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KinderPrep Music Curriculum

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					                                                    USD 380 KinderPrep Music Curriculum
     Standard           Benchmark                     Indicator                                                Instructional Suggestions

  Standard 1:      Benchmark 1: The             M111                               The teacher has students
                   student uses her/his         The student increases variety      1. Timbre
  Singing, alone   voice expressively as        and appropriateness of vocal       • imitate environmental or animal sounds.
  and with         she/he speaks, chants,       expression in a variety of         • use vocal sounds to accompany routine activities.
                   and sings.                   settings using                     • use singing quality spontaneously during play.
  others, a                                     developmentally appropriate        • use varying vocal timbres to express ideas and feelings.
  varied                                        vocal production.                  Expression:
  repertoire of                                                                    Dynamics
                                                                                   • produce contrasting loud and soft sounds.
  music.                                                                           • produce a continuum of dynamic levels.
                                                                                   • use varying vocal dynamic levels to express ideas and feelings.
                   Benchmark 2: The             M121                               The teacher has students explore
                   student sings a variety of   The student sings familiar         1. Pitch
                   simple songs in various      songs to express ideas,            • create/use vocal inflection in play or directed activities.
                   keys, meters, and            feelings and events using          • use pitch in spontaneous songs/vocal play.
                   genres, alone and with a     developmentally and                • gain some control of pitch and matches repeated pitch patterns with increasing
                   group becoming               individually appropriate vocal     accuracy.
                   increasingly accurate in     skills.                            • create repetitive vocal sound patterns (personal/group vocal routines).
                   rhythm and pitch.                                               • imitate song phrases with increasing accuracy.
                                                                                   • sing parts of familiar songs with increasing accuracy.
                                                                                   • sing complete familiar songs.
                                                                                   Time
                                                                                   • control production of recurring vocal sounds to accompany play or events.
                                                                                   • begin to organize duration of vocal sounds to create approximations of beat, meter, or
                                                                                   rhythms.
                                                                                   • imitate vocal expressions of beat, meter, or rhythms with increasing accuracy.
                                                                                   • initiate vocal expressions of beat, meter or rhythms in varying contexts at the
                                                                                   appropriate time.
                                                                                   • use duration in vocal expressions in varying contexts with increasing accuracy and
                                                                                   vocal skill.

                   Benchmark 3: The             M131                               The teacher has students explore
                   student experiments with     The student demonstrates           1. Timbre
                   a variety of instruments     understanding of cause and         • play instruments or produce sounds in varying contexts to accompany stories, role
                   and other sound sources.     effect, realizing that he or she   play, body movement/sounds (e.g.,clapping , tapping, stomping, Patschen - an Orff*
                                                is in control of the sound         technique using rhythmic tapping of the thighs.).
                                                source and manner of               • choose appropriate sound sources to illustrate songs, stories, ideas and feelings in
                                                production within individual       individual and group settings.
                                                fine motor skill ability.          Texture
                                                                                   • use instruments and sound sources with intent to produce varying textures.
                                                                                   Articulation
                                                                                   • imitate varying methods of playing on instruments or other sound sources.
                                                                                   • choose appropriate articulation/manner of playing instruments to illustrate songs,
                                                                                   stories, ideas and feelings in individual and group settings.
                                                                                   Dynamics
                                                                                   • produce contrasting dynamic levels (loud-soft).

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Created on 1/4/2006 9:15 AM
                                                 USD 380 KinderPrep Music Curriculum
     Standard         Benchmark                    Indicator                                               Instructional Suggestions

                                                                               • imitate varying dynamic levels from adult model.
                                                                               • produce varying dynamic levels on a continuum appropriate to the context.




                  Benchmark 4: The           M141                              The teacher has students explore
                  student explores simple    The student explores simple       1. Pitch:
                  melodies and               melodies and                      Melody
                  accompaniments on          accompaniments on                 • explore pitched instruments.
                  instruments.               instruments with increasing       • explore/imitate simple pitch patterns.
                                             accuracy and independence         • perform simple pitch patterns/melodies with assistance or adult model.
                                             using individually and            • perform simple pitch patterns/melodies independently with increasing accuracy.
                                             developmentally appropriate       Pitch:
                                             fine motor skills.                Harmony
                                                                               • explore harmonic expressions in specific contexts (e.g., pentatonic, whole tone,
                                                                               bourdon).
                                                                               • imitate harmonic expressions with adult model.
                                                                               • play simple harmonic accompaniments with increasing
                                                                               accuracy on appropriate instruments

  Standard 2:     Benchmark 1: The           M211                              The teacher has students explore
                  student explores           The student explores              1. All Elements
  Creating        improvising songs to       improvising songs using one       • explore musical elements spontaneously during play: tempo (fast, slow, faster,
  music           accompany her/his play     or more musical elements to       slower); dynamics (loud, soft, getting louder, getting softer); articulation (heavy, light,
                  activities.                accompany a variety of play       smooth, legato, staccato); melody (up, down, step, skip, same); rhythm (short, long).
                                             activities.                       • create musical sounds using one or more elements spontaneously during play.
                                                                               • create spontaneous music using patterns (e.g., melodic or rhythmic patterns, motifs,
                                                                               phrases, short songs during play).
                                                                               • create musical patterns during play that are purposeful, thematic or convey complete
                                                                               ideas (songs).

