KINDERGARTEN MUSIC CURRICULUM GUIDE MU1
KINDERGARTEN - ORGANIZERS
Specific Curriculum Outcomesfor
Kindergarten Music
KINDERGARTEN MUSIC CURRICULUM GUIDE MU3
KINDERGARTEN - ORGANIZERS
Rhythm and MetreStudents will be expected to
1. perform,listentoandcreate
• beat • rhythm • stepping/skippingsongs
Melody/PitchStudents will be expected to
1. perform,listentoandcreate
• higherandlower • thesingingvoice
2. sing,in-tune,arepertoireofsongswithinalim-itedrange(prepares mandl s m)
ExpressionStudents will be expected to
1. perform,listentoandcreate
• louderandsofter • fasterandslower • soundsfromvariedsources
ContextsStudents will be expected to
1. perform,listentoandcreate
• songs/games • folkmusic
Kindergarten
KINDERGARTEN CURRICULUM GUIDEMU4
KINDERGARTEN - ORGANIZERS
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.
• Playagamewhereastudentleaderwillchoosehowto“create”thebeat,e.g.,claphands,tapsholders,etc.
• Studentssingthesongandclap“thewaythewordsgo”.
• Studentscanformamouthwiththeirfingersto“say”thewords.Puppetsarealsouseful.
• Studentsechosimplepatternsclappedbytheteacher.
• Usepoemsandchantstopractisebeatandrhythmpattern.
• Playsimplepiecesonthepiano;studentsrespondbyperformingthebeat.
Note:Rhythmicandbeatactivitiesshouldinvolvestudents- performingwiththegroup(teacherorstudentleads)- performingwiththegroup,withoutaleader- performingtheskillalone
1. perform,listentoandcreate
• 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
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Rhythm and Metre
Note: Usesongsandgamesinsimpleandcompoundduplemetre.
The Kodály 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-Let’s Take a WalkPage261- Sitting on a Tin Can(speech)Page264-Can You Clap Your Hands?Page265-Here are Grandma’s 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)
Observeandnoteindividualstudent’sabilitytokeepthebeatandperformtherhythmpattern.
KINDERGARTEN CURRICULUM GUIDEMU6
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
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.
1. perform,listentoandcreate
• higherandlower • thesingingvoice
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
KINDERGARTEN CURRICULUM GUIDE MU7
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Melody/Pitch
Seepage35. Seepages33and35.
KINDERGARTEN CURRICULUM GUIDEMU8
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
Organizer: Melody/Pitch
• 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.Theteachersingsthestudent’snameandthestudentechoes.Theteachershouldchangethestartingpitchthroughouttheseactivitieswhenthestudentissecurewithhisorhersingingvoice.
• Singmanysongsandgamesbuiltonaminorthird.Rain Rain,See Saw, Hey Hey,andBurnie Bee.
• Usethevowelsound“oo”fortonematching,i.e.,yoo-hoo.
• Focusonthedifferencebetweenspeechsoundsandsingingsounds.
• Singsoftly.Theyoungchildgenerallycannotproduceagoodsingingtoneloudly.
• Singsongsslowlyandclearly.Providetimeforthechildwithpoorpitchdiscriminationtohearpitches.
• Chooseonlysimplesongswithinalimitedrange.
• Establishthestartingpitchbeforetheclasssings.Forexample,singonpitchthewords“Readybegin”.
• Helpchildrenestablishthebeginningpitchofasongbyhumming.
1. perform,listentoandcreate
• higherandlower • thesingingvoice
2. sing,in-tune,arepertoireofsongswithinalimitedrange(prepares mandl s m)
KINDERGARTEN CURRICULUM GUIDE MU9
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Melody/Pitch
The Kodály 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.
KINDERGARTEN CURRICULUM GUIDEMU10
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
• Positioninsecuresingersbetweenornearsecuresingers.
• Selectsongmaterialsthatgiveopportunitiesforindividualre-sponse.
• Takeattendanceusingsandm.Forexample,whereisSamantha?Samanthaanswersonsandm-Iamhere.Alsosingquestionsusings m l.Forexample-who’swearingblue?Studentssingtheanswer.
Note: Itisveryimportantforchildrentosingwithoutaccompaniment(particularlypiano);themodelshouldbeanothervoice(childorteacher).
Organizer: Melody/Pitch
1. perform,listentoandcreate
• higherandlower • thesingingvoice
2. sing,in-tune,arepertoireofsongswithinalimitedrange(prepares mandl s m)
Play-Based Learning
Provideavarietyofmaterialsforstudentstomaketheirownmusicalinstrumentsandallowtimeforeachchildtoperform.Encouragechildrentoincludedanceanddramaduringtheirplay.
KINDERGARTEN CURRICULUM GUIDE MU11
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Melody/Pitch
Usechecklists(Appendix A).
