DOMAIN: PERFORMFoundations

1. Select: Select varied musical works to present based on interest, knowledge, technical skill, and content.

a. Enduring Understanding: Performers; interest in and knowledge of musical works, understanding of their own technical skill and the context for a performance influence the selection of repertoire.

b. Essential Question: How do performers select repertoire?2. Analyze: Analyze the structure and content of varied musical works

and their implications for performance.a. Enduring Understanding: Analyzing creators' context and

how they manipulate elements of music provides insight into their intent and informs performance.

b. Essential Question: How does understanding the structure and context of musical works inform performance?

3. Interpret: Develop personal interpretations that consider creator's intent.

a. Enduring Understanding: Performers make interpretive decisions based on their understanding of context and expressive intent.

b. Essential Question: How do performers interpret musical works?

4. Rehearse, Evaluate, and Refine: Evaluate and refine personal and ensemble performances, individually or in collaboration with others.

a. Enduring Understanding: To present their musical ideas, musicians analyze, evaluate, and refine their performance

PK RESOURCE LIST

SCS PreK Resource PageSCS PreK Weekly CurriculumPreK TN State StandardsMusic for Little People = MFLPIt's Elemental = IEIt's Elemental 2 = IE2From A to Zoo (Saliba) = ATZMovement in Steady Beat (Weikart) = MISBMusic for Little People = MFLPSimple Songs & Circles (Feierabend) = SS&C

Recommended books that you may wish to acquire through supply money:I'm Growing Up (IGU) – Mary Alice Amidon and Andy DavisOne, Two, Three, Echo Me (123EM) - Loretta Mitchell

over time through openness to new ideas, persistence, and the application of appropriate criteria.

b. Essential Question: How do musicians improve the quality of their performance?

5. Present: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context.

a. Enduring Understanding: Musicians judge performance based on criteria that vary across time, place, and cultures. The context and how a work is presented influence the audience response.

b. Essential Question: When is a performance judged ready to present? How do context and the manner in which musical work is presented influence audience response?

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

Pr4.1.PKaMusical PreferencesWith substantial guidance, demonstrate and state preference for varied musical selections.

State and demonstrate your favorite song or part of a song.

Observe as students participate in a group discussion and assess using a teacher-created or district-provided rubric.

Pre-School Movement Action Songs

SE.PK.9. Express feelings, needs, opinions, and desires in a way which is appropriate to the situation

SE.PK.12. Demonstrate an understanding of rules through actions and conversations.

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

Pr4.2.PKaMusical ContrastsWith substantial guidance, explore and demonstrate awareness of musical contrasts.

Explore with movements that are high/low, fast/slow, loud/soft, same/different, upward/downward, jerky/smooth, and heavy/light with and without musical accompaniment.

Explore high and low through speech and movement

Explore playing sounds non-rhythmically on unpitched instruments with stories and poems including contrasts such as loud/soft, long/short, and fast/slow sounds.

Observe as students change body level in response to a melody played in the highest or lowest register of the piano and assess using teacher-created or district-provided rubric.

Observe as students use a variety of high and low speaking voices to create inflection and effect. Assess using a teacher-created or district-provided rubric

Explore long/short, fast/slow, loud/soft patterns (pre-assessment). Observe and assess student performance using unpitched percussion using a teacher-created

"Umbrella Song (Chant)""William Had Seven Sons" MFLP"My Mother Sent Me Unto You" MFLP"See How I'm Jumping" MFLP

"Ten Little Froggies" JB

"Now My Shaker's Up/Where are You" JB"Follow Me" ATZ

"Tap, Tap Your Rhythm Sticks"

PK Curriculum CorrelationsReinforce positional wordsRI.PK.4. Develop new vocabulary by engaging in meaningful discussions and activities to promote learning of unfamiliar words found in informational text

Counting to 10PK.CC.1. Listen to and say the names of numbers in many contexts.Jump/hopL.PK.5d. With guidance and support, describe and demonstrate the different meaning of similar verbs used in daily conversations and across activities (e.g., talk/ chat,

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

or district-provided rubric.

whisper/yell).

