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Learning Resource Type

Classroom Resource

Finding the Tempo in Locomotor Movements

Subject Area

Physical Education
Arts Education

Grade(s)

K, 1, 2

Overview

Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).

    Physical Education (2019) Grade(s): KG

    PE19.K.1.1

    Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.

    Physical Education (2019) Grade(s): KG

    PE19.K.1.4

    Apply rhythmic expression in response to music.

    Physical Education (2019) Grade(s): 1

    PE19.1.1.1

    Demonstrate correct form for hopping, galloping, and sliding.

    Physical Education (2019) Grade(s): 2

    PE19.2.1.1

    Demonstrate correct form for skipping.

    Physical Education (2019) Grade(s): 2

    PE19.2.1.2

    Demonstrate correct form for jogging and running.

    Arts Education (2017) Grade(s): KG - Music

    AE17.MU.K.1

    Explore and experience music concepts.

    Unpacked Content

    UP:AE17.MU.K.1

    Vocabulary

    Rhythm
    • Steady beat
    • Long/ Short
    • One and two sounds per beat
    • Silent beat
    Melody
    • High and low
    • Pitch set: So, Mi
    • Musical alphabet
    Harmony
    • Accompaniment/ no accompaniment
    Form
    • Like and unlike phrases
    • Echo
    Expression
    • Speak, sing, shout, whisper
    • Solo/ Group
    • Unpitched percussion
    • Flute, trumpet, violin, piano
    • Loud/ Soft
    • Fast/ Slow
    Other
    • Age-appropriate audience and performer etiquette

    Essential Questions

    EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
    EQ: How do musicians generate creative ideas?

    Skills Examples

    Performing
    • Chant, move, play, and sing grade level skills.
    • Echo simple rhythmic patterns.
    • Echo a three-pitch melodic pattern using the correct syllables and hand signs.
    Creating
    • Perform an improvised rhythmic pattern within a framework of four beats.
    • Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats.
    • Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means.
    • Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence.
    Reading/ Writing
    • Create a visual representation of sound.
    Responding/ Evaluating
    • Respond to a musical call or question with an age- appropriate musical answer.
    • Evaluate peer performance to determine steady beat/no steady beat.

    Anchor Standards

    Anchor Standard 1: Generate and conceptualize artistic ideas and work.
    Arts Education (2017) Grade(s): KG - Music

    AE17.MU.K.9

    Demonstrate awareness of expressive qualities that support the creators’ expressive intent.

    Unpacked Content

    UP:AE17.MU.K.9

    Vocabulary

    Rhythm
    • Steady beat
    • Long/ Short
    • One and two sounds per beat
    • Silent beat
    Melody
    • High and low
    • Pitch set: So, Mi
    • Musical alphabet
    Harmony
    • Accompaniment/ no accompaniment
    Form
    • Like and unlike phrases
    • Echo
    Expression
    • Speak, sing, shout, whisper
    • Solo/ Group
    • Unpitched percussion
    • Flute, trumpet, violin, piano
    • Loud/ Soft
    • Fast/ Slow
    Other
    • Age-appropriate audience and performer etiquette

    Essential Questions

    EU: Performers make interpretive decisions based on their understanding of context and expressive intent
    EQ: How do performers interpret musical works?

    Skills Examples

    Performing
    • Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short).
    • Demonstrate a steady beat and maintain it while performing.
    • Sing using head voice and appropriate posture.
    • Play a variety of classroom instruments, alone and with others, and demonstrate proper technique.
    Creating
    • Create a wide variety of vocal and instrumental sounds.
    Reading/ Writing
    • Explore connections between sound and its visual representation.
    Responding/ Evaluating
    • Move to music of various and contrasting styles, composers and cultures.
    • Demonstrate audience behavior appropriate for the context and style of music performed.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): KG - Music

    AE17.MU.K.15

    Demonstrate how a specific music concept is used in music.

    Unpacked Content

    UP:AE17.MU.K.15

    Vocabulary

    Rhythm
    • Steady beat
    • Long/ Short
    • One and two sounds per beat
    • Silent beat
    Melody
    • High and low
    • Pitch set: So, Mi
    • Musical alphabet
    Harmony
    • Accompaniment/ no accompaniment
    Form
    • Like and unlike phrases
    • Echo
    Expression
    • Speak, sing, shout, whisper
    • Solo/ Group
    • Unpitched percussion
    • Flute, trumpet, violin, piano
    • Loud/ Soft
    • Fast/ Slow
    Other
    • Age-appropriate audience and performer etiquette

    Essential Questions

    EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music.
    EQ: How does understanding the structure and context of music inform a response?

    Skills Examples

    Performing
    • Perform songs of various genres while reflecting appropriate stylistic characteristics.
    Creating
    • Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
    Reading/ Writing
    • Discuss, using musical language, the characteristics of the music they hear and/or perform.
    • Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why.
    Responding/ Evaluating
    • Share ideas about musical selections of various and contrasting styles, composers and musical periods.
    • Describe how sounds and music are used in our daily lives.
    • Describe the difference between steady beat and rhythm.
    • Identify and connect a concept shared between music and another curricular area.
    • Identify and discuss various uses of music in the United States and the various meanings of the term "musician."
    • Respond to sound with a drawing of how the sound makes them feel.
    • Offer opinions about their own musical experiences and responses to music.
    • Aurally identify flute, trumpet, violin, and piano.

