Overview -- Music is an important component to the learning process for children. It provides students with opportunities to explore a variety of music elements, principles, and processes in order to create, perform, respond to, and connect with real life. We have committed to focus on certain subjects - Science, Technology, Engineering, and Math ( STEM ) to meet the needs of future innovations. But these subjects have some limitations and there is a new argument for the need to add the “A” for Art to change STEM to STEAM. Adding the arts will ensure that students develop critical thinking, design, and creative solutions in order to face the challenges for the 21st Century generations.

STEAM

The 2014 National Core Arts Standards are divided into four sections, which have been adopted by the Kentucky Department of Education

This map will be used to develop lessons based on:

• Creating - Imaging, Plan and make, Evaluate and Refine, Present
• Performing - Select, Analyze, Interpret, Rehearse, Evaluate and Refine, Present
• Responding - Select, Analyze, Interpret, Evaluate
• Connecting - Synthesize, Relate

These will allow the students to understand music concepts and integrate music lessons with other content areas.

I. Structures

KCAS Standards:

Primary Enduring Knowledge – Understandings

Students will understand that

• the elements of music dance, and drama are intentionally applied in creating and performing. [MU: Cr ; MU: Pr]
• the elements and principles of design of visual art are intentionally applied in creating works of art. [MU: Cr]
• responding to or critiquing works of art involves an understanding of elements, principles and structures appropriate to each are of the arts. [MU: Re]
• existing and emerging technologies can inspire new applications of structural components. [MU: Cr]

Primary skills and Concepts - Music

Students will

• begin to recognize and identify elements of music (rhythm, tempo, melody, harmony, form, timbre, dynamics) using musical terminology. [MU: Pr]
• use the elements of music while performing, singing, playing instruments, moving, listening, reading music, writing music, and creating music independently and with others. [MU: Pr]
• listen to and explore how changing elements results in different musical effects. [MU: Re]
• recognize, describe and compare various styles of music (spirituals, game songs, folk songs, work songs, lullabies, patriotic, bluegrass). [MU: Cn]

Essential Questions: What are the elements of music? How do we use the elements to create music?

Learning Target - Assessments - Resources

Pitch: I can….

• imitate, explore, and identify high and low pitches
• imitate, explore, identify, improvise, and perform songs using basic solfege (sol-mi)

Rhythm: I can…

• imitate, explore, and identify steady beat.
• identify and demonstrate steady beat.
• Imitate, explore, identify, notate, improvise ta and ta rest.
• Identify rhythm.
• Imitate and explore ti ti.
• Practice steady beat.

Dynamics: I can…

• Demonstrate through performance, loud and soft dynamic levels.

Timbre: I can…

• Imitate, explore, and identify the 4 voice types
• Identify instruments of the percussion, brass, woodwind, and string families and explain how the sound is made

Tempo: I can…

• Demonstrate through performing on instruments or with movement, fast/slow tempo.

Form: I can…

• Demonstrate through performing, call and response.

Formative:

• Entering/Warm-up activities
• Exploratory activities
• Class discussions
• Class questioning
• Student participation
• Teacher observation
• Self- assessments
• Peer-assessments
• Exit slips

Summative:

• Tests
• Performance reflection
• Self-assessments
• Peer-assessments
• Group critiques
• Performance assessments
• Mother Goose Nursery Rhymes
• Teaching Music Across the Curriculum; Valeaira Luppens and Greg Foreman
• Lullabies for Sleepy eyes; Susie Tallman
• The Book of Beginning Circle Games, First steps in Music Series, John Feierabend
• Orff Schulwerk Singing Games and Songs
• Spotlight on Music ;McMillan and McGraw-Hill
• Pinterest;

http://www.pinterest.com/kmichellelewis/elementary-music/

II. Humanities

KCAS Standards:

Primary Enduring Knowledge – Understandings

Students will understand that

• the arts are powerful tools for understanding human experiences both past and present. [MU: Cr]
• the arts help us understand others’ (often very different) ways of thinking, working, and expressing ourselves.
• the arts play a major role in the creation and defining of cultures and building civilizations.

Primary Skills and Concepts - Music

Students will [MU: Re]

• being to associate music they listen to or perform with specific cultures (Native American, Appalachian, West African); describe in simple terms how the music reflects the cultures.
• begin to associate music they listen to or perform with the Colonial American period in history; describe in simple terms how the music reflects the Colonial American.

Essential Questions: What are cultures? How is the same and / or different in each culture?

Learning Targets

Assessments

Resources

• I can demonstrate through performance, Native American, Appalachian, and West African music.
• I can recognize music of various cultures (Asian, South American, African, Latin, Mexican, Irish, Scottish, etc.)
• I can describe music of various cultures using music terms.

