SUBJECT: Music GRADE: Kindergarten TIMELINE:Fourth Quarter

ROCKY FORD CURRICULUM GUIDE

SUBJECT: Music GRADE: Kindergarten TIMELINE:Fourth Quarter

Standard and Grade Level Expectation / Evidence Outcome / Student-Friendly
Learning Objectives / Level of
Thinking / Resource Correlation / Academic Vocabulary
Standard 1: Expression of Music
GLE1: Perform Independently / b. Sing a variety of simple songs and singing games. (M) / We will sing a variety of simple songs and singing games. / Knowledge
Comprehension
Application /

Feierabend sources, e.g. Beginning Circle Games, Fingerplays and Action Songs, Songs and Rhymes with Beat Motions, etc.
Trinka sources, e.g. Books 1-4 in Folk songs, Singing Games, and Play Parties
Orff sources by Kriske/DeLelles, Gilpatrick, Nash, Wuytack, Kleiner, et. al.
Folk song collections, e.g.
Collection from Rocky Mountain Chapter, “Games That Teach a Musical Concept by Robertson

/ Singing games
Standard 1: Expression of Music
GLE1: Perform Independently / c. Echo and perform simple melodic and rhythmic patterns. (M) / We will echo and perform given melody and rhythm patterns. / Knowledge
Comprehension
Application /

Selections from Book of Call and Response by Feierabend
“Readiness-Rote” activites from Conversational Solfege Teacher’s Edition p.19-20
Echo play activities from Music for Children Bk. 1 by Orff, Elementaria by Keetman

/ Echo
Perform
Pitches
Standard 1: Expression of Music
GLE1: Perform Independently / d. Demonstrate basic performance skills and behaviors. (M) / We will demonstrate the skills and behaviors of a performing musician / Knowledge
Comprehension
Application /

Reaction training exercises from Elementaria by Keetman, others
Student “conductor” activities and ensemble activities (watch and start together)
Activities where conductor cues differing groups, dividing up rhymes and songs

/ Conductor
Blend
Tempo
In-tune
Dynamics
Standard 1: Expression of Music
GLE2: Respond to Music with Movement / a. Move to music, demonstrating awareness of beat, tempo, dynamics, and melodic direction, reflecting changes in mood or form. (M) / We will listen to music and move to show:

Steady beat
Tempo
Dynamics (loud or soft, getting louder or getting softer)
The direction of the melody (moving upwards, moving downwards)
The feeling in the music
The parts or sections of the music

/ Knowledge
Comprehension
Application
Analysis
Synthesis
Evaluation /

Creative Movement Book and CDs by Ann Greene Gilbert
Activities from Dalcroze Eurythmics by Hoge Mead
Performance activities from Kids Can Listen, Kids Can Move! By Kleiner
Books by Weikart, e.g. Movement in Steady Beat, Movement Plus Rhymes, Songs, & Singing Games, et. al.
Many Orff books and series

/ Steady beat
Tempo
Dynamics
Melodic direction
Expression
Part(s)
Standard 2: Creation of Music
GLE1: Create music through a variety of experiences. / b. Use movement to demonstrate loud/soft, fast/slow, high/low, sound/silence, and beat/no beat. (M) / We will move to show differences in:

Loud/soft music
Fast/slow music
When there is sound or no sound
When there is a beat or no beat

/ Knowledge
Comprehension
Application
Analysis /

Songs and activities from An American Methodology by Eisen/Robertson Chapter 6, The Kindergarten Year
Songs and activities from Level 1 Kodaly Training in St. Paul (Trinka), Books 1-4 Folk Songs, Singing Games and Play Parties

/ Loud/soft
Fast/slow
Sound/No sound
Beat/no beat
Standard 2: Creation of Music
GLE2: Identify Simple Musical Patterns / a. Use icons or invented symbols to represent beat. (M) / We will use pictures to show the beats in music. / Knowledge
Comprehension
Application
Analysis /

Songs and activities from Level 1 Kodaly Training in St. Paul (Trinka), Books 1-4 Folk Songs, Singing Games and Play Parties
Felt board and icons

/ Beat
Icon
Standard 3: Theory of Music
GLE1: Comprehension of Musical Opposites / b. Demonstrate loud/soft, fast/slow, high/low, sound/silence, and beat/no beat. (M) / We will demonstrate or perform music that is

Fast and slow
High and low
When there is sound or silence
When there is a beat or no beat

/ Knowledge
Comprehension
Application /

Song and rhyme resources, e.g. Music in Preschool by Forrai
Songs and activities from Level 1 Kodaly Training in St. Paul (Trinka), Books 1-4 Folk Songs, Singing Games and Play Parties

Kriske/DeLelles books, e.g. Once Upon a Rhyme
Kleiner collections, e.g. In All Kinds of Weather, Kids Make Music
Feierabend collections
Orff collections, including Music for Children American Edition

/ Fast/slow
High/low
Sound/silence
Beat/no beat
Standard 3: Theory of Music
GLE2: Comprehension of Basic Elements of Musical Form / a. Aurally identify same/different patterns and phrases. (M) / We will listen to and identify patterns that are the same or that are different. / Knowledge
Comprehension
Analysis /

