Standards – Based Curriculum for Music Kindergarten ...aamusiccurriculum.wikispaces.com/file/view/5+Kinder+unit+2.pdf · Standards – Based Curriculum for Music Kindergarten through

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 2 Summative Assessment

SouthCAP 2008 9/23/11

Grade: Kindergarten Unit 2

Standards: 2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

3.2 Sing and play simple singing games from various cultures. 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g. work song, lullaby).

Summative Assessment: Small group performance: Students will play classroom instruments in order to demonstrate knowledge of beat, tempo, dynamics, and melodic direction. Students will sing songs and play games from North America and England. Students will identify the purpose of a song.

Assessment Tool: Teacher and Student Rubrics

Teacher checklists

Sample Lessons: 1. Drums, Sticks, and Rhymes

2. Singing Games

3. Music Has Purposes

Standards – Based Curriculum for Music Kindergarten through 6th Grade Unit 2 Sample Lessons

Grade: Kindergarten DRUMS, STICKS, AND RHYMES Lesson: 2.1

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Standards for this Lesson 2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics, and melodic direction. 3.2 Sing and play simple singing games from various cultures.

Formative Assessment

Performance: students will play classroom instruments in order to demonstrate knowledge of tempo, dynamics, and melodic direction.

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time. Dynamics: varying degrees of volume in the performance of music. *In kindergarten, dynamics are taught using the words loud and soft. Melody: an organized sequence of single notes; a tune. *In kindergarten, melody is taught using the words high and low. Tempo: the pace at which music moves according to the speed of the underlying beat. *In kindergarten, tempo is taught using the words fast and slow.

Sample Teaching Strategies Teacher Tips

Make sure to set expectations for instrument playing: explain how to handle instruments, introduce a cue for students to begin playing, and where to place them when not in use.

• Unit opening discussion: What instruments make music? What are some different kinds of music? How is a rhyme like a song? What are some ways we can move to show how the music sounds? (Teacher records student responses on chart paper.)

• Circle time warm-up: Play “Little Liza Jane” from the Nursery Rhymes Collection CD. Ask students to keep the beat, tapping on their knees.

• Introduce rhythm sticks and explain how to play them. Practice keeping a steady beat using rhythm sticks while listening to Little Liza Jane. Play Little Bo Peep and play rhythm sticks to the beat of the song. Discuss what is different between the two songs (one is fast and one is slow).

• Open the flip chart to Mary Had A Little Lamb and read students the rhyme. Listen to the song several times until students are familiar with the lyrics and tune (150 Fun Songs for Kids). Students sing along, learning the tune. Discuss: Where does the song sound high/low? Is it a fast/slow song?

• Repeat routine with Twinkle Twinkle Little Star, Little Miss Muffet, and Hot Cross Buns. • Explain that children will not be singing, but will now use rhythm sticks to find the beat in the songs.

Students listen the play rhythms sticks to Mary Had A Little Lamb, Little Miss Muffet, and Hot Cross Buns. (This is where the teacher would observe and fill out the “beat” part of the Playing Instruments Checklist.)

• Divide the class into groups of 4 and have them form mini circles, facing inward. Demonstrate how to use the rhythm sticks to create steady beats that are fast, slow, loud, and soft. Choose a student leader to model in front of the class. Students respond by playing their instruments with correct beat and tempo, or dynamics. (This is where the teacher would observe groups and fill out the “tempo” and “dynamics” sections of the Playing Instruments Checklist.)

• Introduce shape drums. Ask what is the same/different about the drums (possible answers: some are low


Grade: Kindergarten DRUMS, STICKS, AND RHYMES Lesson: 2.1

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and some are high, they are different shapes, different colors, etc.). Ask volunteers to keep a steady beat while the class chants Hot Cross Buns.

• Pair the students, giving one child a shape drum and the other child a set of individual Basic Elements of Music flash cards. Students will take turns playing the shape drum to show tempo (fast/slow), and dynamics (loud/soft).

• Assessments: Individual test: group all of the shape drums together and ask each child to locate the highest

and lowest sounds (use this for the “melodic direction” section of the Playing Instruments Checklist). Group tests: observe children singing and playing rhythm sticks/shape drums in groups to assess using the Playing Instruments Checklist.

