specific curriculum outcomes for kindergarten music · kindergarten music curriculum guide mu1...

KINDERGARTEN MUSIC CURRICULUM GUIDE MU1

KINDERGARTEN - ORGANIZERS

Specific Curriculum Outcomesfor

Kindergarten Music

KINDERGARTEN MUSIC CURRICULUM GUIDEMU2


KINDERGARTEN MUSIC CURRICULUM GUIDE MU3


Rhythm and MetreStudents will be expected to

1. perform,listentoandcreate

• beat • rhythm • stepping/skippingsongs

Melody/PitchStudents will be expected to


• higherandlower • thesingingvoice

2. sing,in-tune,arepertoireofsongswithinalim-itedrange(prepares mandl s m)

ExpressionStudents will be expected to


• louderandsofter • fasterandslower • soundsfromvariedsources

ContextsStudents will be expected to


• songs/games • folkmusic

Kindergarten

KINDERGARTEN CURRICULUM GUIDEMU4


Suggestions for Teaching and LearningOutcomes

Organizer: Rhythm and Metre

Performing, Listening, Creatingincludes:singingplayingspeakingmovingrespondingimprovisingchoosing

Performing, Listening, Creating• Atallstagesofthemusicprogram,studentsmusthavepractice

keepingthebeat.Thebeatmaybeclapped,tappedonthebody,snapped,steppedorplayedonclassroominstrumentssuchassticks,woodblocks,tambourines,etc.(Rain Rain,See Saw).

• Studentscankeepthebeatwhilesingingsongs,games,chantingrhymesandverses,orlisteningtorecordedmusic.

• Muchpracticeinstepping thebeatshouldprecedethefirstspiralorcirclegamesinwhichstudentswalkthebeat.

• Usingahanddrumaccompaniment,studentswalktoasteadybeatinquadruplemetre.Studentsstopwhenthedrumstops.Challengewithfrequentchanges.

• Playagamewhereastudentleaderwillchoosehowto“create”thebeat,e.g.,claphands,tapsholders,etc.

• Studentssingthesongandclap“thewaythewordsgo”.

• Studentscanformamouthwiththeirfingersto“say”thewords.Puppetsarealsouseful.

• Studentsechosimplepatternsclappedbytheteacher.

• Usepoemsandchantstopractisebeatandrhythmpattern.

• Playsimplepiecesonthepiano;studentsrespondbyperformingthebeat.

Note:Rhythmicandbeatactivitiesshouldinvolvestudents- performingwiththegroup(teacherorstudentleads)- performingwiththegroup,withoutaleader- performingtheskillalone


• beat • rhythm • stepping/skippingsongs

Students will be expected to

Cross-Curricular Links

Links to Music Rhythm and MetreOutcome 1

• Physical Educationperformnon-locomotorandlocomotorskillstomusic

createsimplerhythmpatterns

exploreavarietyofcreativemovementsinindividualandgroupactivities.

• MathematicsExploring PatternsOutcomeKPR1demonstrateanunderstandingofrepeatingpatterns(twoorthreeelements)by:

• Identifying• Reproducing• Extending• Creating

patternsusingmanipulatives,soundsandactions

• English Language Arts Speaking and ListeningOutcome1exploreaspectsoflanguagesuchasrhymeandrepetition

KINDERGARTEN CURRICULUM GUIDE MU5


Resources/NotesSuggestions for Assessment

Organizer: Rhythm and Metre

Note: Usesongsandgamesinsimpleandcompoundduplemetre.

The Kodály Method IPage31-SongListPage190-TheSongsChapter3-PreschoolandGrade1

Roots and BranchesPage 24 - Leak Hanseng (useaslisteningexample,move/performbeat)

An Orff Mosaic from CanadaPage1-HelloPage2-Friendly BearPage3-WelcomePage258- My Head and My ShouldersPage259-Let’s Take a WalkPage261- Sitting on a Tin Can(speech)Page264-Can You Clap Your Hands?Page265-Here are Grandma’s Spectacles(speech)Page266-Old Dog

Teaching Towards Musical UnderstandingChapter8-MovingWithMusicChapter10-Beat,Tempo,andMetre

120 Singing Games and DancesRing Around the RosieSally Go Round the SunThe Farmer in the DellOliver TwistHere We Go Round the Mulberry BushSeeChapters1,2,and3forsuggestedtitles forKListening Kit 1CDTrack36:Gigue(createmovement,skippingsong)

Usechecklists(Appendix A)

Observeandnoteindividualstudent’sabilitytokeepthebeatandperformtherhythmpattern.