Same and different activities from An American Methodology by Eisen/Robertson, p.26

/ Rhythmic pattern
Melodic pattern
Phrase
Standard 3: Theory of Music
GLE4: Identify Simple Rhythmic Patterns / a. Move to demonstrate beat. (M) / We will tap a steady beat

While listening to music.
To accompany speech
To accompany a performance

/ Knowledge
Comprehension
Application /

The Book of Songs and Rhymes with Beat Motions by Feierabend
Movement in Steady Beat by Weikart
Keeping the Beat with the Classics Book and CD by Feierabend

/ Beat/pulse
Standard 3: Theory of Music
GLE4: Identify Simple Rhythmic Patterns / b. Identify short/long and strong/weak beats. (M) / We will tap a steady beat

While listening to music.
To accompany speech
To accompany a performance

/ Knowledge
Comprehension
Analysis /

Dalcroze Eurythmics In Today’s Music Classroom by Hoge Mead, Accent activities pp. 62-67
The Book of Songs & Rhymes with Beat Motions 2’s a d 3’s activities on pp. 80-81, Repertoire 82-108

/ Short/long beat
Strong/weak beat
Standard 3: Theory of Music
GLE4: Identify Simple Rhythmic Patterns / c. Use icons or invented symbols to represent beat. (M) / We will use pictures to show beat. / Knowledge
Comprehension
Analysis /

Songs and activities from Level 1 Kodaly Training in St. Paul (Trinka), Books 1-4 Folk Songs, Singing Games and Play Parties
Felt board and icons

/ Icon
Represent
Standard 4: Aesthetic Valuation of Music
GLE1: Demonstrate Respect for the Contributions of Others in a Musical Setting / b. Describe musical preferences in their own words and at an appropriate level. (M) / We will describe what we like in musical examples and carefully explain why we like some examples more than others. / Knowledge
Analysis
Evaluation / No resources necessary / Musical preferences
Standard 4: Aesthetic Valuation of Music
GLE2: Respond to Music at a Basic Level / a. Create movements that correspond to specific musical moods and styles. (M) / We will create movements that matches the mood and style of the music. / Application
Analysis
Synthesis
Evaluation /

Creative Movement Book and CD by Anne Greene Gilbert
Creative Approaches to Child Development with Music, Language, and Movement by Nash, pp.81-87
120 Singing Games and Dances for Elementary School by Choksy/Brummit Chapters 1-3 and Chapter 9, Creating Games and Dances

/ Mood
Style
Correspond/reflect/match
Standard 4: Aesthetic Valuation of Music
GLE2: Respond to Music at a Basic Level / b. Identify, listen to, and discuss music written for specific purposes (work song, lullaby, etc.) (M) / We will identify, listen to, and discuss music written to serve a purpose

Work song
Lullabies
Ceremonies
Marching
(specific example)

/ Knowledge
Comprehension
Evaluation /

Selected recordings from the WPS collection
Specific purposes are listed in resource, Trinka’s Folk Songs, Singing Games, & Play Parties

/ Work song
Lullaby
Ceremony
Marches
Standard 4: Aesthetic Valuation of Music
GLE3: Recognize and discuss music and celebrations in daily life / b. Listen and respond to various musical styles (such as marches and lullabies). (M) / We will listen to styles of music and

Discuss it
Move to it
Dance to it
Draw how it makes us feel
Imagine a story
(Other responses as directed by the teacher)

/ Knowledge
Comprehension
Evaluation /

Move It! Expressive Movement to Classicalf Music CD and DVD by Feierabend
Teaching Movement and Dance Book by Weikart, Rhythmically Moving CD’s 1-9 by Gemini
Kids Can Listen, Kids Can Move! by Kleiner
CD Collection at WPS

/ Style
Listen
Respond
Imagine
Evaluate
Standard 4: Aesthetic Valuation of Music
GLE3: Recognize and discuss music and celebrations in daily life / c. Use a personal vocabulary to describe kinds of voices and instruments and their uses in diverse cultures, applying some specific labels and general cultural associations. (M) / We will describe how voices and instruments are used in music in different countries and places. / Knowledge
Comprehension
Analysis /

Selected CD’s from the Washington School Collection representing various cultures

/ Expression
Tone quality/timbre
Qulities of Style (musical opposites, articulations such as short/long, forms such as call response, etc.)/Names of Styles (e.g. gospel, spiritual, mariachi, klezmer, etc.)
Names of instruments in their indigenous settings (djembe, shakere, alpenhorn, didgeridoo, etc.)
Standard 4: Aesthetic Valuation of Music
GLE3: Recognize and discuss music and celebrations in daily life / d. Use developmentally appropriate movements in responding to music from various genres, styles, and periods (rhythm and melody). (M) / We will move to show the rhythm and melody of music written in different places, times, and ways. / Application
Synthesis /

Selected recordings from the Washington School collection representing genres, styles, and periods
Kids Can Listen, Kids Can Move! Book and CD by Kleiner
Move It! Expressive Movements in Classical Music DVD and CD

/ Rhythm
Melody
Style
Expression
Work song/Lullaby/March/Ceremony/etc.