performing arts curriculum module: #1 grade level cluster
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Performing Arts Curriculum Module: #1
Grade Level Cluster: K-2 Main Concept: Articulation/Style
CPI #, CPI & Content Statement 4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy.
1.1.2.B.2. Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.
1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.
1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Proper vocal production/vocal placement requires an understanding of basic anatomy and the physical properties of sound.
1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent
Essential Questions:
How does articulation affect music?
How does a performer create articulation?
Enduring Understandings:
Smooth vs. Detached
Diction/Pronunciation
Suggested Learning Activities:
Perform songs of various articulations
Perform songs of various styles
Manipulate the style/articulations of a song
Use movement to show the articulation of a song
Listen to songs with various styles/articulation
Demonstrate articulation/style using instruments, body percussion and song
Identify articulation and style through listening activities
Use manipulatives to perform different articulations Suggested Materials:
Textbooks
Teacher created materials
Recordings
Instruments
Computer/web-based programs
Listening maps
Websites: www.sfskids.org, www.youtube.com, Denise
Gagne channel (youtube), United streaming,
www.dsokids.com, www.nyphilkids.org, pbskids.org,
artsalive.ca, etc.
Music K-8, Music Express, etc.
Manipulatives: kazoos, tubes, etc.
Songs: Grandfather’s Clock, Syncopated Clock, Carnival of
the Animals, Twinkle Twinkle (Mozart var.), The Train
Song,Betty Botter, etc.
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics Integration of 21st Century Career Readiness Standards:
CRP2. Apply appropriate academic and technical skills.
CRP6. Demonstrate creativity and innovation.
CRP11. Use technology to enhance productivity.
Integration of Technology:
8.1.2.E.1 (Internet to explore questions with support)
ELA Accommodations and Modifications:
IEP
Follow IEP Plan which may contain some of the following examples…
● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading
passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions ● Scribe ● Study Guides ● Mixed Ability Grouping
504
Follow 504 Plan which may contain some of the following examples…
● In class/pull out support with special ed teacher ● Newsela/Readworks/Reading A-Z level reading passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts ● Limit number of questions
● Scribe ● Study Guides ● Mixed Ability Grouping
ELL
● Translation device/dictionary ● In class/pull out support with ESL teacher ● Newsela/Readworks/Reading A-Z level reading
passages ● Additional time during intervention time ● Preferred seating ● Questions read aloud ● Extended time for completing tasks ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts
At Risk Students
● Additional time during intervention time ● Newsela/Readworks/Reading A-Z level reading
passages ● Questions read aloud ● Graphic organizers ● Vocabulary support ● Mnemonic devices ● Songs/videos to reinforce concepts
Gifted & Talented
● Independent projects ● PEP/GEM class ● Above-Level Reading Materials
Performing Arts Curriculum Module: #2
Grade Level Cluster: K-2 Main Concept: Dynamics
CPI#, CPI & Content Statement 4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy.
1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.
1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests.
1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent.
Essential Questions:
How do dynamics affect music?
Does changing the dynamics affect the music?
Are dynamics important in the creation of music?
How does a performer
create dynamics?
Enduring Understandings:
Loud/Soft/Medium
Louder/ Softer
Getting Louder/Getting Softer
Suggested Learning Activities:
Body percussion (clapping, patting, snapping, etc.)
Listening activities to recognize dynamics
Use Listening maps to follow dynamic changes
Use of classroom percussion (i.e. rhythm sticks, boomwhackers, drums, Orff instruments, etc.)
Performing and experimenting at different dynamics
Create/improvise using different dynamics
Demonstrate dynamics through movement
Manipulate the dynamics of a piece of music
Explore the relationship between dynamics in music and dynamics found in nature
Suggested Materials:
Textbooks
Flashcards
Recordings
Instruments
Computer/web-based programs
Manipulatives (i.e. scarves, rhythm sticks, etc.)
Listening maps
Websites: www.sfskids.org, www.youtube.com,
Denise Gagne channel (youtube), United
streaming, etc.
Music K-8, Music Express, etc.
Songs: John Jacob Jingle-heimer Schmidt, Boom
Chicka Boom, Grizzly Bear, Old Gray Cat,
Surprise Symphony, Engine Engine #9, etc.
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics
Performing Arts Curriculum Module: #3
Grade Level Cluster: K-2 Main Concept: History/Culture
CPI#, CPI & Content Statement 4 weeks
Essential Questions /Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy.
1.1.2.B.4 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art.
1.2.2.A.2 Identify how artists and specific works of dance, music, theatre, and visual art reflect, and are affected by, past and present cultures. The function and purpose of art-making across cultures is a reflection of societal values and beliefs.
1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
Essential Questions:
How does music sound in different cultures/regions?
How does music sound in different time periods in history?