Pr4.3.PKaMusical ContextWith substantial guidance, explore music's expressive qualities (such as voice quality, dynamics, and tempo).

Perform steady beat motions with music at varied tempi, imitating teacher.

Assess students' overall steady beat competence using a teacher-created or district-provided rubric.

"This Little Song" IE"Apples, Peaches, Pears and Plums" MISB, p. 10"Hello Song" SOM K

Identify whether music is fast ("running music") or slow ("walking music") Pre-K Skill: Walk, Run, Climb

PK Q 1 SkillsMonths of the year, Stating your birthdate,State your age

Pr5.1.PKaApply FeedbackWith substantial guidance, practice and demonstrate what they like about their own performances.

Listen to feedback from a teacher and restate it.

Assess as students restate (and apply) appropriate feedback using teacher-created or district-provided rubric.

Audience and Performer Feedback Stems

SE.PK.5. Seek and accept guidance from primary caregivers, teachers, and other familiar adults.

Pr5.1.PKbRehearse and RefineWith substantial guidance, apply personal, peer and teacher feedback to refine performances.

Rehearse and refine songs and poems to improve voice quality, expression and technique in students' four voices. Technique for PK includes voice quality, pitch matching

Observe as students use a variety of high and low voices to create inflection and effect. Assess using a teacher-created or district-provided rubric.Assess student's vocal

Pre-K Curriculum Songs and Rhymes:Week 1- Wheels on the Bus/Where is Thumbkin?Week 2- Open Them, Shut ThemWeek 3- Jack Be Nimble

Rehearse and Refine poems, songs, and fingerplays learned in the students' homeroom class, adding musical elements to dramatize and refine the

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

and enunciation. technique using a teacher-created or district-provided rubric.

Week 4- Head and ShouldersWeek 5- Little Miss Muffet (Letters M, O)Week 6- Baa, Baa Black Sheep (Letters B, E)Week 7- Twinkle, Twinkle Little Star (Letters T, A)Week 8- Itsy Bitsy Spider (Letters S, I)Week 9- Review

Pitch Matching:"Tune In" 123EM

performances.AL.PK.4. Choose materials/props and use novel ways to represent ideas, characters, and objects in a move toward symbolic play.L.PK.5d. With guidance and support, describe and demonstrate the different meaning of similar verbs used in daily conversations and across activities (e.g., talk/ chat, whisper/yell).SE.PK.3. Display sense of accomplishment, contentment, and acknowledgement when completing a task or solving a problem

Pr6.1.PKaPerformingWith substantial

Explore use of speaking, singing, whispering, and calling

Speaking Voice"Five Little Ladies" MFLP

Perform songs related to the following unit themes

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

guidance, perform music with expression.

voices

Sing simple songs with narrow range, practicing good vocal tone with expression.

Follow the leader into room using Locomotor (L) – walking/running the beat; non-locomotor (NL) – rocking the beat

Explore various NL movements with no beat (bend, twist, rock,

Pre-Assessment: Observe as students individually echo a Sol-Mi pattern (e.g. “Hello, Teddy Bear.”) and assess using a teacher-created or district-provided rubric.

Observe as students perform steady beat movements while listening to a variety of recorded music (see Appendix p. 21) and assess them using a teacher-created or district -provided rubric.

"This is my Speaking Voice" 123EMSinging Voice"Cousin Peter" MFLPVaried Voices"Bake a Cake" 123EM "Good King Leopold" 123EM

"Strawberry Shortcake" IE2"Clap Your Hands With Me" ATZ"Who's In Town" ATZ"Some Love Coffee" 123EM"Shake My Hand and Say Hello" 123EM"Roll Call" 123EM"Very Nice to Know You" 123EM

"We Walk Our Feet" MISB (p. 106 speech, p 108 song)

being presented in the classroom:Weeks 1-4: New FriendsWeeks 5-8: My Family

L.PK.5d. With guidance and support, describe and demonstrate the different meaning of similar verbs used in daily conversations and across activities (e.g., talk/ chat, whisper/yell).