Materials Playing Instruments checklist, markers, chart paper, CD player, Basic Elements of Music individual flash cards Resources • CD, The Singalongsong Band, The Nursery Rhyme Collections- 33 Musicians Create A Nursery Rhymes

Masterpiece. Track 9 “Little Liza Jane,” track 66 “Little Bo Peep.” • CD, Countdown Kids, 150 Fun Songs for Kids. Track 12 “Twinkle Twinkle Little Star,” track 82 “Hot

Cross Buns,” track 117 “Little Miss Muffet,” track 36 “Mary Had A Little Lamb.” • Rhythm sticks • Sound shape drums

Connections • ELA o R1.18 Describe common objects and events in both general and specific language. o LS1.2 Share information and ideas, speaking audibly in complete, coherent sentences. o LS2.2 Recite short poems, rhymes, and songs.

UNIT 2, LESSON 2.1

PLAYING INSTRUMENTS CHECKLIST 2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo [high/low], dynamics [loud/soft], and melodic direction [high and low notes]. Instruments (circle one): Rhythm sticks Shape drums Student name

Melodic direction:

High/low

Tempo:

Fast/ slow

Dynamics:

Loud/ soft

Beat 1"

2"

3"

4"

5"

6"

)"

8"

9"

10"

11"

12"

13"

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16"

1)"

18"

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25"


Grade: Kindergarten SINGING GAMES Lesson: 2.2

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Standards for this Lesson 3.2 Sing and play simple singing games from various cultures. Formative Assessment

Students will sing songs and play games from North America and England.

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time. Dynamics: varying degrees of volume in the performance of music. *In kindergarten, dynamics are taught using the words loud and soft. Melody: an organized sequence of single notes; a tune. *In kindergarten, melody is taught using the words high and low. Tempo: the pace at which music moves according to the speed of the underlying beat. *In kindergarten, tempo is taught using the words fast and slow.


• Circle time warm-up: review Basic Elements of Music poster and use rhythm sticks to show different tempos (fast/slow) and dynamics (loud, soft). Play a familiar song from lesson 2.1 and have students keep a steady beat with the song.

• Use a map to show students where North America and England are located. Explain that the songs and games they will learn in this lesson are from these two regions.

• Play London Bridge is Falling Down and teach children how to sing the words by echo singing. When children are familiar with lyrics, introduce how to play the game. Students take turns being the “bridge” while everybody sings along with the CD recording, walking under the “bridge.”

• Continue with other singing games: Here We Go ‘Round the Mulberry Bush, Skip to My Lou, and Ring-A-Ring-A-Roses. Repeat until children are very familiar with lyrics, melody, and how to play each game

• Assessment: use the Singing Games Checklist for standard 3.2 to assess children as they sing and play.

Ask students to self-evaluate using the kid-friendly rubrics. Materials How to Play Singing Games description, Basic Elements of Music poster, Singing Games Checklist, Standard 3.2

Student Rubric, world map Resources • CD, Countdown Kids, 150 Fun Songs for Kids. “London Bridge is Falling Down,” “Skip to my Lou,”

“Here We Go ‘Round the Mulberry Bush,” and “Ring-A-Ring-A-Roses” • Rhythm sticks

Connections • Physical Education o 1.1 Travel within a large group, without bumping into others or falling, while using locomotor

skills. o 1.16 Perform locomotor and nonlocomotor movements to a steady beat.

Kindergarten Unit 2

1

HOW TO PLAY SINGING GAMES… LONDON BRIDGE IS FALLING DOWN • Choose 2 children to create an arch. Have them face each other, join

both hands together and lift their arms up. • Line up the other children so they can walk under the arch. • Begin singing the song, "London Bridge is falling down, falling down,

falling down, London Bridge is falling down, my fair lady." • Walk the line of children under the arch and back around, creating a

circle of children consistently walking under the arch. • Instruct the 2 children to drop their hands down on the last word of

the rhyme, trying to capture a child between their arms. • Repeat these actions with each verse of the rhyme until all the

children are captured. HERE WE GO ‘ROUND THE MULBERRY BUSH • The whole class makes a big circle by holding hands. • The circle moves around as children sing “Here we go round the

mulberry bush, mulberry bush, mulberry bush. Here we go round the mulberry bush, so early in the morning”.

