Knowledge and Skills s1

Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education s l

l Time Frame: Year-long Prior Knowledge: i k S SC Indicator: d

n Students will:

a Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment.

e Experience performance through singing and playing instruments. g Respond to music through movement. d

e Experiment with standard and individually created symbols to represent sounds. l w

o SC Objectives:

n Students will: K Experiment with a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums. (1.1.a) Identify repeated patterns in music. (1.1.b) Identify sounds as fast/slow, loud/soft (quiet), long/short, high/low. (1.1.c) Explore and discuss sounds heard in selected environments. (1.1.d) Experiment with vocal sounds, such as singing, speaking, whispering, and calling, that use a variety of pitches within a limited vocal range. (1.2.a) Listen to examples of adult male voices, adult female voices, and children’s voices. (1.2.b) Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c) Explore steady beat through singing, speaking, and playing classroom instruments. (1.2.d) Explore beat groupings (meter) through singing, speaking, and playing classroom instruments. (1.2.e) Explore use of simple 2- or 4- beat rhythmic ostinatos. (1.2.f) Sing or play in groups, matching tempo (fast and slow). (1.2.g) Experience as an audience member a variety of concerts, plays, and other age appropriate programming. (1.2.h) Demonstrate understanding of personal space while moving to music. (1.3.a) Explore steady beat through locomotor and non-locomotor movement. (1.3.b) Follow simple directions or verbal cues in singing games. (1.3.c) Use a variety of locomotor and non-locomotor movements to show meter. (1.3.d) Interpret picture symbols representing musical characteristics. (1.4.a)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 1 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education

Assessment Limits: Students will: Experiment with a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums. (1.1.a) Identify repeated patterns in music. (1.1.b) Identify sounds as fast/slow, loud/soft (quiet), long/short, high/low. (1.1.c) Explore and discuss sounds heard in selected environments. (1.1.d) Experiment with vocal sounds, such as singing, speaking, whispering, and calling, that use a variety of pitches within a limited vocal range. (1.2.a) Listen to examples of adult male voices, adult female voices, and children’s voices. (1.2.b) Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c) Explore steady beat through singing, speaking, and playing classroom instruments. (1.2.d) Explore beat groupings (meter) through singing, speaking, and playing classroom instruments. (1.2.e) Explore use of simple 2- or 4- beat rhythmic ostinatos. (1.2.f) Sing or play in groups, matching tempo (fast and slow). (1.2.g) Experience as an audience member a variety of concerts, plays, and other age appropriate programming. (1.2.h) Demonstrate understanding of personal space while moving to music. (1.3.a) Explore steady beat through locomotor and non-locomotor movement. (1.3.b) Follow simple directions or verbal cues in singing games. (1.3.c) Use a variety of locomotor and non-locomotor movements to show meter. (1.3.d) Interpret picture symbols representing musical characteristics. (1.4.a)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 2 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education VOCABULARY Enduring Understanding classroom instruments Aesthetics: Perceiving and Responding rhythm Every art form has a unique language used by the artist to communicate with the world. melody meter rhythmic ostinato Essential Questions locomotor Perceiving and Responding: Aesthetic Education – Students will demonstrate the ability to non-locomotor perceive, perform, and respond to music. How does one determine artistic preference? How does a viewers personal experiences shape his/her artistic preferences?

UNIT ENDURING UNDERSTANDINGS: Music is organized sound and silence. Everyone can perform, create, and respond to music in meaningful ways.

UNIT ESSENTIAL QUESTIONS: What sounds determine musical style? How does music communicate for an individual? In what ways have people expressed their values and described their experiences through music?

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 3 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education

LEARNING ACTIVITIES AND STRATEGIES

ESSENTIAL QUESTION: What sounds determine musical style?

SC Objective: Activity Description Materials/Resources

Performance Students will learn the names of the classroom Classroom instruments.