Observeandlistentoindividualstudent’sabilitytousehis/hersingingvoiceandidentifyandperformhigherandlower.
Playgamesandusemovementwhereindividualresponsesarerequired.Forexample
• dramatization/actingoutsongsandgames• creating/respondingwithmovementtohigherand
lower• creatinghighandlowsounds• individualsinging
Listentoindividualresponsesthroughechosinging.
Useapassitongametoassessindividualsinging.Classsingsyoo-hoo.Anindividualchildbeginsbysinginganotherchild’snamewhothencontinuestheprocess.
Studentsclosetheireyesandrespondappropriatelytohigherandlowersounds.Observeandnoteresponse.
Songsforindividualsinging:#35-Cuckoo#40 - Hello Game
Listening Kit 1
KINDERGARTEN CURRICULUM GUIDEMU12
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
Organizer: Expression
1. perform,listentoandcreate
• louderandsofter • fasterandslower • soundsfromvariedsources
Performing, Listening, Creatingincludes:singingplayingspeakingmovingrespondingimprovisingdramatizatingchoosing
Includes• environmentalsounds• vocalsounds• classroominstruments
Performing, Listening, CreatingLouder/Softer
• Chooseafamiliarrhyme.Theteachersaystherhymeloudly,thensoftly.Studentsidentifyitasbeingeitherloudorsoft.Studentsthenperformtherhymeloudlyorsoftlyasdirected.Childrenshouldnotforcetheirvoicesorshout.
• Theteacherplaysarhythminstrumentandthechildrenidentifythequalityofsound.Thechildrenarethendirectedtoplayatoneonaninstrumentloudlyorsoftlyandhavetheotherstu-dentsidentify.Thechildrencanprogresstoplayingtherhythmofashortsong,chantorrhymeloudlyorsoftly.
• Usingfamiliarsongs,theteachersingsloudlyorsoftlyandthechildrenidentifywhetheritisloudorsoft.Studentsarethengivenanopportunitytosinglouderorsofterasdirected.
• Introduceloudandsoftasforte andpiano.Showhowitiswrit-ten.
• UsethepoemCounting’s Easy,page227,An Orff Mosaic from Canada,topractiseusingloudandquietvoices,andforfastandslow.
• Usethepianotodemonstrateloudandsoft.Explainthenamepianoforte.
Students will be expected to
Cross-Curricular Links
Links to Music ExpressionOutcome 1
• English Language Arts Speaking and ListeningOutcome1exploreaspectsoflanguagesuchasrhymeandrepetition
Outcome2begintousegesturesandtonetoconveymeaning
useintonation,facialexpressions,andgesturestocommunicateideasandfeelings
Reading and ViewingOutcome6respondpersonallytotextsinavarietyofways
Writing and Other Ways of RepresentingOutcome10sharewritingandotherrepresentationswillinglywithothers
KINDERGARTEN CURRICULUM GUIDE MU13
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Expression
Seepage43. Seepages41and43.
KINDERGARTEN CURRICULUM GUIDEMU14
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
• Useapictureofalionwhoisnamedforte (loud)andamousewhoisnamedpiano (soft).Theteacherputsbothpicturesbe-hindhis/herback,andthenshowstheclassonepicture.Stu-dentsrespondwithloudorsoft.
• Chant,forexample,Engine, Engine Number 9whileplayactingatraingoingupahill(slowingdown),comingdowntheotherside(speedingup),andpullingintoastation(graduallycomingtoastop).
• Thestudentssingafamiliarsongandtapthebeatwiththeteach-er.Theteachertapsfourbeatsatafastertempoandthechildrentapandsingthesongatthefastertempo.Theteacherasks,“Wasmynewbeatfasterorslowerthanbefore?”Theteacherthentapseightbeatsnoticeablyslowerthanbefore.Thestudentsthensingthesongandtapthebeatatthenewtempo.Theteacherthenasksagain,“Wasmynewbeatfasterorslowerthanbefore?”
• HotandColdGame-useaninstrumentsuchasaxylophonethatcandemonstratehighandlowsounds.Thefirstchildhidesanobjectintheclassroomwhilethesecondchildischosentowaitoutsidetheclassroomdoor.Aftertheobjectishiddenthesecondchildreturnsandtriestofindit.Theteacherplaysalownoteifthechildisfarawayfromtheobjectandgraduallyplayshigherifhe/shewalksclosertotheobject.Ifthechildisstandingnexttotheobject,theteacherplaysthehighestnotetheinstru-mentcanplay.Thistellsthechildthathe/shehasdiscoveredthehidingplace.
• Thechildcanmovearms,torso,legs,head,orfeetinplacerhythmically,assuggestedbythewords/characterofthesongorchant.Forexample,rockthebabyinBye Low Baby O,stretchhighandbendlowinBounce The Ball To Shiloh, rowtheboatinBobby Shafto. Exploresway,bend,twist,stretch,bounce.