Organizer: Melody/Pitch

Performing, Listening, Creatingincludes:singingplayingspeakingmovingrespondingimprovisingchoosing

Performing, Listening, Creating• Studentsdistinguishbetweenthespeakingandsingingvoice.

Exploretheirfourvoices;calling,whispering,singingandspeaking.

• Theteacheruseshisorherspeakingvoicetoillustratehighorlowsounds.Thechildrenareencouragedtoimitate:barklikebigdogs/littledogs,meowlikekittens/tigers.UseastorysuchasGoldilocks and the Three Bears.

• Studentsgiveexamplesofthingsintheirenvironmentthatarehighandlow,e.g.,clouds,rocks.

• Studentscreatesounds,e.g.,sirens,trainwhistles,ghosts.

• Tellastoryusingdollsorpuppetsinwhichonecharacterspeakswithahighvoiceandtheotherwithalowvoice.Askthestudentstoclosetheireyesandidentifywhichcharacterisspeaking.Bothspeakingandsingingvoicesshouldbeused.Individualstudentsmaycreatethehighorlowvoice.

• Encouragestudentstospeakwithavocalinflection.Eachstudentcreatesthehighestvoicehe/shecan,orthelowestvoicehe/shecan.(Useachantorphrase.)

• Thechildrenlistentohighandlowpitchesonclassroominstrumentsorpianoandidentifymelodicdirectionbybendingforlowerpitchesandstretchingforhigherpitches.Firstuseintervalsgreaterthananoctave.Gradually,insuccessivelessons,useafifthandfinallyaminorthird.



2. sing,in-tune,arepertoireofsongswithinalimitedrange(prepares mandl s m)



Links to Music Melody/PitchOutcome 1


Outcome2begintousegesturesandtonetoconveymeaning

useintonation,facialexpressions,andgesturestocommunicateideasandfeelings





Seepage35. Seepages33and35.





• UseBoomwackersforhighandlow.

• UseSee SaworBounce Hightoshowhighandlow.

• Studentscreateahighorlowsoundusingtheirvoiceorasoundsource.

• Usevoice(onthevowel,ooh)andmovementtotaketheelevatorfromthebasementtothetopofthebuilding.

Note: Body movement is a key strategy in developing awareness of high and low. Studentsmaycreateahighorlowmovementtocorrespondwithahighorlowsectioninthemusic.(Playasimpleselectiononthepianoorxylophoneswithcontrastinghighandlowsections.)

• Useechosingingfornamesandshortphrases.Beginbyusingtwonotesonly:s andm.Theteachersingsthestudent’snameandthestudentechoes.Theteachershouldchangethestartingpitchthroughouttheseactivitieswhenthestudentissecurewithhisorhersingingvoice.

• Singmanysongsandgamesbuiltonaminorthird.Rain Rain,See Saw, Hey Hey,andBurnie Bee.

• Usethevowelsound“oo”fortonematching,i.e.,yoo-hoo.

• Focusonthedifferencebetweenspeechsoundsandsingingsounds.

• Singsoftly.Theyoungchildgenerallycannotproduceagoodsingingtoneloudly.

• Singsongsslowlyandclearly.Providetimeforthechildwithpoorpitchdiscriminationtohearpitches.

• Chooseonlysimplesongswithinalimitedrange.

• Establishthestartingpitchbeforetheclasssings.Forexample,singonpitchthewords“Readybegin”.

• Helpchildrenestablishthebeginningpitchofasongbyhumming.








The Kodály Method IPages33-35-DevelopingIn-TuneSingingPages50-51-ASuggestedSongListChapter3-PreschoolandGrade1

An Orff Mosaic from CanadaPage2-Friendly Bear(individualsinging)Page5-Hello, Hello(individualsinging)Page187-Gobble, Gobble(solosinging)Page210-As I Went Out to Play(high/low)Page224-New Shoes(individualsinging)

Roots and Branches

Teaching Toward Musical UnderstandingPage26-RangePages29-30-CriteriaforselectingsongsPage35-TeachingasongbyrotePage37-SingingintuneK-3Page39-ExploringtheirvoicesPage41-One Two, Tie My ShoePage44-Colour Song Page45- Doggie Doggie, Cuckoo Page47 - Hey HeyPage49-Teddy BearChapter4-SingingChapter12-Pitch

120 Singing Games and DancesSongswiths mandl: Ring Around the Rosie Oliver Twist Snail Snail Sally Go Round the Sun Little Sally Waters A Tisket, a TasketMusicplay 1

Seepage35.




