece of music. 3. Listen and respond with movement and singing to basic components of sound. 1. Student responses: a. Think/Pair/Sh are b. Essential questions 2. Draw a picture based on what they hear. 3. Act out a musical story. 4. Use the body/voice/rhythm instruments to demonstrate each musical opposite. (fast/slow, loud/soft, steady beat vs non steady beat, etc) Accommodations/Modifications and Resources 1. Internet 2. Smart board 3. Keyboard 4. Rhythm Instruments 5. CDs 6. Word Banks/word walls 7. Story books Adopted by the Somerville Board of Educaton on October 11, 2016
5. Teacher Observations Unit: General Music - Kindergarten Theme 1: Singing Time Frame - 10 Lessons 1. Why do people sing? 2. What makes for good singing? 3. What are different ways you can sing? 1.1.2.B.1-4, 1.2.2.A, 1.3.2.B 1-4, 1.4.2.B 1-2 CRP4: Communicate clearly and effectively and with reason. Differentiate between singing from other vocalizations. Respond individually and/or in a group to call and response songs Sing melodic phrases on pitch. Sing with vocal expression and with Assessment: Rubrics and checklists (pre and post) Teacher observation: Question and Answer Call and Response Echo sing melodic phrase on pitch. Accommodations/Modifications and Resources keyboard/piano ukulele/guitar Youtube CDs, recordings Word walls
dynamics. Sing unaccompanied/ Accompanied individually or in a group Can participate in singing games
Units: General Music - Kindergarten Theme: Timbre Time Frame: 10 Lessons 1. How do rhythm instruments enhance the sound of music? 2. What creates the different sound of the instruments? 1.1.2.B.2, 1.1.2.B.4 CRP4: Communicate clearly and effectively and with reason. Identify rhythm instruments by their sounds. Use a proper playing technique for each instrument. Name the rhythm instruments. Explain how the sound of each rhythm instrument is made. Use instruments as sound effects (sound stories, accompanying songs) Question and Answer Categorize instruments by how they are played (shaking, scraping, tapping) Accompany a song with instruments who timbre represents a sound in the song Accommodations/Modifications and Resources Rhythm instruments Recordings/CDs Word wall
Unit: General Music - 1st Grade Theme: Aesthetic Response Time Frame: 10 lessons 1. Why do some pieces of music make a person happy, sad, scared or excited? 2. How can music tell a story? 3. What can a piece of music tell you about a composer? 1.4.P.A.2, 1.4.2.A.1, 1.4.2.A.3, 1.4.2.B.2 Describe feelings and reactions in response to diverse musical genres and styles. Identify different Students answers to Essential questions. Student written responses Students create and Accommodations/Modifications and Resources Recordings/CDs storybooks Word wall
CRP 4: Communicate clearly and effectively and with reason. musical styles: classical, rock, jazz Describe the story or the mood being conveyed through a piece of music. Compare and contrast of different sections of a piece and of two different pieces. Listen to a selection and draw a picture of what they hear in the music. Dramatize a listening selection. perform movements to dramatize a selection. Describe feelings and reactions to a listening selection Compare and contrast through movement, verbal and written responses Think/Pair/Share Teacher Observation
Unit: General Music - 1st grade Theme1: Melody Theme 2: Rhythm Time Frame: 10 lessons 1. How do composers create a melody? 2. What everyday objects keep a steady beat? 3. How can I keep a steady beat? 1.1.2.B.1-2,1.3.2.B.1,1.1.2.B.2-3, 1.3.2.B.3, 1.1.2.B.3 CRP 4: Communicate clearly and effectively and with reason. Differentiate aurally and vocally high, mid, low pitches, song vs chant Recognize, notate, sing, play and compose simple melodic Create an ostinato on pitched and rhythm instruments Understand that there are different notes and symbols for different Assessments/Perform ance Answers to essential question. Teacher observation Student s written compositions Students perform melodic and simple rhythmic patterns vocally and on Accommodations/Modifications and Resources Rubrics for evaluation Keyboard/piano Pitched instruments: Melody bells, Xylophones, Orff Instruments Rhythm instruments: rhythm sticks, tambourine, drum, maracas, triangle, woodblock, jingle bells Word wall Rhythm cards Recordings/CDs
lengths. -Quarter Note and Rest -Eighth Note Orally identify rhythmic patterns Visually identify simple music notation. Create original rhythm patterns Accurately play rhythm patterns instruments Students categorize songs and chants using a t-chart Echo-clap a variety of rhythm patterns while verbalizing the pattern. varied lengths of rhythmic patterns Analyze the rhythm of a song or pattern using iconic notation and/or rhythmic notation Demonstrate beat vs. rhythm. Teacher Observation Question and Answer