How has music changed over time?
Why is it important to be exposed to music from different cultures?
Enduring Understandings:
Introduce American music i.e. Patriotic, Jazz, Slave, Folk, Rock, Rap, HipHop, Musicals, etc.
Introduce Western Music
Introduce Non-Western Music
Introduce influential composers from American, Western and Nonwestern music
Relationship of music within the arts (art, dance, etc.)
Instruments used in various cultures and time periods
Improvisation
Suggested Learning Activities:
Listening to music from different time periods and cultures
Performing music from different time periods and cultures
Discuss composers and instruments from different time periods and cultures
Learn dances and games from different time periods and cultures (i.e. square dance, ballet, folk dances, etc.)
Explore the connection between music and cultural/traditional holidays
Perform music in different languages Suggested Materials:
Textbooks
Accent on Composers
Teacher created materials (powerpoints, composer of the month)
Recordings
Maps
Instruments
Computer/web-based programs
Listening maps
Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, www.dsokids.com, www.nyphilkids.org, pbskids.org, etc.
Music K-8, Music Express, etc. Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics
1.4.2.A.2 Compare and contrast culturally and historically diverse works of dance, music, theatre, and visual art that evoke emotion and that communicate cultural meaning. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
1.4.2.B.1 Observe the basic arts elements in performances and exhibitions and use them to formulate objective assessments of artworks in dance, music, theatre, and visual art. Relative merits of works of art can be qualitatively and quantitatively assessed using observable criteria.
1.4.2.B.2 Apply the principles of positive critique in giving and receiving responses to performances. Constructive criticism is an important evaluative tool that enables artists to communicate more effectively.
1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent.
Performing Arts Curriculum Module: #4
Grade Level Cluster: K-2 Main Concept: Melody/Harmony
CPI#, CPI & Content Statement 4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy.
1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.
1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.
1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
1.3.2.B.3 Demonstrate correct playing techniques for Orff instruments or equivalent homemade instruments. Playing techniques for Orff instruments develop foundational skills used for hand percussion and melodic percussion instruments.
1.3.2.B.7 Blend unison and harmonic parts and vocal or instrumental timbres while matching dynamic levels in response to a conductor’s cues. Basic conducting patterns and gestures provide cues about how and
Essential Questions:
Why are melody/harmony important?
Does changing the melody affect the music?
How is the melody/harmony created?
Enduring Understandings:
Melody vs. Harmony
Identify characteristics of Melody
Identify characteristics of Harmony
Introduce appropriate melody terminology and symbols: Pitch letter names, range and register, Steps/skips, ostinato, major and minor, etc.
Introduce appropriate harmony terminology and symbols: major and minor, different types of harmony (2 part, etc.), SA, etc.
Scales: major and minor
Melodic direction
Modes
Improvisation
Suggested Learning Activities:
Practice pitch matching
Practice recognizing and identifying home tone
Explore the relationship between tones in music (i.e. steps, skips, jumps, etc.)
Use listening maps to follow melody/harmony
Sing melodic patterns in echo and call-response forms
Create/perform melodic and harmonic ostinatos
Create/perform simple melodies
Explore how different modalities affect the mood of a piece
Use movement and art to explore melodic contour
Use manipulatives to demonstrate melodic contour (i.e. wire, pipe cleaners, cotton balls, scarves, etc.)
Use canons and rounds to introduce the concept of harmony
Suggested Materials:
Textbooks
Flashcards
Recordings
Instruments
Computer/web-based programs
Manipulatives (i.e. scarves, pipe cleaners, wire, cotton balls, popsicle sticks, etc.)
Listening maps
Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, etc.
when to execute changes in dynamics, timbre, and timing.
1.3.2.C.2 Use voice and movement in solo, paired, and group pantomimes and improvisations. Actors use voice and movement as tools for storytelling.
1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent.
Music K-8, Music Express, etc.
Songs: Ebeneezer Sneezer, Do a Deer, Do-Re-Mi, I See a Bee (I sing, You sing), Frog in the Bog, Noble Duke of York, Chopsticks (Orff), Engine Engine #9, Wacky Cha-Cha (Music K-8), This Land is Your Land, Happy Birthday, etc.
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics
Performing Arts Curriculum Module: #5
Grade Level Cluster: K-2 Main Concept: Rhythm/Meter
CPI#, CPI & Content Statement 4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.
1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.
1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance.
1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
1.3.2.B.5 Improvise short tonal and rhythmic patterns over ostinatos, and modify melodic or
Essential Questions:
How do we experience rhythm in music?
How do we experience rhythm in our daily lives?
How does meter affect music?
Enduring Understandings:
Duple/Triple
Introduction to note values: Quarter Note, Eighth Note, Quarter Rest, Half Note, Whole Note
Steady Beat
Improvisation
Suggested Learning Activities:
Locomotor and Non-locomotor movement to steady beat (i.e. marching, tapping, swaying, etc.)