• Studentsmaysuggest/createactionsandmovementstogowithfamiliarsongs.Theymayalsosuggestnewwordsorverses.
• Usewalking,hopping,tiptoeing,skipping,stopping,galloping,toexploremovementinspace.Usesongsandgames.Playshortexamplesonpianowithconstrastingmovements.
• Explorethesurroundingspace;forward,backward,sideways,higher,lower.
• Playamusicalexamplewheretempoandmoodchange.Stu-dentscreateappropriatemovements.
Organizer: Expression
1. perform,listentoandcreate
• louderandsofter • fasterandslower • soundsfromvariedsources
Cross-Curricular Links
Links to Music ExpressionOutcome 1
• Physical Education identify,maintainandusespaceadequately
demonstrateanunderstandingofpathsofmotion
demonstratethemechanicsofvariouslocomotorskills
demonstrateanunderstandingofbasicconceptsofhumanlocomotion
identifyhowmovementaffectsthebody
exploreavarietyofcreativemovementsinindividualandgroupactivities
performnon-locomotorandlocomotorskillstomusic
createsimplerhythmpatterns
KINDERGARTEN CURRICULUM GUIDE MU15
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Expression
Seepage43. Seepages41and43.
KINDERGARTEN CURRICULUM GUIDEMU16
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
Organizer: Expression
• Provideopportunitiesforstudentstoexperiment/createsoundswithclassroominstruments.Forexample,howmanysoundscanbeproducedwhenplayingadrumindifferentways(usinghand,fingers,mallet,strikinginthecentre,scraping,etc.)?
• Studentsexplorewithsoundsourceslocatedintheclassroom(e.g.,metal,glass,wood,cardboard).
• Whenchantingapoemorsingingaknownsongreplaceawordbyaskingastudenttoplayaclassroominstrumentinitsplace.Forexample,theclasssingsSally Go Round the Sun,butinsteadofsingingsun,moon,and/orchimneypot,anindividualstu-dentwillplayaninstrument.Studentsmaysuggestdifferentinstruments.SeealsoJelly in a Bowl,Teaching Towards Musical Understanding,page131.
• Explorevocalsoundsources.SeesuggestionsunderMelody/Pitch.
• Showstudentshowtoholdinstruments.
• Studentstaketurnsplayingthebeatorarhythmpatternonclass-roominstrumentsastheclasssingsafamiliarsong.
• Playagamewherestudentsclosetheireyesandidentifytheinstrumentbeingplayed.
• Addinstruments,movement,and/ordramatizationtobooksandstories.
• Readastoryandmakealistoffeelingsrelatedtothestory.Askthestudentstoexplorevocal,body,and/orinstrumentalsoundstoillustrate.Readthestoryagainwithastudentorstudentsus-ingtheappropriatesoundattheappropriatetime.Theteachercanalsoguidestudentstocreateasimplestoryandexperimentwithappropriatesoundsinthesamemanner.Forexample,
1. perform,listentoandcreate
• louderandsofter • fasterandslower • soundsfromvariedsources
KINDERGARTEN CURRICULUM GUIDE MU17
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Expression
The Kodály Method IChapter3-PreschoolandGrade1
An Orff Mosaic from CanadaPage1-Hello!(classroominstruments)Page3-Welcome (classroominstruments)Page149-Roll that Big Truck(creating,dramati-
zation)Page215-Breakfast Song(instruments)Page228-Pink(speech)Page258-My Head and My Shoulders(faster/
slower)Page264-Can You Clap Your Hands?Page265- Here Are Grandma’s SpectaclesPage313- This Is My VoiceChapter24 - TipsforTeachers
Roots and BranchesPage24-Leak Hanseng
Teaching Toward Musical UnderstandingChapter5-PlayingClassroomInstruments120 Singing Games and Dances
Seepage43.
KINDERGARTEN CURRICULUM GUIDEMU18
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
Organizer: Expression
knockonthedoor,playthexylophoneforwalkingupthehill,etc.Studentsmayactoutstoriesaswell.
• UseThe Little Brown Tulip Bulb,page132,An Orff Mosaic from Canada.Studentscreatesoundeffectswithvoicesandinstru-mentsanddramatizethestoryusingfreemovement.
1. perform,listentoandcreate
• louderandsofter • fasterandslower • soundsfromvariedsources
KINDERGARTEN CURRICULUM GUIDE MU19
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Expression
Usechecklists(Appendix A).
Observeandlistentoindividualstudents.
Studentsdrawintheair,themelodicdirectionofthesound.Noteandrecord.
Studentsmovetoamelody.Observeandnoteappropriatenessofthemovement.