Formative:

• Warm-up activities
• Exploratory activities
• Class discussions
• Class questioning
• Student participation
• Teacher observation
• Self-assessments
• Peer-assessments
• Exit slips

Summative:

• Tests
• Performance reflections
• Self-assessments
• Peer-assessments
• Group critiques
• Performance assessments

• Orffestrations of the Earth; Linda Forrest
• World Partners Multicultural Collection of Partner Songs and Canons; Cheryl Lavender
• Spotlight on Music; McMillan and McGraw-Hill

III. Purposes

KCAS Standards:

Primary Enduring Knowledge – Understandings

Students will understand that

• the arts fulfill a variety of purposes in society (e.g., to present issues and ideas, to entertain, to teach or persuade, to design, plan and beautify). [MU: Re]
• the arts have value and significance for daily life. They provide personal fulfillment, whether, in career settings, avocational pursuits, or leisure. {MU: Cn]
• the arts provide forms of nonverbal communication that can strengthen the presentation of ideas and emotions. [MU: Re]

Primary Skills and Concepts - Music

Students will

• begin to develop an awareness of the purposes for which music is created (e.g., ceremonial, recreational, artistic expression). [MU: Re]
• listen to and perform music created to fulfill a variety of specific purposes. [MU: Pr]

Essential Question: Why is music important in your life?

Learning Targets

Assessments

Resources

• I can perform music for recreation.
• I can perform music for ceremonies.

Formative:

• Warm-up activities
• Exploratory activities
• Class discussions
• Class questioning
• Student participation
• Teacher observation
• Self-assessments
• Peer-assessments
• Exit slips

Summative:

• Tests
• Performance reflections
• Self-assessments
• Peer-assessments
• Group critiques
• Performance assessments
• Spotlight on Music; McMillan and McGraw-Hill

IV. Processes

KCAS Standards:

Primary Enduring Knowledge – Understandings [MU: Cr ; Pr ; Re]

Students will understand that

• there are three distinct processes for involvement in the arts; creating new artworks, performing works previously created and responding to artworks and performances.
• full understanding and appreciation of the arts requires some degree of involvements in all three processes.
• openness, respect for work and an understanding of how artists apply elements and principles of design in creating and performing are personal attitudes and skills that enhance enjoyment of the observer.
• existing and emerging technologies can extend the reach of the art form to new audiences.

Primary Skills and Concepts - Music

Students will

• be actively involved in creating and performing music alone and with others. [MU: Cr ; MU: Pr]
• begin to learn how to use knowledge of the elements of music and music terminology to describe and critique their own performances and the performance of others.
• identify possible criteria for evaluating music (e.g., skill of performers, originality, emotional impact, variety, interest). [MU: Re]
• demonstrate behavior appropriate for observing the particular context and style of music being performed; discuss opinions with peers in a supportive and constructive way.

Essential Questions: How do musicians create a piece of music? What elements of music do you listen for when critiquing a piece of music?

Learning Targets

Assessments

Resources

• I can learn the words and music to sing songs in an ensemble.
• I can create music using my voice and Orff instruments.
• I can sing a lullaby alone.
• I can respond to the form of a piece of music.
• I can identify appropriate audience behavior for artistic performances.
• I can self-assess my performances.
• I can identify criteria for evaluating music and performances.

Formative:

• Warm-up activities
• Exploratory activities
• Class discussions
• Class questioning
• Teacher observation
• Self-assessments
• Peer-assessments
• Exit slips

Summative:

• Tests
• Performance reflections
• Self-assessments
• Peer-assessments
• Group critiques

Spotlight on Music, McMillan and McGraw-Hill

V. Interrelationships among the Arts

KCAS Standards:

Primary enduring Knowledge – Understandings [MU: Cn ; Re]

Students will understand that

• the arts are basic forms of human communication.
• music, dance, drama and visual art created in common cultures and/or common historical periods tend to reflect common attitudes, ideas, beliefs, and feelings.
• the arts provide forms of non-verbal communication that can strengthen the presentation of ideas and emotions.
• the modes of thinking and methods of the arts disciplines can be used to illuminate situations in other disciplines that require creative solutions.

Primary Skills and Concepts - Arts

Students will

• begin to recognize that common terms are used in various arts (e.g., tempo in dance and music)
• begin to notice communication of common themes or ideas across different art forms.
• identify and explain connections between and among different art forms from the same culture or from the same time period.
• begin to identify commonalities between the arts and other subjects taught in the school (e.g., observation skills in visual arts and science, historical and cultural perspectives in the arts and social studies, shape in visual art and mathematics, dance and a healthy lifestyle, fractions in music notation and mathematics, reading music and reading words, composing music and writing).
• communicate common meaning through creating and performing in the four art forms.

Essential Questions: How are dance and music alike? How does drama relate with music?

Learning Targets

Assessments

Resources

• I can explain how music and dance are alike.
• I can explain how literature and music are connected.
• I can identify similarities in math and music.

Formative:

• Warm-up activities
• Exploratory activities
• Class discussions
• Class questioning
• Student participation
• Teacher observation
• Self-assessments
• Peer-assessments
• Exit Slips

Summative:

• Tests
• Performance reflections
• Self-assessments
• Peer-assessments
• Group critiques
• Performance assessments
• Orffestrations of the Earth; Linda Forrest
• World Partners: Multicultural Collection of Partner Songs and Canons; Cheryl Lavender

This curriculum map for kindergarten music supports planning and preparation for instruction for the classroom. The components of the map provides support for the following areas in the ‘ Danielson’s Framework for Teaching’ , which has been adopted by the state of KY and the school district of Wayne County.

Domain 1 – Planning and Preparation: Components A, C, D, E, F

Domain 3 – Instruction: Components A i; C i, iii, iv, and D i, ii