Unit: General Music - 1st grade Theme: Singing Time Frame: 10 lessons 1. Why do people sing? 2. What s the difference between good singing and bad singing? 1.3.2.B.2, 1.3.2.B.4 Accommodations/Modifica tions and Resources CRP 4: Communicate clearly and effectively and with reason. Participate in solo, group,accompanied unaccompanied singing. Sing on pitch, with vocal expression (dynamics: loud and soft) Identify whether home tone is present or absent Echo melodic patterns up to 6 notes Develop proper singing posture Develop singing in head voice vs chest voice Students answers to essential questions Student performance/application of skills in various settings Students identify group vs. solo sing, accompanied or unaccompanied singing Students sing a solo within a group song. Students echo melodic phrase on pitch up to six notes in length Students perform memorized songs Teacher observation Recordings/Cds Keyboard/piano Ukulele/guitar Word walls Rubrics for evaluation
Unit: General Music - 2nd grade Theme1: Aesthetic Response Theme 2: History and Culture Time Frame: 10 Lessons 1. What can music make you feel? How can music tell a story? What can a piece of music tell you about a composer? 2. What can music tell us about a group of people? How has music been used in our country? 1.4.2.A.1, 1.4.2.A.3, 1.4.2.B.2, 1.4.2.B.3, 1.2.2.A.1, 1.2.2.A.2 CRP 4: Communicate clearly and effectively and with reason. Describe feelings and reactions in response to diverse musical genres and styles Describe the story or the mood being conveyed through a piece of music Demonstrate active/focused listening Identify aesthetic Students answers to essential questions Draw a picture based on what they hear Sing songs of different styles. Students identify the theme of a piece of music Think/Pair/Share Teacher observation and student self-assessment. Accommodations/M odifications and Resources Recordings/C Ds Keyboard/ piano story books listening maps Smart board Word Wall Rubrics for evaluation
qualities of exemplary works of music Recognize the theme of a piece of music Identify different musical styles: classical, jazz and rock Perform cultural, historical and patriotic songs. Listen to cultural, historical and patriotic songs. Units: General Music - 2nd grade Theme 1: Form Theme 2: Melody and Harmony Time Frame: 10 Lessons 1. What makes a song a song? 2.Why are some songs instantly recognizable? 1.1.2.B.1, 1.1.2.B.2, Accommodations/Modifications and Resources
1.1.2.B.3, 1.3.2.B.1,1.3.2.B. 4, 1.3.2.B.5, 1.3.2.B.6 CRP 4: Communicate clearly and effectively and with reason. Improvise short melodic and rhythmic patterns over ostinatos Create movements to illustrate form of the piece. Use a listening maps identify form with teacher help Sing or play simple melodies independently and in groups, in response to either oral prompt or melodic notation. Students answers to essential questions Students use their arms/bodies/voices to demonstrate form Question & Answer Teacher Observation Recordings/CDs Keyboard/piano Rhythm instruments Listening Maps Word Walls Rubrics for evaluation
Unit: General Music - 2nd grade Theme 1: Rhythm Theme 2: Timbre Time Frame: 10 Lessons 1.How is rhythm different from a steady beat? How can we create rhythm? 2. What can the sound of someone s voice convey? How? 1.1.2.B.1, 1.1.2.B.2, 1.1.2.B.3, 1.1.2.B.4, 1.3.2.B.3, 1.3.2.B.5, 1.3.2.B.6 CRP 4: Communicate clearly and effectively and with reason. Identify there are different notes and notations for different length notes: Quarter Note and Rest Half Note and Rest Whole Note and Rest Eighth Note Pair Iconic and/or rhythmic notation aurally and visually identify rhythmic patterns Create original and accurately Play rhythm patterns Identify four instrument families and their Students answers to essential questions Use vocabulary Students use their arms/bodies/voices/rh ythm instruments to demonstrate rhythmic patterns Divide class into partners/small groups to demonstrate rhythmic patterns Students echo Students compose and perform original rhythms four to eight measures in length Accommodations/Modifications and Resources Recordings/CDs Keyboard/piano Ukulele/guitar Rhythm instruments Word wall Rubrics for evaluation
common properties: woodwind, brass, strings, percussion Identify a child s voice, a man s voice and a woman s voice. Student performance /application of skills in various settings Students identify families of instruments by sound and visual example Students identify a child s voice, a woman s and a man s voice Teacher Observation Question & Answer Unit: General Music - 2nd grade Theme: Singing Time Frame: 10 Lessons 1. Why do people sing? How do we produce good singing? What are different ways you can sing? 1.3.2.B.2, 1.3.2.B.4 Accommodations/Modifications and Resources Participate in solo, Students answers to Websites
CRP 4: Communicate clearly and effectively and with reason. group,accompanied unaccompanied singing Sing on pitch Sing with vocal expression (reflects mood of piece) Perform a memorized song Identify and define home tone Echo melodic patterns up to 8 beat Develop proper singing posture and breathing Develop head voice Identify head voice vs. chest voice singing essential questions Students identify group vs. solo sing, accompanied vs. unaccompanied singing, on and off pitch singing Students sing a solo within a group song Students echo melodic phrase on pitch up to eight beats in length. Students perform memorized songs Teacher observation and student selfassessment Recordings/CDs Keyboard/piano Word wall Rubrics for evaluation