Useworksheets.Playmusicalexamples.Studentscancircleanappropriatepicturefor
• rhythmicormelodicinstrument• loudorsoft• fastorslow• mood
Seepage15foralistofsongsforfreemovementinspace
Musicplay 1#67-Bell Horses(changetempo)
Listening Kit 1CDTrack11:Kangaroos(faster/slower)CDTrack18:The Swan(faster/slower)CDTrack36:Gigue (createmovement)
Other:
Chants, Poems and Stories found in the Language Arts program
SeebooklistingsAppendix F
The Gingerbread Man
KINDERGARTEN CURRICULUM GUIDEMU20
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
Organizer: Contexts
Performing, Listening, Creatingincludes:singingplayingspeakingmovingrespondingimprovisingdramatizingchoosing
Includes• theirownandothercultures• vocalandinstrumentalmusic
Performing, Listening, Creating• Usevisualaids(clothing,pictures,food)whensingingorlisten-
ingtomusicofanotherculture.
• Directstudentstolistenforhigher/lower,louder/softer,faster/slower,inmusicalexamples.
• Showtwocontrastingpicturestoillustratethemusic.Forex-ample,apictureofhorsesgallopingwildlyandpictureofahorsepeacefullygrazing.PlaySchumann’sWild Horseman.Whichpicturebestfitsthemusic?
• Studentsdrawapicturetoexpressthetempoofashortmusicalselection.
• Studentscreateamovementtoexpressthetempoofthemusic.
• Showanappropriatepicture(s)asthestudentslistentoamusicalexample.
• Solicitstudentresponse.Whatdoesthemusicmakeyouthinkabout?Whatdoesitremindyouof?Howdoesitmakeyoufeel?
• Usegamesandactionsongs;studentsactout/createacharacter(s)orsituation.
• IncludevocalandinstrumentalexamplesofthemusicofNew-foundlandandLabrador.
1. perform,listentoandcreate
• songs/games • folkmusic
Students will be expected to
Cross-Curricular Links
Links to Music ContextsOutcome 1
• Physical Educationexploreavarietyofcreativemovementsinindividualandgroupactivities
• English Language Arts Speaking and ListeningOutcome1expressfeelingsandgivesimpledescriptionsofpastexperiences
expressopinions
listentotheideasandopinionsofothers
Writing and Other Ways of Representing Outcome10usesomeconventionsofwrittenlanguage
usedrawings,letters,andapproximationstorecordmeaning
• ArtOutcome3.1.2exploreimagesfromdifferenttimesandcultures
Outcome4.1.2respectfullydiscusstheirownandother’sartwork,describingvariousreasonswhytheartworkwasmade
Outcome8.1.1explainreasonsforcreatinganartwork
KINDERGARTEN CURRICULUM GUIDE MU21
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Contexts
Seepage47. Seepage47.
KINDERGARTEN CURRICULUM GUIDEMU22
KINDERGARTEN - ORGANIZERS
Suggestions for Teaching and LearningOutcomes
Organizer: Contexts
• Playmusicalexamplesonpiano,instruments,anduserecordings.
Note:Singasimplesongattheendofthelessonfortheenjoymentoftellingastory.Thechildshouldbetaughttolistencriticallytohis/herownvoice,thevoiceoftheteacher,and/orthevoiceofotherchildrenaswell.Donotlimitlisteningjusttorecordings.
1. perform,listentoandcreate
• songs/games • folkmusic
Cross-Curricular Links
Links to Music ContextsOutcome 1
• ReligionOutcome5.1identifyappropriatewaystoexpressfeelings
• Social StudiesUnit 2: RootsOutcomeK.2.3giveexamplestoshowthatfamilies(local,national,andglobal)havevariedtraditions,ritualsandcelebrations
Play-Based Learning
Createapropboxcontainingavarietyofmusicalinstruments,genresofmusic,sheetmusic,manuscriptpaperforcompositions,scarvesandribbonsfordramatization,microphones,musicstands,conductor’sbaton,musicplayerandtemplateswithmusicalsymbolsforchildrentoexplore.
KINDERGARTEN CURRICULUM GUIDE MU23
KINDERGARTEN - ORGANIZERS
Resources/NotesSuggestions for Assessment
Organizer: Contexts
Usechecklists(Appendix A).
Notestudent’sabilitytoexpressaresponse
• verbally• throughapicture• dramatizating/actingout• moving
Use children’s songs and games.
The Kodály Method IChapter3-PreschoolandGrade1
An Orff Mosaic from CanadaSeelisteningsunderotherorganizers.
Roots and BranchesPage24-Leak Hanseng
Teaching Toward Musical UnderstandingPage176-CreativeMovementChapter7-ListeningtoMusicChapter8-MovingtoMusicSongsandgames
120 Singing Games and DancesSeepages1and2forsuggestionsforK
Musicplay 1
Listening Kit 1Page15
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