• Stop, let go of each other’s hands and sing a verse about normal daily actions like “This is the way we brush our teeth, brush our teeth, brush our teeth. This is the way we brush our teeth, on a cold and frosty morning/ early Monday morning” while doing an action.

• Hold hands again and the circle moves around as they sing the chorus again.

Kindergarten Unit 2

2

RING-A-RING-A-ROSES • Hold hands in a circle and skip in a circle while singing. • When you get to the end of the verse, “we all fall down,” everyone

drops to the floor. • Chorus

o Ring a-ring o' roses, A pocketful of posies. A Tissue! A Tissue! We all fall down.

SKIP TO MY LOU • Arrange students into 2 circles: one inner and one outer. Group the

boys and girls separately. • Partner each child with one child left over. • Sing the song as the lone child skips around the circle. • When students sing, "I'll find another one better than you" the lone

child takes the hand of a person in the circle and displaces another student.

• It is then that person's partner who becomes the child skipping around the circle.

Kindergarten Unit 2 Lesson 2.2 Student Self-Assessment

NAME:

I sing different songs.

Standard 3.2

Wow!

I can sing 4 songs from different places.

You’ve got it!


Almost there!


Keep working at it!

I can sing 1 song from a different place.

Kindergarten Unit 2 Lesson 2.2 Student Self-Assessment

NAME:

I can play singing games.

Wow!

I can play 4 different games. I can tell my friends how to play.

You’ve got it!

I can play 3 different games. I can show my friends how to play.

Almost there!

I can play 2 different games.

Keep working at it!

I can play 1 game.

Standard 3.2

UNIT 2, LESSON 2.2

SINGING GAMES CHECKLIST

3.2 Sing and play simple singing games from various cultures.

Singing Songs Playing games Student name

Song 1: sings correct RHYTHM

Song 1: Sings correct MELODY

Song 2: sings correct RHYTHM

Song 2: sings correct MELODY

Explains how to play games

(Y/N) 1"

2"

3"

4"

5"

6"

)"

8"

9"

10"

11"

12"

13"

14"

15"

16"

1)"

18"

19"

20"

21"

22"

23"

24"

25"


Grade: Kindergarten MUSIC HAS PURPOSES Lesson: 2.3

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Standards for this Lesson 4.2 Identify, talk about, sing, or play music written for specific purposes (e.g. work song, lullaby). Formative Assessment

Individual Assignment: Students will discuss and write about similarities and differences between music written for specific purposes, i.e. work, play, learning, and sleep. Written assessment: Students identify different kinds of music by circling the correct picture on a written test.

Vocabulary for the Lesson Beat: a unit of measure of rhythmic time. Dynamics: varying degrees of volume in the performance of music. *In kindergarten, dynamics are taught using the words loud and soft. Melody: an organized sequence of single notes; a tune. *In kindergarten, melody is taught using the words high and low. Singing game: an activity based around a particular verse or rhyme, usually associated with a set of actions and movements. Tempo: the pace at which music moves according to the speed of the underlying beat. *In kindergarten, tempo is taught using the words fast and slow.


• Circle time warm-up: pick a singing game from lesson 2.2 to play as a warm up (Skip to my Lou, London Bridge, Here We Go ‘Round the Mulberry Bush, Ring-A-Ring-A-Roses). Give out shape drums and students take turns keeping a steady beat with the music.

• Explain that music can be used in playing games, and also for other purposes like learning, working, sleeping, and playing. Ask students if they can think of examples from songs they know (teacher records answers on chart paper).

• Introduce poster with pictures for “learn,” “work,” “sleep,” and “play.” Give instructions for how to listen to the music and draw to complete the worksheet. Give each student the Musical Purposes worksheet that is divided into 4 squares. Ask students to listen to the first song, Lullaby and Goodnight, for sleep. Discuss what kind of purpose the song would be sung for. Students then answer by drawing a picture that shows the “sleep” icon to show the purpose of the song.

• Continue with Take Me Out to the Ballgame for “play” as students first discuss, then draw what they hear in square 2 of their worksheets.

• Play I’ve Been Working on the Railroad for “work” as students first discuss, then draw in square 3. • Play Apples and Bananas for “learning” as students discuss and draw in square 4. • After students have filled in worksheet, discuss answers as a class (Where would you hear that? What

would people be doing when they sing or listen to that song?)