Body percussion (clapping, patting, snapping, etc.)
Listening activities to recognize steady vs. non steady beat
Use Listening maps to follow rhythm
Use of classroom percussion (i.e. rhythm sticks, boomwhackers, drums, Orff instruments, etc.)
Creating/improvise rhythms at different tempos
Perform and improvise rhythms in duple and triple meter
Use movement to show rhythms
Introduce mathematical relationship between note values
Introduce rhythm syllables
Recognize and demonstrate the difference between strong/weak beats
Suggested Materials:
Textbooks
Flashcards
Recordings
Instruments
Computer/web-based programs
Manipulatives (i.e. Balls, rhythm sticks, popsicle sticks, bean bags, etc.)
Listening maps
Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, etc.
Music K-8, Music Express, etc.
Songs: Loose Tooth, Hamburger Rhythms, Recycle Rap, Button Factory, Whether the Weather, Double Double This This, EleTelePhony (Laura Elizabeth Richards), Boom Chicka Boom, etc.
rhythmic patterns using selected notes and/or scales to create expressive ideas. Improvisation is a foundational skill for music composition.
1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art. Contextual clues are embedded in works of art and provide insight into artistic intent.
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics
Performing Arts Curriculum Module: #6
Grade Level Cluster: K-2 Main Concept: Tempo
CPI#, CPI & Content Statement
4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy.
1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm.
1.3.2.A.2 Create and perform planned and improvised movement sequences, alone and in small groups, with variations in tempo, meter, rhythm, spatial level (i.e., low, middle, and high), and spatial pathway. The creation of an original dance composition often begins with improvisation. Movement sequences change when applying the elements of dance.
1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo.
1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
Essential Questions:
How does tempo affect music?
Does changing the tempo affect the music?
Is tempo important in the creation of music?
Enduring Understandings:
Faster/Slower
Getting Faster/Getting Slower
Suggested Learning Activities:
Locomotor and Non-locomotor movement to steady beat (i.e. marching, tapping, swaying, etc.)
Body percussion (clapping, patting, snapping, etc.)
Listening activities to recognize steady vs. non steady beat
Use Listening maps to follow tempo
Use of classroom percussion (i.e. rhythm sticks, boomwhackers, drums, Orff instruments, etc.)
Performing a song at different tempos to compare how it changes
Create/improvise rhythms at different tempos Suggested Materials:
Textbooks
Flashcards
Recordings
Instruments
Computer/web-based programs
Manipulatives (i.e. Balls, rhythm sticks, etc.)
Listening maps
Websites: www.sfskids.org, www.youtube.com, Denise Gagne channel (youtube), United streaming, etc.
Music K-8, Music Express, etc.
Songs: Hall of the Mountain King, Race You Down the Mountain, Engine Engine #9, Merry Go Round,Chicken Dance, Hokey Pokey, Pull My Ears, Head Shoulders Knees and Toes, Che Che Koolay, etc.
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubric
Performing Arts Curriculum Module: #7
Grade Level Cluster: K-2 Main Concept: Texture/Form
CPI#, CPI & Content Statement
4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. 1.2.2.A.1 Identify characteristic theme-based works of dance, music, theatre, and visual art, such as artworks based on the themes of family and community, from various historical periods and world cultures. Dance, music, theatre, and visual artwork from diverse cultures and historical eras have distinct characteristics and common themes that are revealed by contextual clues within the works of art. 1.3.2.B.6 Sing or play simple melodies or rhythmic accompaniments in AB and ABA forms independently and in groups, and sight-read rhythmic and music notation up to and including eighth notes and rests in a major scale. Prescribed forms and rules govern music composition, rhythmic accompaniment, and the harmonizing of parts. 1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.A.4 Distinguish patterns in nature found in works of dance, music, theatre, and visual art. Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.B.3 Recognize the making subject or theme in works of dance, music, theatre, and visual art.
Essential Questions:
How does texture/form affect the music?
Is form necessary?
How can texture/form be manipulated?
Enduring Understandings: Introduce various forms i.e.
AB, ABA, theme and variations, solo vs. ensemble, call and response, introduction and coda, finale, movement, trio, duet, round, verse, chorus, refrain, etc.
Introduce form terminology: repeat, coda, endings, introduction, del signo, etc.
Introduce students to various textures i.e. ostinato, echo songs, partner songs, descants, rounds and canons, accompanied vs. unaccompanied, etc.
Introduce texture terminology: thick, thin, layered, accompaniment vs. unaccompanied, etc.
Phrasing
Improvisation
Suggested Learning Activities:
Locomotor and Non-locomotor movement to show form (i.e. marching, tapping, swaying, etc.)
Body percussion (clapping, patting, snapping, etc.)