SE.PK.11. Demonstrate ability to modify behavior in different

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

shake, nod, etc.)

Move (walk vs. run/jog) through shared space, internal tempo as a single student, small group, entire group

situations using multiple problem solving strategies (e.g., trade, take turns, share, wait) with or without adult guidance and support.

DOMAIN: CREATEFoundations

1. Imagine: Generate musical ideas for various purposes and contexts.a. Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians' work emerge

from a variety of sources.

b. Essential Question: How do musicians generate creative ideas?2. Plan and Make: Select and develop musical ideas for defined purposes and contexts.

a. Enduring Understanding: Musicians' creative choices are influenced by their expertise, context, and expressive content.

b. Essential Question: How do musicians make creative decisions?3. Evaluate and Refine: Evaluate and refine selected musical ideas to create musical work(s) that meet appropriate

criteria.a. Enduring Understanding: Musicians evaluate, and refine their work through openness to new ideas,

persistence, and the application of appropriate criteria.b. Essential Question: How do musicians improve the quality of their creative work?

4. Present: Share creative musical work that conveys intent, demonstrates craftsmanship, and exhibits originality.a. Enduring Understanding: Musicians' presentation of creative work is the culmination of a process of creation

and communication.a. Essential Understanding: When is creative work ready to share?

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

Cr1.1.PKaMusical ConceptsWith substantial guidance, explore and experience a variety of music.

Create ways of showing beat for listening examples.

Vocally improvise melodic sounds.

"The Train Went into the Tunnel" MISB"All Around the Hula Hoop" MISB, see extensions

"Make a Sound" 123EM"Voice Experiments" 123EM, p 26

AL.PK.7. Identify a problem and attempt multiple ways to solve it, with or without assistance.

AL.PK.4. Choose materials/props and use novel ways to

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

Improvise rhythmic sounds (e.g. Short/Long, Fast/Slow, or Sound/Silence) using body percussion or unpitched percussion.

"I've Heard That Sound Before" 123EM

Students improvise sounds to accompany favorite books such as:Harold and the Purple Crayon (Johnson)The Rainbow Fish (Pfister)The Snow Day (Keats)

represent ideas, characters, and objects in a move toward symbolic play.

Cr2. 1.PKaSelecting Musical IdeasWith substantial guidance, explore favorite musical ideas (such as movements, vocalizations or instrumental accompaniments).

Discuss/ demonstrate "favorite parts" (sounds, timbres, choices) of student-improvised/created movement, songs, or pieces.

Listen to students explain their musical (compositional or improvisational) preferences and assess using a teacher-created or district-provided rubric.

Discussing Favorite Musical Elements PK-1

SE.PK.12. Demonstrate an understanding of rules through actions and conversations.RI.PK.10. Actively listen and participate in small and large group activities when informational text is read aloud or discussed.

Cr2.1.PKbNotating IdeasWith substantial guidance, select and keep track of the order for performing original

Use manipulatives, pictures, and/or icons to represent sections of student-created music.

Demonstrate one way to notate melody using Vocal Explorations Cards like these.

Cat Fugue (Scarlatti)

W.PK.3. With modeling and support, use a combination of drawing, dictating, and emergent writing to tell a real or imagined

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

musical ideas, using iconic notation and/or recording technology.

(Another example of iconic notation)

Use Legos, stickers, foam shapes or ink stamps to notate and perform a rhythmic composition for unpitched instruments.

story indicating some order of the events.

W.PK.6. With guidance and support, explore a variety of digital tools (e.g., computers, smart board and tables, iPads, phones), to convert oral messages and ideas into words and/or pictures.