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• SUMMATIVE ASSESSMENT: (Teacher uses Unit 2 Summative Teacher Rubric) • Part 1:

o Give each student the worksheet that is divided into 4 squares. Review how to complete this worksheet, and explain that they will do this test by themselves and won’t be discussing the answers as a class.

o Review the Musical Purposes poster and the “learn, work, sleep, and play” pictures. o Play I’ve Been Working on the Railroad for “work” and ask students to draw the correct picture

in square 1. Play Bingo for “learning” as students draw in square 2. Play London Bridge for “play” as students draw in square 3. Play Rock-a-Bye Baby for sleep as students draw in square 4.

• Part 2: (Students use Student Rubric for Music Purposes) o Written assessment: As a reflection, student’s journal (using pictures or words) about their

favorite type of music and why—work, play, sleep, or learning. Students share their writing with the teacher and a table partner.

• Part 3: o Play London Bridge is Falling Down and review how to sing the song and play the game.

Students take turns being the “bridge” while everybody sings (and repeats) the first verse of the song while playing the game.

o Continue with Here We Go ‘Round the Mulberry Bush, Skip to My Lou, and Ring-A-Ring-A-Roses.

• Part 4 o Review how to create steady beats that are fast, slow, loud, and soft. Choose a student leader to

model in front of the class. Students respond by playing their instruments with correct rhythm and tempo, or dynamics. This may be done whole class or small group. Teacher assesses as students play.

Materials • CD player • Teacher rubrics • Student rubrics • Standard 4.2 checklist • Musical Purposes poster • Student worksheets • Chart paper, markers, crayons, pencils • Journals



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Resources CD-Countdown Kids, 150 Fun Songs for Kids. “Lullaby and Goodnight,” “I’ve Been Working on the Railroad,” “Take Me Out to the Ballgame,” and “Apples and Bananas” Sound Shape Drums

Connections • ELA o R 1.17 Identify and sort common words in basic categories (e.g., colors, shapes, foods). o WS 1.1 Use letters and phonetically spelled words to write about experiences, stories, people, objects,

or events o WS 1.3 Write by moving from left to right and from top to bottom. o WS 1.4 Write uppercase and lowercase letters of the alphabet independently, attending to the form

and proper spacing of the letters.

Name________________________________________________________

MUSICAL PURPOSES

1

2

3

4

Standard 4.2

UNIT 2 SUMMATIVE: STUDENT RUBRIC

Name______________________________________

I can write about music for different purposes.

Wow!

I can give you 4 examples.

You’ve got it!


Almost there!


Keep working at it!

I can give you 1 example.

Standard 4.2

Kindergarten Unit 2 Teacher Rubric Summative Assessment

Sing songs Play games Music for specific

purposes Play instruments Demonstrates knowledge of beat, tempo, dynamics,

and melodic direction.

Wow!

Sings songs with accuracy in pitch

and rhythm.

Plays singing games and is able to teach the rules of the game to

others. Shows leadership with peers.

Correctly identifies or talks about 4

examples.

Plays an instrument with confidence.

You’ve got it!

Sings songs with accuracy.

Plays and follows the rules of singing games.


examples.

Errors do not detract from performance.

Almost there!

Sings songs with occasional mistakes.

Plays singing games with some errors.


examples.

Errors occasionally interfere with performance.

Keep working at it!

Sings songs with frequent mistakes.

Plays singing games with frequent errors.

Correctly identifies or talks about 1 example.

Errors frequently interfere with performance.

Student Name:

NOTES

K-6 Music Curriculum Arts Advantage Districts Teacher Reflections

Kindergarten Unit 2

SouthCAP 2008

Please respond to the following prompts after each unit is taught:

1. What was most helpful for you in this unit?

2. How were your students engaged in each lesson?

3. How effective were the assessments for the unit?

4. What changes would you suggest for the future?

K-6 Music Curriculum Arts Advantage Districts Teacher Reflections

Kindergarten Unit 2

SouthCAP 2008

5. Other Comments:

Documents

Standards – Based Curriculum for Music Kindergarten ...aamusiccurriculum.wikispaces.com/file/view/5+Kinder+unit+2.pdf · Standards – Based Curriculum for Music Kindergarten through