• Positioninsecuresingersbetweenornearsecuresingers.

• Selectsongmaterialsthatgiveopportunitiesforindividualre-sponse.

• Takeattendanceusingsandm.Forexample,whereisSamantha?Samanthaanswersonsandm-Iamhere.Alsosingquestionsusings m l.Forexample-who’swearingblue?Studentssingtheanswer.

Note: Itisveryimportantforchildrentosingwithoutaccompaniment(particularlypiano);themodelshouldbeanothervoice(childorteacher).





Play-Based Learning

Provideavarietyofmaterialsforstudentstomaketheirownmusicalinstrumentsandallowtimeforeachchildtoperform.Encouragechildrentoincludedanceanddramaduringtheirplay.





Usechecklists(Appendix A).

Observeandlistentoindividualstudent’sabilitytousehis/hersingingvoiceandidentifyandperformhigherandlower.

Playgamesandusemovementwhereindividualresponsesarerequired.Forexample

• dramatization/actingoutsongsandgames• creating/respondingwithmovementtohigherand

lower• creatinghighandlowsounds• individualsinging

Listentoindividualresponsesthroughechosinging.

Useapassitongametoassessindividualsinging.Classsingsyoo-hoo.Anindividualchildbeginsbysinginganotherchild’snamewhothencontinuestheprocess.

Studentsclosetheireyesandrespondappropriatelytohigherandlowersounds.Observeandnoteresponse.

Songsforindividualsinging:#35-Cuckoo#40 - Hello Game

Listening Kit 1




Organizer: Expression



Performing, Listening, Creatingincludes:singingplayingspeakingmovingrespondingimprovisingdramatizatingchoosing

Includes• environmentalsounds• vocalsounds• classroominstruments

Performing, Listening, CreatingLouder/Softer

• Chooseafamiliarrhyme.Theteachersaystherhymeloudly,thensoftly.Studentsidentifyitasbeingeitherloudorsoft.Studentsthenperformtherhymeloudlyorsoftlyasdirected.Childrenshouldnotforcetheirvoicesorshout.

• Theteacherplaysarhythminstrumentandthechildrenidentifythequalityofsound.Thechildrenarethendirectedtoplayatoneonaninstrumentloudlyorsoftlyandhavetheotherstu-dentsidentify.Thechildrencanprogresstoplayingtherhythmofashortsong,chantorrhymeloudlyorsoftly.

• Usingfamiliarsongs,theteachersingsloudlyorsoftlyandthechildrenidentifywhetheritisloudorsoft.Studentsarethengivenanopportunitytosinglouderorsofterasdirected.

• Introduceloudandsoftasforte andpiano.Showhowitiswrit-ten.

• UsethepoemCounting’s Easy,page227,An Orff Mosaic from Canada,topractiseusingloudandquietvoices,andforfastandslow.

• Usethepianotodemonstrateloudandsoft.Explainthenamepianoforte.



Links to Music ExpressionOutcome 1


Outcome2begintousegesturesandtonetoconveymeaning

useintonation,facialexpressions,andgesturestocommunicateideasandfeelings

Reading and ViewingOutcome6respondpersonallytotextsinavarietyofways

Writing and Other Ways of RepresentingOutcome10sharewritingandotherrepresentationswillinglywithothers




• Useapictureofalionwhoisnamedforte (loud)andamousewhoisnamedpiano (soft).Theteacherputsbothpicturesbe-hindhis/herback,andthenshowstheclassonepicture.Stu-dentsrespondwithloudorsoft.

• Chant,forexample,Engine, Engine Number 9whileplayactingatraingoingupahill(slowingdown),comingdowntheotherside(speedingup),andpullingintoastation(graduallycomingtoastop).

• Thestudentssingafamiliarsongandtapthebeatwiththeteach-er.Theteachertapsfourbeatsatafastertempoandthechildrentapandsingthesongatthefastertempo.Theteacherasks,“Wasmynewbeatfasterorslowerthanbefore?”Theteacherthentapseightbeatsnoticeablyslowerthanbefore.Thestudentsthensingthesongandtapthebeatatthenewtempo.Theteacherthenasksagain,“Wasmynewbeatfasterorslowerthanbefore?”