Cr3.1.PKaRefining Musical IdeasWith substantial guidance, consider personal, peer, and teacher feedback when demonstrating and refining personal musical ideas.

Receive and restate teacher feedback about compositions and improvisations using the teacher's exact words.

Listen as students use feedback stems and response stems with substantial guidance.

Audience and Performer Sentence Stems

SE.PK.3. Display sense of accomplishment, contentment, and acknowledgement when completing a task or solving a problem

Cr3.2.PKaDemonstrate Musical IdeasWith substantial guidance, share revised personal musical ideas

After applying feedback and refining the work, present a final performance of a student composition.

Guide students to present final performance and assess their ability to add the changes that were made as a result

SE.PK.3. Display sense of accomplishment, contentment, and acknowledgement when completing a task or solving a

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

with peers. of feedback. problem

DOMAIN: RESPOND

Foundations

2. Select: Choose music appropriate for a specific purpose or context.a. Enduring Understanding: Individuals' selection of musical works is influenced by their interests, experiences,

understandings and purposes.b. Essential Question: How do individuals choose music to experience?

3. Analyze: Analyze how the structure and context of varied musical works inform the response.a. Enduring Understanding: Response to music is informed by analyzing context (social, cultural, and historical)

and how creators and performers manipulate the elements of music.b. Essential Question: How does understanding the structure and context of music inform a response?

4. Interpret: Support interpretations of musical works that reflect creators'/ performers' expressive intent.a. Enduring Understanding: Through their use of elements and structures of music, creators and performers

provide clues to their expressive intent.b. Essential Question: How do we discern the musical creators' and performers' expressive intent?

5. Evaluate: Support evaluations of musical works and performances based on analysis, interpretation, and established criteria.

a. Enduring Understanding: The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.

b. Essential Understanding: How do we judge the quality of musical work(s) and performance(s)?

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

Re7.1.PKaMusical PreferencesWith substantial guidance, state personal interests and demonstrate why they prefer some music selections over others.

As a class, with the teacher's guidance, select three favorite songs, fingerplays/ rhymes, or dances that represent what you have learned in music this month [quarter, etc.]

Observe as students participate in a group discussion and assess using a teacher-created or district-provided rubric.

Discussing Favorite Musical Elements PK-1

AL.PK.3. Demonstrate an awareness of connection between prior and new knowledge.

Re7.2.PKaMusical Concepts and EffectWith substantial

Practice starting and stopping with locomotor and non-locomotor movement

"Bell Horses" SOM K"Bear Went Over the Mountain" SOM K"I See the Moon" SBMM 2

L.PK.5d. With guidance and support, describe and demonstrate the different meaning of

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

guidance, explore musical contrasts in music. Explore use of

speaking, singing, whispering, and calling voices

Move in different ways in response to teacher or student playing varied unpitched timbres.

Assess students’ understanding using a teacher-created or district-provided rubric.

Recognize triangle, wood block and drum SOM T37. Assess student understanding using a teacher-created or district-provided rubric.

"Mi Cuerpo" SOM 1 similar verbs used in daily conversations and across activities (e.g., talk/ chat, whisper/yell).

Group instruments by what they are made of or how they make sound.PK.MD.3. Sort, categorize, and classify objects by more than one attribute

Re8.1.PKaExpressive QualitiesWith substantial guidance, explore music's expressive qualities (such as dynamics and tempo).

Move in free space to show the tempo of fast or slow music.

Sing a familiar song using a variety of dynamics

Once the song is learned, allow one child to set the tempo of the song by using a woodblock or a stir xylophone. Other children sing and respond with movement in the appropriate tempo.

Observe as students

"Did You Ever, Ever, Ever?" SS&C"Frog in the Meadow"SS&C

"Sailor, Sailor" SS&C

S.PK.1. Use senses to gather, explore, and interpret information.

