Kindergarten

CAH || How to create loud/soft sounds, fast/slow, and high/low using body percussion, instruments, and/or voices. CAH || Use movement to show loud/soft, fast/slow, high/low. Create those changes using body percussion, instruments, and/or voices. CAH || What are some ways we can show a steady beat? || the difference between steady beat and rhythm || Show the steady beat using various body percussion. Show the steady beat through movement and use of instruments (non-pitched percussion) ||
 * ||  || In order to meet the standard students must understand… || In order to understand, students will need to consider such questions as… || In order to understand, students will need to know.. || In order to understand, students will need to be able to… ||
 * K.ML.1.1 || Exemplify proper technique when singing and playing a variety of music. || The difference in a speaking voice and a singing voice. Understand how their posture needs to be to sing well. || Am I sitting up tall? Am I using my singing voice? || How to use their singing voice as compared to speaking, shouting etc. How to sit tall or stand tall to help with their singing. || Sing in their singing voice while sitting or standing tall. ||
 * K.ML.1.2 || Use accurate pitch to imitate two-pitch melodic patterns. ||  ||   || How to use their singing voice as compared to speaking, shouting etc || Imitate teacher-modled examples ||
 * K.ML.1.3 || Execute simple rhythms using body, instruments, or voice. ||  ||   ||   ||   ||
 * K.ML.1.4 || Recognize how music changes (such as dynamics and tempo). || The difference between loud and soft. The difference between fast and slow. The difference between high and low. CAH || Is this musical selection loud/soft? Is the musical selection fast/slow? Is this pitch higher or lower than the other?
 * K.ML.1.5 || Illustrate a steady beat. || The steady plus of music as opposed to the rhythm || What is a steady beat?
 * K.ML.2.1 || Interpret iconic symbols for rhythms. ||  ||   ||   ||   ||
 * K.ML.2.2 || Recognize iconic symbols for at least two different pitches. ||  ||   ||   ||   ||
 * K.ML.2.3 || Recognize by sound quarter notes and quarter rest durations. ||  ||   ||   ||   ||
 * K.ML.3.1 || Use improvisation to produce one-phrase responses using two different pitches. ||  ||   ||   ||   ||
 * K.ML.3.2 || Select vocal and/or instrumental sounds to accompany readings, stories or dramatizations. || Students will need to understand the difference in sounds created by characters (swooping bats, growling bears) MBW || What is the mood of the character? How can I recreate that mood, using my voice or instruments? MBW ||  ||   ||
 * K.ML.3.3 || Create patterns that illustrate a steady beat. ||  ||   ||   ||   ||