Use Listening maps to follow form
Use of classroom percussion (i.e. rhythm sticks, boomwhackers, drums, Orff instruments, etc.)
Identify the form of a piece through listening activities
Perform various forms and textures (i.e. rounds, partner songs, etc.)
Manipulate the form/texture of a song through improvisation and composition
Suggested Materials:
Textbooks
Teacher created materials
Recordings
Instruments
Computer/web-based programs
Listening maps
Websites: www.sfskids.org, www.youtube.com,
Denise Gagne channel (youtube), United
streaming, www.dsokids.com,
www.nyphilkids.org, pbskids.org, etc.
Music K-8, Music Express, etc.
Song Examples: Brother John/Frere Jacques,
Row Row Row Your Boat, Make New Friends,
Canoe Song, Sandy Land, Shoe Fly, Bow
Belinda, etc
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics
Performing Arts Curriculum Module: #8
Grade Level Cluster: K-2 Main Concept: Tone Color/Pitch
CPI#, CPI & Content Statement
4 weeks
Essential Questions/Enduring Understandings
Suggested Learning Activities / Materials /Assessments
1.1.2.B.1 Explore the elements of music through verbal and written responses to diverse aural prompts and printed scores. Ear training and listening skill are prerequisites for musical literacy. 1.1.2.B.2 Identify musical elements in response to diverse aural prompts, such as rhythm, timbre, dynamics, form, and melody. The elements of music are foundational to basic music literacy. 1.1.2.B.3 Identify and categorize sound sources by common traits (e.g., scales, rhythmic patterns, and/or other musical elements), and identify rhythmic notation up to eighth notes and rests. Music is often defined as organized sound that is dependent on predictable properties of tone and pitch. Musical notation captures tonality, dynamic range, and rhythm. 1.3.2.B.1 Clap, sing, or play on pitch from basic notation in the treble clef, with consideration of pitch, rhythm, dynamics, and tempo. The ability to read music notation correlates with musical fluency and literacy. Notation systems are complex symbolic languages that indicate pitch, rhythm, dynamics, and tempo. 1.3.2.B.2 Demonstrate developmentally appropriate vocal production/vocal placement and breathing technique. Proper vocal production /vocal placement requires an understanding of basic anatomy and the physical properties of sound.
1.3.2.B.4 Vocalize the home tone of familiar and unfamiliar songs, and demonstrate appropriate posture and breathing technique while performing songs, rounds, or canons in unison and with a partner. Proper breathing technique and correct posture improve the timbre of the voice and protect the voice when singing. 1.3.2.C.3 Develop awareness of vocal range, personal space, and character-specific vocal and creative movement choices.
Essential Questions:
How is pitch produced?
How does tone color affect music?
Is tone color important in the creation of music?
Enduring Understandings:
Tone Quality: Man, Woman, Child
Instrument Families
Singing, Speaking, Shouting, Whispering,
Introducing the science of sound production
Suggested Learning Activities:
Explore the relationship between tones in music and dynamics found in nature, found sounds and machine sounds
Use listening maps to follow tone
Identify various instrumental timbres including non- pitched and pitched percussion strings, woodwinds, brass, and electronic instruments
Identify vocal timbre or tones of individuals and groups: male, female, child
Create/improvise using different pitches
Practice producing head voice sounds in the upper register and sustaining tones
Manipulate voice to explore different tones
Use classroom instruments to produce tones in different registers
Use tuning forks/rubberbands/cup & string/etc. to show how pitch travels through air and various objects
Demonstrate how size and material affects pitch
Suggested Materials:
Textbooks
Flashcards
Recordings
Instruments
Computer/web-based programs
Manipulatives (i.e. scarves, balls, talking drum, etc.)
Listening maps
Websites: www.sfskids.org, www.youtube.com, Denise Gagne
Voice and movement have broad ranges of expressive potential. 1.4.2.A.1 Identify aesthetic qualities of exemplary works of art in dance, music, theatre, and visual art, and identify characteristics of the artists who created them (e.g., gender, age, absence or presence of training, style, etc.). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them. 1.4.2.A.3 Use imagination to create a story based on an arts experience that communicated an emotion or feeling, and tell the story through each of the four arts disciplines (dance, music, theatre, and visual art). Each arts discipline (dance, music, theatre, and visual art) has distinct characteristics, as do the artists who create them.
channel (youtube), United streaming, etc.
Music K-8, Music Express, etc.
Songs: Do-Re-Mi Song, Boom Chicka Boom, High Middle Low, Little Red Head, Little Green Frog, Wide Mouth Bull Frog, Clap Your Hands, Carnival of the Animals, Che Che Koolay, Old Dan Tucker, etc.
Suggested Assessments: Formative: Teacher observation & discussion Summative: Teacher created rubrics
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