• HotandColdGame-useaninstrumentsuchasaxylophonethatcandemonstratehighandlowsounds.Thefirstchildhidesanobjectintheclassroomwhilethesecondchildischosentowaitoutsidetheclassroomdoor.Aftertheobjectishiddenthesecondchildreturnsandtriestofindit.Theteacherplaysalownoteifthechildisfarawayfromtheobjectandgraduallyplayshigherifhe/shewalksclosertotheobject.Ifthechildisstandingnexttotheobject,theteacherplaysthehighestnotetheinstru-mentcanplay.Thistellsthechildthathe/shehasdiscoveredthehidingplace.

• Thechildcanmovearms,torso,legs,head,orfeetinplacerhythmically,assuggestedbythewords/characterofthesongorchant.Forexample,rockthebabyinBye Low Baby O,stretchhighandbendlowinBounce The Ball To Shiloh, rowtheboatinBobby Shafto. Exploresway,bend,twist,stretch,bounce.

• Studentsmaysuggest/createactionsandmovementstogowithfamiliarsongs.Theymayalsosuggestnewwordsorverses.

• Usewalking,hopping,tiptoeing,skipping,stopping,galloping,toexploremovementinspace.Usesongsandgames.Playshortexamplesonpianowithconstrastingmovements.

• Explorethesurroundingspace;forward,backward,sideways,higher,lower.

• Playamusicalexamplewheretempoandmoodchange.Stu-dentscreateappropriatemovements.





Links to Music ExpressionOutcome 1

• Physical Education identify,maintainandusespaceadequately

demonstrateanunderstandingofpathsofmotion

demonstratethemechanicsofvariouslocomotorskills

demonstrateanunderstandingofbasicconceptsofhumanlocomotion

identifyhowmovementaffectsthebody

exploreavarietyofcreativemovementsinindividualandgroupactivities

performnon-locomotorandlocomotorskillstomusic

createsimplerhythmpatterns





• Provideopportunitiesforstudentstoexperiment/createsoundswithclassroominstruments.Forexample,howmanysoundscanbeproducedwhenplayingadrumindifferentways(usinghand,fingers,mallet,strikinginthecentre,scraping,etc.)?

• Studentsexplorewithsoundsourceslocatedintheclassroom(e.g.,metal,glass,wood,cardboard).

• Whenchantingapoemorsingingaknownsongreplaceawordbyaskingastudenttoplayaclassroominstrumentinitsplace.Forexample,theclasssingsSally Go Round the Sun,butinsteadofsingingsun,moon,and/orchimneypot,anindividualstu-dentwillplayaninstrument.Studentsmaysuggestdifferentinstruments.SeealsoJelly in a Bowl,Teaching Towards Musical Understanding,page131.

• Explorevocalsoundsources.SeesuggestionsunderMelody/Pitch.

• Showstudentshowtoholdinstruments.

• Studentstaketurnsplayingthebeatorarhythmpatternonclass-roominstrumentsastheclasssingsafamiliarsong.

• Playagamewherestudentsclosetheireyesandidentifytheinstrumentbeingplayed.

• Addinstruments,movement,and/ordramatizationtobooksandstories.

• Readastoryandmakealistoffeelingsrelatedtothestory.Askthestudentstoexplorevocal,body,and/orinstrumentalsoundstoillustrate.Readthestoryagainwithastudentorstudentsus-ingtheappropriatesoundattheappropriatetime.Theteachercanalsoguidestudentstocreateasimplestoryandexperimentwithappropriatesoundsinthesamemanner.Forexample,







The Kodály Method IChapter3-PreschoolandGrade1

An Orff Mosaic from CanadaPage1-Hello!(classroominstruments)Page3-Welcome (classroominstruments)Page149-Roll that Big Truck(creating,dramati-

zation)Page215-Breakfast Song(instruments)Page228-Pink(speech)Page258-My Head and My Shoulders(faster/

slower)Page264-Can You Clap Your Hands?Page265- Here Are Grandma’s SpectaclesPage313- This Is My VoiceChapter24 - TipsforTeachers

Roots and BranchesPage24-Leak Hanseng

Teaching Toward Musical UnderstandingChapter5-PlayingClassroomInstruments120 Singing Games and Dances

Seepage43.





knockonthedoor,playthexylophoneforwalkingupthehill,etc.Studentsmayactoutstoriesaswell.

• UseThe Little Brown Tulip Bulb,page132,An Orff Mosaic from Canada.Studentscreatesoundeffectswithvoicesandinstru-mentsanddramatizethestoryusingfreemovement.








Observeandlistentoindividualstudents.

