Physical Education (2019) Grade(s): KG
Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.
Overview
Students will use locomotor and non-locomotor movement to identify the form of "Trepak" from The Nutcracker by Pyotr Tchaikovsky. They will identify the A section, B section, Interlude, and Coda. Younger students will identify same and different.
Content Standards
Physical Education (2019) Grade(s): 1
Demonstrate correct form for hopping, galloping, and sliding.
Physical Education (2019) Grade(s): 1
Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.
Physical Education (2019) Grade(s): 3
Perform teacher-selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.
Physical Education (2019) Grade(s): 4
Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
Physical Education (2019) Grade(s): 5
Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
Physical Education (2019) Grade(s): 5
Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.
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 and identify how specific music concepts are used in various styles of music for a purpose.
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UP:AE17.MU.1.16
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: 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
- Select appropriate music for specific events such as school festivals, community events, and class or grade level performances.
- Create a rhythmic ostinato that reflects the style of the music performed (ex: finger cymbals/lullaby).
- Identify repeated rhythmic passages in music and notate using iconic notation (ex: rhythm of repeated melodic phrase in "In the Hall of the Mountain King").
- Aurally identify clarinet, trombone, and cello in the context of an ensemble performance.
Anchor Standards
Anchor Standard 8: Interpret intent and meaning in artistic work.
Arts Education (2017) Grade(s): 2 - Music
Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
Unpacked Content
Unpacked Content
UP:AE17.MU.2.8
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: 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
- 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.
Arts Education (2017) Grade(s): 3 - Music
Demonstrate understanding of the structure in music selected for performance.
Unpacked Content
Unpacked Content
UP:AE17.MU.3.8
Vocabulary
Rhythm
- Bar lines
- Measures
- Pitch set: Low So, Low La, High Do
- Treble clef reading (Mi, Re, Do)
- Middle C to high G
- Ledger lines
- Partner songs
- Rounds
- Ostinati
- Theme and variations
- Coda
- D.S. al coda
- Repeat sign
- Fermata
- Phrase/ phrasing
- Pianissimo (pp), fortissimo (ff)
- Age-appropriate audience and performer etiquette
- Orchestral instruments: 4 families
- Age-appropriate pitch matching (Bb3 - Eb5)
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 a varied repertoire with accurate rhythm and pitch and expressive qualities individually and with others.
- Sing, move and respond to music from diverse cultures.
- Sing, move and respond to age-appropriate music of various composers.
- Play a variety of classroom instruments with proper technique.
- Improvise and compose short compositions using a variety of classroom instruments and sound sources.
- Create new words for familiar songs.
- Read, write and perform using two-eighth through whole note values including rhythms in 2/4, 3/4 and 4/4 meter.
- Read, write and perform extended pentatonic melodies.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Develop criteria and use it to critique their own performances and the performances of others.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 4 - Music
Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.
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UP:AE17.MU.4.8
Vocabulary
Rhythm
- Conducting patterns in
- Syncopation
- Pitch set: Do, Re, Mi, Fa, So, Ti
- Treble clef reading (La, So, Mi, Re, Do)
- Middle C through High B
- Create melodic sequences
- Half-step
- Whole step
- Canons
- Chord components
- Chord progression (I, V)
- Crossover bordun
- Phrasing: antecedent and consequent
- D.C. al coda
- Fine
- pp through ff
- Age-appropriate audience and performer etiquette
- Orchestra instruments within the 4 families
- Age-appropriate pitch matching (A3-E5)
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, move and respond to music from world cultures and different composers.
- Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others.
- With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources.
- Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter.
- Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture.
- Use student developed criteria to critique their own performances and the performances of others.
Anchor Standards
Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.
Arts Education (2017) Grade(s): 5 - Music
Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
Unpacked Content
Unpacked Content
UP:AE17.MU.5.8
Vocabulary
Rhythm
- Pitch set: Do-centered diatonic
- Treble clef reading (choral octavos)
- Grand staff
- Bass clef
- Accidentals
- Major scale
- Part singing/ playing
- Chord progression (I, IV, V)
- Arpeggio
- Descant
- Level bordun
- Rondo form
- 12-Bar blues
- Vibrato
- Tremolo
- Reggae
- Blues
- Timbre: soprano, alto, tenor, bass
- Age-appropriate audience and performer etiquette
- Age-appropriate pitch matching (Ab3-F5)
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 a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing intervals on pitch within a major diatonic scale.
- Perform melodies on recorder while reading standard and/or iconic music notation.
- Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control.
- Sing partner songs to create harmony.
- Sight-read and prepare a performance.
- Demonstrate appropriate use of legato and staccato in a song.
- Create a personal playlist and explain why each piece was selected.
- Improvise, compose and arrange music.
- Use technology and the media arts to create and perform music.
- Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes.
- Read, write and perform diatonic melodies and the major scale on the treble clef staff.
- Identify tempo markings such as allegro, presto, largo, and andante.
- Identify ledger-line notes A, B, and C above the treble clef staff.
- Identify whole and half steps of the major diatonic scale in printed music.
- Recognize the difference between major and minor tonalities.
- Write program notes to accompany performances.
- Discuss melodic and harmonic elements used in a piece of music.
- Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?"
- Demonstrate appropriate audience etiquette at live performances.
- Write performance reviews of performances.
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
