Unit # :

Grade: Pre-K

Subject: Music

Perceiving and Responding: Aesthetic Education

Knowledge and Skills / Time Frame:Year-long / Prior Knowledge: None
SC Indicator:
Students will:
Develop awareness of the characteristics of musical sounds and the diversity of sounds in the environment.
Experience performance through singing and playing instruments.
Respond to music through movement.
Experiment with standard and individually created symbols to represent sounds.
SC Objectives:
Students will:
Explore a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, and tambourines. (1.1.a)
Listen for repeated patterns in music. (1.1.b)
Respond to changes heard in music: fast/slow, loud/soft (quiet), long/short, high/low. (1.1.c)
Explore sounds in selected environments. (1.1.d)
Sing songs that use the voice in a variety of ways. (1.2.a)
Listen to examples of adult male voices, adult female voices, and children’s voices. (1.2.b)
Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c)
Explore steady beat through singing, speaking, and playing classroom instruments. (1.2.d)
Express music through movement, developing the concept of personal space (“bubble space”). (1.3.a)
Respond to steady beat through locomotor and body movement. (1.3.b)
Listen for simple directions or verbal cues in singing games. (1.3.c)
Explore a variety of locomotor and non-locomotor movements to show meter. (1.3.d)
Demonstrate mechanics of reading from left to right. (1.4.a)
Assessment Limits:
Students will:
Explore a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, and tambourines. (1.1.a)
Listen for repeated patterns in music. (1.1.b)
Respond to changes heard in music: fast/slow, loud/soft (quiet), long/short, high/low. (1.1.c)
Explore sounds in selected environments. (1.1.d)
Sing songs that use the voice in a variety of ways. (1.2.a)
Listen to examples of adult male voices, adult female voices, and children’s voices. (1.2.b)
Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c)
Explore steady beat through singing, speaking, and playing classroom instruments. (1.2.d)
Express music through movement, developing the concept of personal space (“bubble space”). (1.3.a)
Respond to steady beat through locomotor and body movement. (1.3.b)
Listen for simple directions or verbal cues in singing games. (1.3.c)
Explore a variety of locomotor and non-locomotor movements to show meter. (1.3.d)
Demonstrate mechanics of reading from left to right. (1.4.a)
VOCABULARY
classroom instruments
locomotor
non-locomotor
meter / Enduring Understanding
Aesthetics: Perceiving and Responding
Every art form has a unique language used by the artist to communicate with the world.
Essential Questions
Perceiving and Responding: Aesthetic Education – Students will demonstrate the ability to perceive, perform, and respond to music.
How does one determine artistic preference?
How does a viewers personal experiences shape his/her artistic preferences?
UNIT ENDURING UNDERSTANDINGS:
Music is organized sound and silence.
Everyone can perform, create, and respond to music in meaningful ways.
UNIT ESSENTIAL QUESTIONS:
What sounds determine musical style?
How does music communicate for an individual?
In what ways have people expressed their values and described their experiences through music?

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Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT

Unit # :

Grade: Pre-K

Subject: Music

Perceiving and Responding: Aesthetic Education

Suggested Learning Plan / Learning Activities and Strategies
Essential Question: What sounds determine musical style?
SC Objective: / Activity / Description / Materials/Resources
Experiment with a range of classroom instruments such as wood blocks, triangles, rhythm sticks, maracas, guiros, jingle bells, sand blocks, cymbals, tambourines, and hand drums. (1.1.a)
Explore sounds in selected environments. (1.1.d)
Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c)
Explore steady beat through singing, speaking, and playing classroom instruments. (1.2.d) / Performance / Students will learn the names of the classroom instruments, as well as how they are played properly within a given style of music. Use pictures of classroom instruments for identification purposes if some instruments are not available (ex. Gong, agogo bells). As a performance, divide students into groups by instrument. Allow each group to play alone, and then have the whole class play together. Rotate instruments to allow all students to play all instruments. / Classroom instruments.
Singing, Performance / Sing Instrument Game, p. T36. Have students play listed rhythm instruments, or adjust to fit your instrumentation. / Spotlight on Music, Grade K (adopted text).
Listening, Performance / Students will echo teacher created melodic patterns for so and mi using the Kodaly hand symbols. Students will also echo teacher created rhythm patterns. / Teacher created materials.
Essential Question: How does music communicate for an individual?
SC Objective: / Activity / Description / Materials/Resources
Listen for repeated patterns in music. (1.1.b)
Respond to changes heard in music: fast/slow, loud/soft (quiet), long/short, high/low. (1.1.c)
Listen to examples of adult male voices, adult female voices, and children’s voices. (1.2.b)
Practice “wait and listen” before imitating rhythmic and melodic patterns. (1.2.c)
Express music through movement, developing the concept of personal space (“bubble space”). (1.3.a)
Explore a variety of locomotor and non-locomotor movements to show meter. (1.3.d) / Movement / Students will respond appropriately to movements and listen for repeated patterns in Farmer in the Dell (circle, walk, skip), Grizzly Bear (freeze), Follow Me (improvise locomotion, follow the leader) Stamping Land (pantomime text). / CD player, songs.
Singing / Students will learn about the four voices used in music class (singing, speaking, calling, and whispering). Students will demonstrate each of these and how they are used. May incorporate dynamics. / Voices.
Movement / Students will learn the difference between locomotor (movement in space) and nonlocomotor (movement in place). Students will demonstrate these using the song Stamping Land, creating verses that incorporate nonlocomotor movements such as twist, lean, and bend. / Stamping Land, Spotlight on Music, Grade K (adopted text).
Essential Question: In what ways have people expressed their values and describe their experiences through music?
SC Objective: / Activity / Description / Materials/Resources
Interpret picture symbols representing musical characteristics. (1.4.a) / Listening, Movement / Students will view a piece of art such as Skating in Central Park (pg 67) and listen to Waltz of the Snowflakes from the Nutcracker to make a connection between what they see and what they hear. Expand lesson to allow students to draw what they hear in Waltz of the Snowflakes. / Spotlight on Music Grade K, (adopted text) recording of Waltz of the Snowflakes from the Nutcracker.
Listening, Movement / Show listening map for The Little Train of the Caipara by Villa-Lobos. Follow guidelines on page 31. Students imitate parts of the song. / Spotlight on Music Grade K, (adopted text) recording of The Little Train of the Caipara.
DIFFERENTIATION
Accommodations / Arts Integration / Classroom Management / G.A.T.E./Enrichment / Graphic Organizers
Library Integration / Reading Strategies / Teacher Definitions / Technology Integration / Vocabulary Activities

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Baltimore City Public Schools Office of Humanities SUBJECT Unit XX , Indicator XX- GRADE XX DRAFT