                  Benchmark 2: The           M221                              The teacher has students explore
                  student explores           The student explores              1. All Elements
                  improvising instrumental   improvising own instrumental      • explore instrumental musical sounds during various activities
                  accompaniments to          accompaniment to enhance          (e.g., songs, recorded selections, stories and poems).
                  songs, recorded            songs,                            • create instrumental sounds (spontaneously or with assistance)
                  selections, stories and    recorded selections, stories      to accompany specific ideas or feelings during various activities.
                  poems.                     and poems of varying styles,      • use instrumental sounds purposefully to accompany specific songs, recorded
                                             genre or cultures alone or in a   selections stories or poems individually or as part of a group.
                                             group.                            • improvise spontaneously on instruments in a structured music setting (e.g., using
                                                                               pentatonic, whole-tone, or non-pitched instruments) to "accompany" activities.
                                                                               • improvise using instruments to express specific musical ideas as accompaniments to
                                                                               songs, recorded selections, stories and poems (i.e., non-pitched accompaniments,
                                                                               rhythm pattern given but pitches improvised or pitches given but rhythm improvised).


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Created on 1/4/2006 9:15 AM
                                                  USD 380 KinderPrep Music Curriculum
     Standard         Benchmark                     Indicator                                            Instructional Suggestions




                  Benchmark 3: The            M231                             The teacher has students explore
                  student is invited to       The student explores             1. All Elements
                  create short pieces of      1. uses/arranges/sequences       • explore sounds to express ideas, feelings and basic concepts.
                  music using voices,         short patterns/sections of       • imitate sound patterns to express ideas, feelings and basic concepts with modeling
                  instruments and other       music (repetitions, contrasts)   only or assistance as needed.
                  sound sources.              to create short pieces of        • play known sound patterns to express ideas, feelings, and basic concepts using
                                              music using voices,              voices, instruments and other sources.
                                              instruments, and other sound     • create own sound stories using spontaneous and known sound/music patterns to
                                              sources at individual and        express ideas, feelings, and basic concepts.
                                              developmentally appropriate      • create short sound/music stories individually or as a group that reflect a song
                                              levels.                          structure (e.g., beginning, middle and end, AB, rondo) with assistance as needed.

                  Benchmark 4: The            M241                             The teacher has students explore
                  student invents and uses    The student is invited to        1. All Elements
                  original graphic or         create or draw known or          • demonstrate awareness of visual graphics or manipulatives used to represent sound
                  symbolic systems to         original graphic                 or no sound.
                  represent vocal and         representations,                 • demonstrate awareness of visual graphics or manipulatives used to represent the
                  instrumental sounds and     manipulatives, models, or        sound source as it is heard.
                  musical ideas.              symbols to represent vocal       • match or choose prepared graphics or manipulatives to represent vocal or
                                              and                              instrumental sounds or musical ideas with modeling or assistance as needed.
                                              instrumental sounds and          • draw own graphics or choose/arrange manipulatives to represent musical ideas,
                                              musical ideas using a variety    feelings or elements.
                                              of media appropriate to          • respond to simple and developmentally appropriate symbols paired with or
                                              developmental and individual     representing known musical elements and graphic/manipulatives.
                                              skill levels.                    • create or draw known or original graphic representations, manipulatives, models, or
                                                                               symbols to represent vocal and instrumental sounds and musical ideas.
  Standard 3:     Benchmark 1: The            M311                             The teacher has students explore
                  student identifies the      The student                      1. Timbre
  Responding to   sources of a wide variety   1. associates a specific         • respond to presence or absence of sound.
  music           of sounds.                  movement, picture, graphic       • respond differently to different sounds.
                                              representation or word as a      • choose movements, pictures, or graphic representations to represent sounds.
                                              representation of individual
                                              sounds.