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

modify their dynamic to indicate that a peer is closer or farther from a hidden "treasure".

Re9.1.PKaEvaluating Artistic WorkWith substantial guidance, talk about personal and expressive preferences in music.

With guidance, using vocabulary from a word wall (with images), verbally describe likes and dislikes about a performance, citing reasons.

Assess student understanding as they evaluate a musical performance using a teacher-created or district-provided rubric.

Discuss favorite pieces performed and why they were a favorite.

SL.PK.1a. Observe and use appropriate ways of interacting in a group (e.g., taking turns in talking, actively listening to peers, waiting to speak until another person is finished talking, asking questions and waiting for an answer).

DOMAIN: ConnectFoundations

1. Connect #10: Synthesize and relate knowledge and personal experiences to make music.a. Enduring Understanding: Musicians connect their personal interests, experiences, ideas, and knowledge to

creating, performing, and responding.b. Essential Question: How do musicians make meaningful connections to creating, performing, and responding?

2. Connect #11: Relate musical ideas and works with varied context to deepen understanding.a. Enduring Understanding: Understanding connections to varied contexts and daily life enhances musicians'

creating, performing and responding.b. Essential Question: How do the other arts, other disciplines, contexts, and daily life inform creating,

performing, and responding to music?

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

Cn10.0.PKaMusic and Personal ExperiencesDemonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.

Perform song tales and favorite children's literature with sung responses. Discuss personal interests in singing, playing instruments, dancing, and acting.

Observe as students participate in a group discussion and assess using a teacher-created or district-provided rubric.

"Brown Bear, Brown Bear" or "Polar Bear, Polar Bear" (Eric Carle, available from school library)"Over in the Meadow""Chicka Chicka Boom Boom" (Bill Martin)"Pete the Cat" (Eric Litwin)"Children's Book of Song Tales" (Feierabend)

SS.PK.2. Demonstrate awareness of different cultures through exploration of customs and traditions, past and present.Relates to Music StandardsCr3.2.PKa With substantial guidance, share revised musical ideas with peers. MU:Pr4.1.PKa With substantial guidance, demonstrate and state preference for varied musical selections. MU:Pr4.3.PKa With substantial guidance, explore music’s expressive qualities (such as voice quality, dynamics, and tempo).

Cn11.0.PKaSociety, Culture and

Perform short poems/songs, nursery

Observe as students demonstrate the

Perform songs related to the

SS.PK.2. Demonstrate awareness of different

QUARTER 1KNOWLEDGE & SKILLS ACTIVITIES/OUTCOMES ASSESSMENTS RESOURCES CORRELATIONS

HistoryDemonstrate an understanding of relationships between music and the other arts, other disciplines, varied contexts, and/or daily life.

rhymes, and fingerplays with motions to reinforce words. Discuss ways in which poems and movement can be related to music (e.g. dynamics, rhythm/syllables/meter, phrasing, tempo, etc.)

connection between music and rhymes and assess using a teacher-created or district-created rubric.

following themes being presented in the students' homeroom:Weeks 1-4: New FriendsWeeks 5-8: My FamilyPre-K Curriculum Songs and Rhymes:Week 1- Wheels on the Bus/Where is Thumbkin?Week 2- Open Them, Shut ThemWeek 3- Jack Be NimbleWeek 4- Head and ShouldersWeek 5- Little Miss Muffet (Letters M, O)Week 6- Baa, Baa Black Sheep (Letters B, E)Week 7- Twinkle, Twinkle Little Star (Letters T, A)Week 8- Itsy Bitsy Spider (Letters S, I)Week 9- Review

cultures through exploration of customs and traditions, past and present.Relates to Music StandardsPr4.2.PKa With substantial guidance, explore and demonstrate awareness of musical contrasts.Re7.2.PKa With substantial guidance, explore musical contrasts in music.Re9.1.PKa With substantial guidance, talk about their personal and expressive preferences in music.