Experiment with a range of instruments, as well as how they are played properly within a given style of music. Use pictures of Pictures of classroom instruments.

classroom classroom instruments for identification purposes if n instruments such

a some instruments are not available (ex. Gong, agogo

l as wood blocks, bells). As a performance, divide students into groups

P triangles, rhythm by instrument. Each group is allowed to play alone, and then the whole class plays together. Rotate

g sticks, maracas, instruments to allow all students to play all n guiros, jingle bells,

i instruments. sand blocks, n Performance Sing Instrument Game, p. T36. Have students play Adopted text: Spotlight on Music, Grade K.

r cymbals, listed rhythm instruments, or adjust to fit your a tambourines, and instrumentation. Classroom instruments. e hand drums. L

(1.1.a) Listening Students will practice being an audience member by Classroom learned songs. d

e listening to other students perform in class.

t Explore and

s discuss sounds e heard in selected g

g environments.

u (1.1.d) S Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c) Explore steady Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 4 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education beat through singing, speaking, and playing classroom instruments. (1.2.d)

Explore beat groupings (meter) through singing, speaking, and playing classroom instruments. (1.2.e)

Explore use of simple 2- or 4- beat rhythmic ostinatos. (1.2.f)

Experience as an audience member a variety of concerts, plays, and other age appropriate programming. (1.2.h)

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 5 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education Listening Students will echo teacher created melodic patterns Teacher created materials. Performance for so and mi using the Kodaly hand symbols. Students will also echo teacher created rhythm patterns.

ESSENTIAL QUESTION: How does music communicate to an individual?

SC Objective: Activity Description Materials/Resources

Identify repeated Movement Students will respond appropriately to movements CD player, songs. patterns in music. and listen for repeated patterns in Farmer in the Dell (1.1.b) (circle, walk, skip), Grizzly Bear (freeze), Follow Me (improvise locomotion, follow the leader) Stamping Identify sounds as Land (pantomime text). fast/slow, loud/soft Singing Students will learn about the four voices used in Student voices. (quiet), long/short, music class (singing, speaking, calling, and high/low. (1.1.c) whispering). Students will demonstrate each of these and how they are used. May incorporate dynamics. Follow simple Movement Students will learn the difference between locomotor Stamping Land, Spotlight on Music directions or (movement in space) and nonlocomotor (movement (adopted text), Grade K. verbal cues in in place). Students will demonstrate these using the singing games. song Stamping Land, creating verses that incorporate (1.3.c) nonlocomotor movements such as twist, lean, and bend. Experiment with vocal sounds, such as singing, speaking, whispering, and calling, that use a Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 6 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education variety of pitches within a limited vocal range. (1.2.a)

Listen to examples of adult male voices, adult female voices, and children’s voices. (1.2.b)

Sing or play in groups, matching tempo (fast and slow). (1.2.g)

Demonstrate understanding of personal space while moving to music. (1.3.a)

Explore steady beat through locomotor and non-locomotor movement. (1.3.b)

Use a variety of locomotor and non-locomotor movements to

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 7 Unit # : Grade: Kindergarten Subject: Music Perceiving and Responding: Aesthetic Education show meter. (1.3.d)

ESSENTIAL QUESTION: In what ways have people expressed their values and described their experiences through music? SC Objective: Activity Description Materials/Resources

Interpret picture Listening Students will vie a piece of art such as Skating in Spotlight on Music Grade K, recording of symbols Movement Central Park (pg 67) and listen to Waltz of the Waltz of the Snowflakes from The Snowflakes from The Nutcracker to make a Nutcracker. representing connection between what they see and what they musical hear. Expand lesson to allow students to draw what characteristics. they hear in Waltz of the Snowflakes. (1.4.a) Listening Show listening map for The Little Train of the Caipara Spotlight on Music Grade K, recording of Movement by Villa-Lobos. Follow guidelines on page 31. The Little Train of the Caipara. Students imitate parts of the song.

DIFFERENTIATION Classroom Accommodations Arts Integration G.A.T.E./Enrichment Graphic Organizers Management

Library Integration Reading Strategies Teacher Definitions Technology Integration Vocabulary Activities

Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT 8