    Anchor Standards

    Anchor Standard 8: Interpret intent and meaning in artistic work.
    Arts Education (2017) Grade(s): 1 - Music

    AE17.MU.1.8

    Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.

    Unpacked Content

    UP:AE17.MU.1.8

    Vocabulary

    Rhythm
    • Quarter note, quarter rest, paired eighth notes
    • Strong/ weak beat
    • Steady beat/ rhythm
    • Allegro/ adagio
    Melody
    • Pitch set: Mi, So, La
    • Steps/ skips/ repeated notes
    • Melodic direction
    • Modified staff
    • Line notes and space notes
    Harmony/ texture
    • Rhythmic ostinati
    • Simple bordun
    Form
    • AB, ABA
    Expression
    • Legato, staccato
    • Piano (p), forte (f)
    • Classroom instrument classifications
    • Clarinet, trombone, cello, drum
    • Orchestral music: ballet
    • Non-Western music celebrations
    Other
    • Proper singing posture
    • Age-appropriate pitch matching (C4 - C5)1
    • Mallet/ drumming technique — hands together

    Essential Questions

    EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance.
    EQ: How does understanding the structure and context of musical works inform performance?

    Skills Examples

    Performing
    • Sing or play music with attention to expressive elements such as dynamics and articulation
    • Perform music from a variety of cultural traditions, focusing on holidays and special days.
    Creating
    • Create new verses for familiar songs.
    • Use manipulatives or movement to inform melodic contour.
    Reading/ Writing
    • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
    • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
    • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
    • Identify expressive markings in printed music.
    Responding/ Evaluating
    • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 1 - Music

    AE17.MU.1.10

    Demonstrate and describe music’s expressive qualities.

    Unpacked Content

    UP:AE17.MU.1.10

    Vocabulary

    Rhythm
    • Quarter note, quarter rest, paired eighth notes
    • Strong/ weak beat
    • Steady beat/ rhythm
    • Allegro/ adagio
    Melody
    • Pitch set: Mi, So, La
    • Steps/ skips/ repeated notes
    • Melodic direction
    • Modified staff
    • Line notes and space notes
    Harmony/ texture
    • Rhythmic ostinati
    • Simple bordun
    Form
    • AB, ABA
    Expression
    • Legato, staccato
    • Piano (p), forte (f)
    • Classroom instrument classifications
    • Clarinet, trombone, cello, drum
    • Orchestral music: ballet
    • Non-Western music celebrations
    Other
    • Proper singing posture
    • Age-appropriate pitch matching (C4 - C5)1
    • Mallet/ drumming technique — hands together

    Essential Questions

    EU: Performers make interpretive decisions based on their understanding of context and expressive intent
    EQ: How do performers interpret musical works?

    Skills Examples

    Performing
    • Sing or play music with attention to expressive elements such as dynamics and articulation
    • Perform music from a variety of cultural traditions, focusing on holidays and special days.
    Creating
    • Create new verses for familiar songs.
    • Use manipulatives or movement to inform melodic contour.
    Reading/ Writing
    • Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation.
    • Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation.
    • Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour.
    • Identify expressive markings in printed music.
    Responding/ Evaluating
    • Determine the appropriate dynamics and articulation for different types of music (ex.
    • March = staccato, forte; lullaby = legato, piano).

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Arts Education (2017) Grade(s): 2 - Music

    AE17.MU.2.10

    Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

    Unpacked Content

    UP:AE17.MU.2.10

    Vocabulary

    Rhythm
    • Eighth note, eighth rest, half note, half rest, whole note, whole rest
    • Strong/ weak beat — 2/4; 3/4 meter
    • Accelerando/ ritardando
    Melody
    • Pitch Set: Do , Re, Mi, So, La
    • Five-line staff
    • Treble clef
    • Names of lines/ spaces (treble staff)
    Harmony
    • Melodic ostinati
    • Partner songs
    Form
    • AAB, AABA, Rondo
    • Verse/ Refrain
    Expression
    • Orchestral instrument families
    • Piano (p), forte (f)
    • Crescendo/ decrescendo
    • Orchestral Music: programmatic
    • Indigenous music: Native American
    • American music: slave songs, colonial folk songs
    Other
    • Age-appropriate pitch matching (B3-D5)1
    • Mallet/ drumming technique: alternating hands

    Essential Questions

    EU: Performers make interpretive decisions based on their understanding of context and expressive intent
    EQ: How do performers interpret musical works?

    Skills Examples

    Performing
    • Perform age-appropriate music with attention to expressive markings indicated in the printed music.
    Creating
    • Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
    Reading/ Writing
    • Identify expressive markings in printed music.
    • Identify meter marking in printed music.
    Responding/ Evaluating
    • Notate from dictation 8-beat rhythm patterns using standard notation.
    • Perform short melodic patterns from standard or iconic notation.

    Anchor Standards

    Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
    Link to Resource

    CR Resource Type

    Lesson/Unit Plan

    Resource Provider

    Other

    Resource Provider other

    San Francisco Symphony
    Accessibility
    License
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