PE19.K.1.1
Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.
Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.
Overview
Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).
PE19.K.1.1
PE19.K.1.4
Apply rhythmic expression in response to music.
Apply rhythmic expression in response to music.
PE19.1.1.1
Demonstrate correct form for hopping, galloping, and sliding.
Demonstrate correct form for hopping, galloping, and sliding.
PE19.2.1.1
Demonstrate correct form for skipping.
Demonstrate correct form for skipping.
PE19.2.1.2
Demonstrate correct form for jogging and running.
Demonstrate correct form for jogging and running.
AE17.MU.K.1
Explore and experience music concepts.
Explore and experience music concepts.
UP:AE17.MU.K.1
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- Age-appropriate audience and performer etiquette
Essential Questions
EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?
EQ: How do musicians generate creative ideas?
Skills Examples
Performing
- Chant, move, play, and sing grade level skills.
- Echo simple rhythmic patterns.
- Echo a three-pitch melodic pattern using the correct syllables and hand signs.
- Perform an improvised rhythmic pattern within a framework of four beats.
- Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
- Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
- Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
- Create a visual representation of sound.
- Respond to a musical call or question with an age- appropriate musical answer.
- Evaluate peer performance to determine steady beat/no steady beat.
Anchor Standards
Anchor Standard 1: Generate and conceptualize artistic ideas and work.
AE17.MU.K.9
Demonstrate awareness of expressive qualities that support the creators’ expressive intent.
Demonstrate awareness of expressive qualities that support the creators’ expressive intent.
UP:AE17.MU.K.9
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- Age-appropriate audience and performer etiquette
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
- Demonstrate a steady beat and maintain it while performing.
- Sing using head voice and appropriate posture.
- Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
- Create a wide variety of vocal and instrumental sounds.
- Explore connections between sound and its visual representation.
- Move to music of various and contrasting styles, composers and cultures.
- Demonstrate audience behavior appropriate for the context and style of music performed.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.K.15
Demonstrate how a specific music concept is used in music.
Demonstrate how a specific music concept is used in music.
UP:AE17.MU.K.15
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- Age-appropriate audience and performer etiquette
Essential Questions
EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
EQ: How does understanding the structure and context of music inform a response?
EQ: How does understanding the structure and context of music inform a response?
Skills Examples
Performing
- Perform songs of various genres while reflecting appropriate stylistic characteristics.
- Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
- Discuss, using musical language, the characteristics of the music they hear and/or perform.
- Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
- Share ideas about musical selections of various and contrasting styles, composers and musical periods.
- Describe how sounds and music are used in our daily lives.
- Describe the difference between steady beat and rhythm.
- Identify and connect a concept shared between music and another curricular area.
- Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
- Respond to sound with a drawing of how the sound makes them feel.
- Offer opinions about their own musical experiences and responses to music.
- Aurally identify flute, trumpet, violin, and piano.
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.1.8
Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.
Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.
UP:AE17.MU.1.8
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Essential Questions
EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
EQ: How does understanding the structure and context of musical works inform performance?
EQ: How does understanding the structure and context of musical works inform performance?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.1.10
Demonstrate and describe music’s expressive qualities.
Demonstrate and describe music’s expressive qualities.
UP:AE17.MU.1.10
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- Proper singing posture
- Age-appropriate pitch matching (C4 - C5)1
- Mallet/ drumming technique — hands together
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Sing or play music with attention to expressive elements such as dynamics and articulation
- Perform music from a variety of cultural traditions, focusing on holidays and special days.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
- Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
- Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
- Identify expressive markings in printed music.
- Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.2.10
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
UP:AE17.MU.2.10
Vocabulary
Rhythm
- Eighth note, eighth rest, half note, half rest, whole note, whole rest
- Strong/ weak beat — 2/4; 3/4 meter
- Accelerando/ ritardando
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- Age-appropriate pitch matching (B3-D5)1
- Mallet/ drumming technique: alternating hands
Essential Questions
EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- Notate from dictation 8-beat rhythm patterns using standard notation.
- Perform short melodic patterns from standard or iconic notation.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
CR Resource Type
Lesson/Unit Plan
Resource Provider
Other
License Type
Custom
Resource Provider other
San Francisco Symphony