Studentsdrawintheair,themelodicdirectionofthesound.Noteandrecord.

Studentsmovetoamelody.Observeandnoteappropriatenessofthemovement.

Useworksheets.Playmusicalexamples.Studentscancircleanappropriatepicturefor

• rhythmicormelodicinstrument• loudorsoft• fastorslow• mood

Seepage15foralistofsongsforfreemovementinspace

Musicplay 1#67-Bell Horses(changetempo)

Listening Kit 1CDTrack11:Kangaroos(faster/slower)CDTrack18:The Swan(faster/slower)CDTrack36:Gigue (createmovement)

Other:

Chants, Poems and Stories found in the Language Arts program

SeebooklistingsAppendix F

The Gingerbread Man




Organizer: Contexts

Performing, Listening, Creatingincludes:singingplayingspeakingmovingrespondingimprovisingdramatizingchoosing

Includes• theirownandothercultures• vocalandinstrumentalmusic

Performing, Listening, Creating• Usevisualaids(clothing,pictures,food)whensingingorlisten-

ingtomusicofanotherculture.

• Directstudentstolistenforhigher/lower,louder/softer,faster/slower,inmusicalexamples.

• Showtwocontrastingpicturestoillustratethemusic.Forex-ample,apictureofhorsesgallopingwildlyandpictureofahorsepeacefullygrazing.PlaySchumann’sWild Horseman.Whichpicturebestfitsthemusic?

• Studentsdrawapicturetoexpressthetempoofashortmusicalselection.

• Studentscreateamovementtoexpressthetempoofthemusic.

• Showanappropriatepicture(s)asthestudentslistentoamusicalexample.

• Solicitstudentresponse.Whatdoesthemusicmakeyouthinkabout?Whatdoesitremindyouof?Howdoesitmakeyoufeel?

• Usegamesandactionsongs;studentsactout/createacharacter(s)orsituation.

• IncludevocalandinstrumentalexamplesofthemusicofNew-foundlandandLabrador.





Links to Music ContextsOutcome 1

• Physical Educationexploreavarietyofcreativemovementsinindividualandgroupactivities

• English Language Arts Speaking and ListeningOutcome1expressfeelingsandgivesimpledescriptionsofpastexperiences

expressopinions

listentotheideasandopinionsofothers

Writing and Other Ways of Representing Outcome10usesomeconventionsofwrittenlanguage

usedrawings,letters,andapproximationstorecordmeaning

• ArtOutcome3.1.2exploreimagesfromdifferenttimesandcultures

Outcome4.1.2respectfullydiscusstheirownandother’sartwork,describingvariousreasonswhytheartworkwasmade

Outcome8.1.1explainreasonsforcreatinganartwork




Organizer: Contexts

Seepage47. Seepage47.




Organizer: Contexts

• Playmusicalexamplesonpiano,instruments,anduserecordings.

Note:Singasimplesongattheendofthelessonfortheenjoymentoftellingastory.Thechildshouldbetaughttolistencriticallytohis/herownvoice,thevoiceoftheteacher,and/orthevoiceofotherchildrenaswell.Donotlimitlisteningjusttorecordings.




Links to Music ContextsOutcome 1

• ReligionOutcome5.1identifyappropriatewaystoexpressfeelings

• Social StudiesUnit 2: RootsOutcomeK.2.3giveexamplestoshowthatfamilies(local,national,andglobal)havevariedtraditions,ritualsandcelebrations

Play-Based Learning

Createapropboxcontainingavarietyofmusicalinstruments,genresofmusic,sheetmusic,manuscriptpaperforcompositions,scarvesandribbonsfordramatization,microphones,musicstands,conductor’sbaton,musicplayerandtemplateswithmusicalsymbolsforchildrentoexplore.




Organizer: Contexts


Notestudent’sabilitytoexpressaresponse

• verbally• throughapicture• dramatizating/actingout• moving

Use children’s songs and games.

The Kodály Method IChapter3-PreschoolandGrade1

An Orff Mosaic from CanadaSeelisteningsunderotherorganizers.

Roots and BranchesPage24-Leak Hanseng

Teaching Toward Musical UnderstandingPage176-CreativeMovementChapter7-ListeningtoMusicChapter8-MovingtoMusicSongsandgames

120 Singing Games and DancesSeepages1and2forsuggestionsforK

Musicplay 1

Listening Kit 1Page15

KINDERGARTEN MUSIC CURRICULUM GUIDEMU24


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