Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.
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).
Content Standards
Physical Education (2019) Grade(s): KG
Physical Education (2019) Grade(s): 1
Demonstrate correct form for hopping, galloping, and sliding.
Unpacked Content
Unpacked Content
UP:AE17.MU.K.1
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- 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?
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.
- 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.
- Create a visual representation of sound.
- 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
Demonstrate awareness of expressive qualities that support the creators' expressive intent.
Unpacked Content
Unpacked Content
UP:AE17.MU.K.9
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- 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?
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.
- Create a wide variety of vocal and instrumental sounds.
- Explore connections between sound and its visual representation.
- 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
Demonstrate how a specific music concept is used in music.
Unpacked Content
Unpacked Content
UP:AE17.MU.K.15
Vocabulary
Rhythm
- Steady beat
- Long/ Short
- One and two sounds per beat
- Silent beat
- High and low
- Pitch set: So, Mi
- Musical alphabet
- Accompaniment/ no accompaniment
- Like and unlike phrases
- Echo
- Speak, sing, shout, whisper
- Solo/ Group
- Unpitched percussion
- Flute, trumpet, violin, piano
- Loud/ Soft
- Fast/ Slow
- 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?
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.
- Purposefully move to music and articulate why they made the movement choices they made based on the music they heard.
- 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.
- 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
Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.
Unpacked Content
Unpacked Content
UP:AE17.MU.1.8
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- 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?
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.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- 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.
- 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
Demonstrate and describe music's expressive qualities.
Unpacked Content
Unpacked Content
UP:AE17.MU.1.10
Vocabulary
Rhythm
- Quarter note, quarter rest, paired eighth notes
- Strong/ weak beat
- Steady beat/ rhythm
- Allegro/ adagio
- Pitch set: Mi, So, La
- Steps/ skips/ repeated notes
- Melodic direction
- Modified staff
- Line notes and space notes
- Rhythmic ostinati
- Simple bordun
- AB, ABA
- Legato, staccato
- Piano (p), forte (f)
- Classroom instrument classifications
- Clarinet, trombone, cello, drum
- Orchestral music: ballet
- Non-Western music celebrations
- 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?
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.
- Create new verses for familiar songs.
- Use manipulatives or movement to inform melodic contour.
- 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.
- 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
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Unpacked Content
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
- Pitch Set: Do , Re, Mi, So, La
- Five-line staff
- Treble clef
- Names of lines/ spaces (treble staff)
- Melodic ostinati
- Partner songs
- AAB, AABA, Rondo
- Verse/ Refrain
- Orchestral instrument families
- Piano (p), forte (f)
- Crescendo/ decrescendo
- Orchestral Music: programmatic
- Indigenous music: Native American
- American music: slave songs, colonial folk songs
- 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?
EQ: How do performers interpret musical works?
Skills Examples
Performing
- Perform age-appropriate music with attention to expressive markings indicated in the printed music.
- Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.
- Identify expressive markings in printed music.
- Identify meter marking in printed music.
- 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.
Interdisciplinary Connection(s)
Link to Resource
Content Type / Source
CR Resource Type
Lesson/Unit Plan
Resource Provider
Other
Resource Provider other
San Francisco Symphony
Accessibility
License
License Type
CUSTOM