Kindergarten Learning Experiences Elementary School Services
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- 1.2: By the end of grade 4, students will sing expressively with appropriate dynamics, phrasing, and interpretation.
- Reading and Notation
- Playing Instruments
Critical Response5.1: By the end of grade 4, students will observe dances from a variety of cultures and describe their movements.5.4: By the end of grade 4, students will describe and demonstrate audience skills of observing attentively and responding appropriately in classroom, rehearsal, and performance settings.Kindergarten children observe live or recorded dances from a variety of cultures, and make a list of the movements used. The class can invite families and community members for dance performance, discuss the importance of the role of the audience, develop criteria for audience skills and apply to circle time or other group experiences. They can attend a school performance by older children or a professional dance performance and talk about how the dancers moved and how the audience behaved and showed its appreciation. MusicChildren need opportunities to make music spontaneously and informally, in addition to scheduled “music times.” Teachers should work collaboratively with the music specialist in the classroom and integrate music into class activities on a daily basis. Regardless of their personal abilities, teachers should be active participants in music activities. Singing1.1: By the end of grade 4, students will sing independently, maintaining accurate intonation, steady tempo, rhythmic accuracy, appropriately produced sound (timbre), clear diction, and correct posture.Kindergarten children will sing alone and reproduce tones and tempos understandably. Children can sing daily, as a class with the classroom teacher and music specialist, in small groups, and independently. Teachers can reinforce the concept that song lyrics contain rhymes by reading aloud stories or books whose text can also be sung (e.g., “Shoo Fly,” “How Much is that Doggie in the Window?” “I’m a Little Teapot,” “Mary Had a Little Lamb,” all by Iza Trapani or traditional; There Was an Old Lady Who Swallowed a Fly by Simms Taback). Tips for Teachers: Children who are reluctant or unable to sing alone should be supported and encouraged, but not forced.1.2: By the end of grade 4, students will sing expressively with appropriate dynamics, phrasing, and interpretation.Children can sing songs with contrasting dynamics (e.g., loud and soft), moods, styles (e.g., lullabies, marches, happy and sad songs), or sing the same song, changing volume. Children can create finger plays for songs (e.g., “Five Green and Speckled Frogs,” “My Hat, It Has Three Corners”). Children can sing songs that have dominant rhythm patterns (e.g., “Row, Row, Row, Your Boat;” “Zum Gali Gali;” “Frère Jacques”). 1.3: By the end of grade 4, students will sing from memory a variety of songs representing genres and styles from diverse cultures and historical periods.Children can play traditional singing games or playground games that involve chanting or singing. Children can memorize chants, rhymes, lullabies, and songs that represent different genres, cultures, and historical periods. Children who know songs in languages other than English can teach them to the class. Reading and Notation2.1: By the end of grade 4, students will demonstrate and respond to: the beat, division of the beat, meter (2/4, 3/4, 4/4), and rhythmic notation, including half, quarter, eighth, and sixteenth notes and rests.Children can learn that musical notation is a form of writing and communication. Children can tap or clap the syllables of their names in rhythmic pattern of whole, half, quarter, and/or eighth notes. Children can learn symbols for different notes and/or tempos by using specially marked tools (e.g., color-coded xylophones, picture cards). Playing Instruments3.1: By the end of grade 4, students will play independently with accurate intonation, steady tempo, rhythmic accuracy, appropriate technique, and correct posture.Kindergarten children will keep a steady tempo/rhythm and imitate sound patterns with instruments. Children can play traditional and non-traditional percussion instruments (e.g., bells, wood blocks, sand blocks, rhythm sticks, rain sticks, maracas, pans and kitchen utensils) to accompany music with rhythmic beats and tempos (e.g., “March of the Toys” from Victor Herbert’s Babes in Toyland, chants, world or rap music). 3.2: By the end of grade 4, students will play expressively with appropriate dynamics, phrasing and articulation, and interpretation.Kindergarten children will respond appropriately to start/stop cues and will control the sounds/dynamics of classroom instruments. Children can create a musical beat with rhythm or melody instruments that match movements or sounds found in nature or in manmade objects (e.g., frog jumping, crickets chirping, clock ticking). Children can create musical sounds or patterns that illustrate ideas, feelings, imagery, or fantasy in response to teachers’ prompts (e.g., “What would twinkling stars sound like?” “Make your instrument sound sad.”). 3.4: By the end of grade 4, students will echo and perform easy rhythmic, melodic, and chordal patterns accurately and independently on rhythmic, melodic, and harmonic classroom instruments.Children can play simple instruments to respond to music from different cultures (e.g., Chinese, Hawaiian, Arabic, traditional Mexican music; a polka). Children can keep time with rhythm instruments (e.g., castanets, tambourine, drum), or repeat a musical pattern on melodic instruments (e.g., tone bar, xylophone, hand bell) or harmony instruments (e.g., guitar, electronic keyboard, autoharp). 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