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 use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky. They will identify the A section, B section, Interlude, and Coda. Younger students will identify same and different.
PE19.K.1.1
PE19.1.1.1
Demonstrate correct form for hopping, galloping, and sliding.
Demonstrate correct form for hopping, galloping, and sliding.
PE19.1.1.4
Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.
Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.
PE19.2.1.1
Demonstrate correct form for skipping.
Demonstrate correct form for skipping.
PE19.3.1.4
Perform teacher-selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.
Perform teacher-selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.
PE19.4.1.1
Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
PE19.5.1.1
Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
PE19.5.1.4
Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.
Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.
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.1.16
Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.
Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.
UP:AE17.MU.1.16
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: 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
- Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
- Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
- Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
- Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
AE17.MU.2.8
Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
UP:AE17.MU.2.8
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: 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
- 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.
AE17.MU.3.8
Demonstrate understanding of the structure in music selected for performance.
Demonstrate understanding of the structure in music selected for performance.
UP:AE17.MU.3.8
Vocabulary
Rhythm
- Bar lines
- Measures
- Pitch set: Low So, Low La, High Do
- Treble clef reading (Mi, Re, Do)
- Middle C to high G
- Ledger lines
- Partner songs
- Rounds
- Ostinati
- Theme and variations
- Coda
- D.S. al coda
- Repeat sign
- Fermata
- Phrase/ phrasing
- Pianissimo (pp), fortissimo (ff)
- Age-appropriate audience and performer etiquette
- Orchestral instruments: 4 families
- Age-appropriate pitch matching (Bb3 - Eb5)
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 a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
- Sing, move and respond to music from diverse cultures.
- Sing, move and respond to age-appropriate music of various composers.
- Play a variety of classroom instruments with proper technique.
- Improvise and compose short compositions using a variety of classroom instruments and sound sources.
- Create new words for familiar songs.
- Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
- Read, write and perform extended pentatonic melodies.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Develop criteria and use it to critique their own performances and the performances of others.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.4.8
Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.
Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.
UP:AE17.MU.4.8
Vocabulary
Rhythm
- Conducting patterns in
- Syncopation
- Pitch set: Do, Re, Mi, Fa, So, Ti
- Treble clef reading (La, So, Mi, Re, Do)
- Middle C through High B
- Create melodic sequences
- Half-step
- Whole step
- Canons
- Chord components
- Chord progression (I, V)
- Crossover bordun
- Phrasing: antecedent and consequent
- D.C. al coda
- Fine
- pp through ff
- Age-appropriate audience and performer etiquette
- Orchestra instruments within the 4 families
- Age-appropriate pitch matching (A3-E5)
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, move and respond to music from world cultures and different composers.
- Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
- With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
- Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Use student developed criteria to critique their own performances and the performances of others.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
AE17.MU.5.8
Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
UP:AE17.MU.5.8
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
CR Resource Type
Lesson/Unit Plan
Resource Provider
San Francisco Symphony
License Type
Custom
