Music K (D)

Col la borat i on Kindergarten|Visual & Performing Arts|Huron Valley District|2014-2015

Friday, August 15, 2014, 5:10PM
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Overarching
Questions and
Enduring Unit Abstract Content Expectations Essential/Focus Questions Key Concepts
Understanding
s
Create How can I apply The students will GLCE: Visual Arts, Music, Dance, & Theater, Movement Fast vs. slow
skills and experiment with musical Kindergarten , Arts Education-Music Singing vs. speaking voices
(Week 1, knowledge to elements through CREATE Standard 2: Apply skills and 1. How can we represent Loud vs. soft
39 Weeks) create in music? speech, song, knowledge to create in the arts. musical sounds Echo
movement and visually? Same/Different
instrument playing. ART.M.II.K.1 Create through 2. How can we represent Beat vs. No Beat (Flow)
They will be given exploration, improvisation, and aural music with Pattern
opportunities to composition, an accompaniment for a physical movement? Accompaniment
create/perform original selection with nonpitched percussion
melodic and rhythmic classroom instruments. Musical Expression
responses in call and ART.M.II.K.2 Create through
response activities as exploration, improvisation, and
well as create 1. How can we use
composition, an answer to a melodic rhythm and pitch to
accompaniment to text question.
and song with voices create responses to
ART.M.II.K.3 Create vocal musical questions?
and instruments. They embellishments for a song or rhyme.
will also understand that 2. How can we use our
ART.M.II.K.5 Use a variety of voices and instruments
creating various
traditional and non-traditional sound to accompany text and
movements to represent
sources and electronic media when songs?
music experienced
composing, arranging, and improvising
aurally is a form of
appropriate to kindergarten.
musical expression.
ART.M.II.K.6 Add vocal and physical
responses to a selection presented in
kindergarten.
 Overarching
Questions and
Enduring Unit Abstract Content Expectations Essential/Focus Questions Key Concepts
Understanding
s
Perform How can I apply Students will sing and GLCE: Visual Arts, Music, Dance, & Theater, How can classroom Speaking voice
foundational play instruments, alone Kindergarten , Arts Education-Music percussion instruments Singing voice
(Week 1, skills and and with others utilizing PERFORM Standard 1: Apply skills and be used to play a Shouting voice
39 Weeks) knowledge to proper technique. They knowledge to perform in the arts. steady beat? Whisper voice
perform music? will be able to differentiate How can the voice be Steady beat
between uses of the voice ART.M.I.K.1 Demonstrate uses of the used for appropriate Long and short sounds
and understand which voice, proper instrumental technique, musical expression? Loud and Soft
uses are appropriate. and steady beat. How can the duration of Fast and Slow
Students will demonstrate ART.M.I.K.2 Sing and play music from a sound be Cues (Aural and Visual)
steady beat. a variety of styles and cultures. demonstrated using Echo
ART.M.I.K.3 Sing and play voice or instruments?
expressively utilizing extreme opposites How can I echo short
of dynamics and interpretation. rhythmic and melodic
ART.M.I.K.4 Sing melodies with patterns using voice or
confidence in a large group. instruments?
ART.M.I.K.5 Follow cues of the How can I show
conductor to begin and for a cut-off. contrasting expressions
ART.M.I.K.6 Play a steady beat. of music?
ART.M.I.K.7 Replicate short rhythmic How can music in
and melodic patterns. various styles from
ART.M.I.K.8 Play a steady beat in a various cultures be
group while other students sing a song. performed?
ART.M.I.K.11 Recognize contrasting
expressions of music.
 Overarching
Questions and
Enduring Unit Abstract Content Expectations Essential/Focus Questions Key Concepts
Understanding
s
Analyze How can I Students will listen and GLCE: Visual Arts, Music, Dance, & Theater, 1. How can we identify a Listening
develop a move to a variety of Kindergarten , Arts Education-Music speaking voice and Same and Different
(Week 1, foundation for music. They will use ANALYZE Standard 3: All students will analyze, singing voice? AB Form
39 Weeks) analyzing, appropriate vocabulary to describe, and evaluate works of art. 2. How can we use Loud and Soft
describing, and describe music. Students notation to represent Fast and Slow
evaluating will identify the ART.M.III.K.1 Identify echo songs and musical sounds? High and Low
music? differences between recognize the same and different 3. How can we describe Speaking Voice vs. Singing
speaking voices and sections of the music when presented music through
Instruments
singing voices. They will aurally. appropriate responses?
respond to musical ART.M.III.K.2 Use invented or 4. How can we describe
opposites/contrasts both standard notation to transcribe opposites/contrasts in
aurally and through increasingly difficult rhythms and music?
physical responses. melodies.
ART.M.III.K.3 Describe the music
performed and presented in
kindergarten by moving, drawing, or
through other appropriate responses.
ART.M.III.K.4 Introduce music
vocabulary emphasizing opposites; i.e.
fast and slow, loud and soft.
ART.M.III.K.5 Categorize the timbre of
non-pitched percussion instruments.
Identify male, female, and children's
voices.
ART.M.III.K.7 Identify and support
personal reactions to a musical
selection.
 Overarching
Questions and
Enduring Unit Abstract Content Expectations Essential/Focus Questions Key Concepts
Understanding
s
Analyze in How can I begin Students will demonstrate GLCE: Visual Arts, Music, Dance, & Theater, How can students Audience behavior
Context to understand, appropriate audience Kindergarten , Arts Education-Music demonstrate Applause
analyze, and behavior. Students will ANALYZE IN CONTEXT Standard 4: appropriate audience Performance
(Week 1, describe music discuss the use of music Understand, analyze, and describe the arts in behavior?
39 Weeks) in historical, in cultural celebrations their historical, social, and cultural contexts. How can students
social, and such as patriotic identify the use of
cultural context? celebrations and holidays. ART.M.IV.K.1 Identify and describe music in various
They will also experience distinguishing characteristics of starkly cultures?
music in a variety of contrasting styles.
styles and cultures. ART.M.IV.K.2 Describe how elements
of music are used in examples from
world cultures, using music performed
and presented in kindergarten.
ART.M.IV.K.3 Demonstrate audience
appropriate behavior for the context
and style of music presented and
performed in kindergarten.
 Overarching
Questions and
Enduring Unit Abstract Content Expectations Essential/Focus Questions Key Concepts
Understanding
s
Analyze How can I Students will build GLCE: Visual Arts, Music, Dance, & Theater, How can students use High and Low
and Make recognize foundations for analyzing Kindergarten , Arts Education-Music same and different in Fast and Slow
Connectio connections music and making ANALYZE AND MAKE CONNECTIONS both music and other Same and Different
ns between music connections. They will Standard 5: Recognize, analyze, and describe disciplines? Pattern
and other identify ways in which connections among the arts; between the arts How can students use Beginning and End
(Week 1, subject areas? music is used in everyday and other disciplines; between the arts and patterns in both music
39 Weeks) life. They will make everyday life. and other disciplines?
connections to other How can music be
disciplines such as ART.M.V.K.1 Observe and identify used in daily
reading, math, social similarities and differences in the experiences?
studies, and science. meanings of common vocabulary used
in the various kindergarten arts.
ART.M.V.K.2 Observe and identify
cross-curricular connections within the
kindergarten curriculum.
ART.M.V.K.3 Discuss the various
rationales for using music in daily
experiences.

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