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.
