Specific Curriculum Outcomes for Kindergarten · PDF fileKINDERGARTEN MUSIC CURRICULUM GUIDE MU1 KINDERGARTEN - ORGANIZERS Specific Curriculum Outcomes for Kindergarten Music

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.
Playagamewhereastudentleaderwillchoosehowtocreatethebeat,e.g.,claphands,tapsholders,etc.
Studentssingthesongandclapthewaythewordsgo.
Studentscanformamouthwiththeirfingerstosaythewords.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 Kodly 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-Lets Take a WalkPage261- Sitting on a Tin Can(speech)Page264-Can You Clap Your Hands?Page265-Here are Grandmas 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)
Observeandnoteindividualstudentsabilitytokeepthebeatandperformtherhythmpattern.

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)
Students will be expected to
Cross-Curricular Links
Links to Music Melody/PitchOutcome 1
English Language Arts Speaking and ListeningOutcome1exploreaspectsoflanguagesuchasrhymeandrepetition
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.Theteachersingsthestudentsnameandthestudentechoes.Theteachershouldchangethestartingpitchthroughouttheseactivitieswhenthestudentissecurewithhisorhersingingvoice.
Singmanysongsandgamesbuiltonaminorthird.Rain Rain,See Saw, Hey Hey,andBurnie Bee.
Usethevowelsoundoofortonematching,i.e.,yoo-hoo.
Focusonthedifferencebetweenspeechsoundsandsingingsounds.
Singsoftly.Theyoungchildgenerallycannotproduceagoodsingingtoneloudly.
Singsongsslowlyandclearly.Providetimeforthechildwithpoorpitchdiscriminationtohearpitches.
Chooseonlysimplesongswithinalimitedrange.
Establishthestartingpitchbeforetheclasssings.Forexample,singonpitchthewordsReadybegin.
Helpchildrenestablishthebeginningpitchofasongbyhumming.

The Kodly 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-whoswearingblue?Studentssingtheanswer.
Note: Itisveryimportantforchildrentosingwithoutaccompaniment(particularlypiano);themodelshouldbeanothervoice(childorteacher).
Play-Based Learning
Provideavarietyofmaterialsforstudentstomaketheirownmusicalinstrumentsandallowtimeforeachchildtoperform.Encouragechildrentoincludedanceanddramaduringtheirplay.

Resources/

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Specific Curriculum Outcomes for Kindergarten · PDF fileKINDERGARTEN MUSIC CURRICULUM GUIDE MU1 KINDERGARTEN - ORGANIZERS Specific Curriculum Outcomes for Kindergarten Music