Catlin Gabel

Music K

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Units

Unit	Essential Questions	Habits Of Mind	Content	Skills and Processes	Resources	Multicultural Dimension
Movement	What are different ways a group can move and dance together? How can individuals move in ways that reflect the nature (expressive whole) of music?	Persisting Managing impulsivity Creating, imagining, innovating Taking risks *Working as part of a group (interdependence)	Patterns of Movement Formations of Movement	Respond appropriately with body control in dance situations Pathway (straight, zigzag, curved, etc.) Perform a simple circle folk dance Participate in a simple double-line folk dance *Demonstrate an awareness of dance patterns	Movement recordings Creative Dance Institute	*Music and dances from world cultures
Singing	How do I use my singing voice at school? How can I change the way I sing so that it matches various situations?	Listening carefully Striving for accuracy *Taking risks	Difference between singing, speaking, whispering, shouting Learning various melodies	*Demonstrate a developing: -Flexibility in moving between spoken chant and song -Repertoire of songs with and without text -Listening skills -Learning to sing as a group	Collections of songs, poetry, chants	*Folk songs from around the world
Beat	*What is steady beat or pulse?	Persisting Managing impulsivity Listening carefully Striving for accuracy	Beat vs. no-beat Macrobeat vs. microbeat	*Demonstrate: -Steady beat to music -Discriminating among different beats -Bilateral body percussion -Bilateral instrumental technique -Listening	Collections of songs and chants Classroom instrumentarium
(Spring) Instruments	What are musical instruments?	Listening with care Questioning and posing problems Applying past knowledge to new situations Thinking and communicating clearly *Gathering data through all senses	Names of classroom instruments Names of orchestral instruments Characteristics of instrument families	Recognize instruments by sight Recognize instruments by sound Demonstrate playing techniques for classroom instruments Categorize instruments *Show developing listening skills	Classroom instrumentarium Examples of brass, string, wind, and percussion instruments	*World instruments
Rhythm	*What is rhythm?	Persisting Managing impulsivity Listening carefully Thinking about thinking (metacognition) Striving for accuracy Working together as a group (interdependence)	*Difference between rhythm and beat	Rhythmic echoes layered over steady beat Listen and attend with focus *Demonstrate an awareness of patterns	Collections of songs and chants Classroom instrumentarium	*Songs and chants of world cultures and languages
Rhythm & Notation	*How can rhythmic patterns be shown?	Creating, imagining, innovating Persisting Managing impulsivity Listening carefully Thinking flexibly Striving for accuracy Questioning and posing problems Thinking and communicating clearly	Group creates a system to represent rhythm language Beat Divided beat Silent beat	Identify rhythmic patterns by sound Build rhythmic patterns with pictures Perform rhythmic patterns using visual cues with body percussion (eg clap) or instruments Organize patterns
Songs & Books	*What are some ways we can set a book to music?	Confidence in own musical capabilities Take chances *Apply past knowledge to new situation	*Books can be sung as well as read	Match pictures with words of a song Apply musical knowledge to sing a book *Predict patterns (rhyme,melody)	*Various books, including: Over In the Meadow 12 Days of Christmas Brown Bear, Brown Bear A-Hunting We Will Go Time to Sleep Charlie Parker Played BeBop Oh! In the Wood