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Welcome to music kindergarten students!
Keep the steady beat
Keep the steady beat
In this lesson, students will practice clapping their hands using steady beat. Clap along with Pete while he is playing the drum. Students may choose to dance or hop or shake also.
"Hello to all the children of the world"
"Hello to all the children of the world"
Here's a fun song for students to learn in music class as we begin our year!
High and Low Sounds
High and Low Sounds
Students will watch and listen to video and demonstrate an understanding of High and Low pitches
ESGMK.RE.1b: Students will describe music using appropriate vocabulary (e.g. High/low, loud/soft, fast/slow, long/short).
Hello parents and students! My name is Mr. Lackey and I'm one of the music teachers at The Main Street Academy. If your child is in Ms. Hanson or Ms. Harris class, use the Zoom link below for a live lesson weekly, from 2 PM to 3:30 PM on Tuesdays:
Mr. Lackey is inviting you to a scheduled Zoom meeting.
Topic: Kindergarten Music - Hanson/Harris
Every Tuesday, Ms. Harris class: 2 - 2:40 PM; Ms. Hanson's class: 2:50 - 3:30 PM, starting Oct. 26, 2020
Join Zoom Meeting
https://us02web.zoom.us/j/81072760411?pwd=RzJIUm9XL2ZtbkNFaEQyLzdseU13UT09
Meeting ID: 810 7276 0411
Passcode: TMSA Music
If you have any questions, just email me at jonathan.lackey@tmsa.org. Thanks!
High and low sounds, part 2
High and low sounds, part 2
Students will watch and listen to video and demonstrate an understanding of High and Low pitches
ESGMK.RE.1b: Students will describe music using appropriate vocabulary (e.g. High/low, loud/soft, fast/slow, long/short).ESGMK.PR.1b Sing a varied repertoire of music, alone and with others (Echo simple singing and speech patterns).
Do you know what's fast and what's slow?
Do you know what's fast and what's slow?
Students will watch and listen to two videos, then recognize and demonstrate an understanding of different tempos - allegro (fast) and largo (slow).
ESGMK.RE.1b: Students will describe music using appropriate vocabulary (e.g. High/low, loud/soft, fast/slow, long/short).ESGMK.PR.1b Sing a varied repertoire of music, alone and with others (Echo simple singing and speech patterns).
100 Songs You´ve Heard And Don´t Know The Name
100 Songs You´ve Heard And Don´t Know The Name
Listen to these different melodies. See how many of these different melodies you have heard before (students should try to express the melodies they hear through movement).
ESGM1.RE.1 Listen to, analyze, and describe music.
- a. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).
- b. Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different).
ESGMK.RE.3 Move to a varied repertoire of music, alone and with others.
- a. Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn)
Pitch, Melody, the Musical Alphabet, and the Staff
Pitch, Melody, the Musical Alphabet, and the Staff
Watch this video to help learn more about pitch, melody, the musical alphabet, and the staff.
ESGM1.RE.1 Listen to, analyze, and describe music.
- a. Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).
- b. Describe music using appropriate vocabulary (e.g. high/low, upward/downward, loud/soft, fast/slow, long/short, same/different).
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