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Created on 1/4/2006 9:15 AM
                                                    USD 380 KinderPrep Music Curriculum
     Standard          Benchmark                      Indicator                                             Instructional Suggestions

                  Benchmark 2: The              M321                             The teacher has students explore
                  student responds through      The student moves                1. Form
                  movement to music of          independently and                • respond to presence or absence of musical sounds.
                  various tempos, meters,       appropriately to demonstrate     • respond differently to changes in musical elements (timbre, tempo, dynamics, pitch,
                  dynamics, modes,              what                             duration, harmony).
                  genres, and styles to         she/he hears and feels in        • imitate models of movement to demonstrate repetition and contrast of musical
                  express what they hear        response to examples of          elements.
                  and feel in works of          various musical elements in      • choose representative movements to demonstrate repetition and contrast of musical
                  music.                        music of varying genres and      elements.
                                                styles using individual and      • create own movements to demonstrate repetition and contrast
                                                developmentally appropriate      of musical elements
                                                gross and fine motor skills.

                  Benchmark 3: The              M331                             The teacher has students explore
                  student participates          The student                      1. Expression
                  freely in music activities.   1. participates freely           • respond to presence or absence of music.
                                                (independently or with a         • respond in varying ways to music in the environment.
                                                group) in music activities       • explore musical activities in the environment by choice (exploratory play).
                                                representing a variety of        • respond to/imitate music and musicians in a group setting (parallel play).
                                                styles or genre at appropriate   • respond to specific music activities or a model in a group setting (associative play).
                                                and individual skill levels.     • participate as members of a music making group, with assistance as needed.
                                                                                 • participate freely in a variety of music activities independently or with a group
                                                                                 (cooperative play).

  Standard 4:     Benchmark 1: The              M411                             The teacher has students explore
                  student uses her/his own      The student                      1. All Elements
  Understanding   vocabulary and standard       1. uses personal and standard    • produce a communicative intent (vocalization, gesture, physical contact) in response
  music           music vocabulary to           music vocabulary to describe     to music.
                  describe voices,              music qualities in varying       • produce a consistent communicative intent (vocalization, gesture, physical contact,
                  instruments, music            musical contexts.                utterance, word) in response to music.
                  notation, and music of                                         • use consistent communicative intents or own vocabulary to express personal ideas,
                  various genres, styles                                         feelings and understandings about music.
                  and periods from diverse                                       • use their own vocabulary to describe musical ideas, feelings and concepts.
                  cultures.                                                      • show understanding of modeled music vocabulary in response to specific musical
                                                                                 examples.
                                                                                 • use modeled vocabulary to describe musical examples.
                                                                                 • show understanding of (developmentally appropriate) standard vocabulary in
                                                                                 response to specific musical examples.
                                                                                 • use standard vocabulary to describe musical examples of various genres, styles and
                                                                                 periods from diverse cultures.




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Created on 1/4/2006 9:15 AM
                                                 USD 380 KinderPrep Music Curriculum
     Standard         Benchmark                    Indicator                                               Instructional Suggestions

                  Benchmark 2: The           M421                               The teacher has students explore
                  student sings, plays       The student                        1. All Elements
                  instruments, moves or      1. uses personal and standard      • respond (vocalization, gesture, physical contact, body sound, instrument sound) to
                  verbalizes to              music vocabulary (appropriate      obvious changes in musical elements.
                  demonstrate awareness      to developmental level,            • produce a consistent response (vocalization, gesture, physical contact, utterance,
                  of the elements of music   language level and culture) to     word, singing response, instrumental pattern) to represent changes in musical
                  and                        describe music qualities in        elements.
                  changes in their usage.    varying musical contexts.          • respond in a variety of ways to express personal ideas, feelings and understandings
                                                                                about musical elements.
                                                                                • imitate an adult model (singing, playing, moving, manipulating objects or verbalizing)
                                                                                in response to elements of music and their changes in usage.
                                                                                • respond independently (sing, play, move, manipulate objects or verbalize) to describe
                                                                                musical ideas, feelings and concepts.
                                                                                • show understanding of musical elements (developmentally appropriate) and changes
                                                                                in their usage through a variety of musical responses individually and in a group.

                  Benchmark 3: The           M431                               The teacher has students explore
                  student demonstrates an    The student                        1. Style
                  awareness of music as a    1. responds to, asks for,          • respond to presence or absence of sound.
                  part of daily life.        chooses or makes appropriate       • respond to presence or absence of music in the environment.
                                             music during                       • seek musical toys or sources of music in the environment or ask for music.
                                             daily activities and routines in   • associate specific musical examples with activities, routines or locations in the
                                             familiar locations.                environment.
                                                                                • choose appropriate music for activities, routines or locations in the environment.
                                                                                • associate appropriate musical examples with varying styles, genre, cultures, or
                                                                                events.




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