Students perform a familiar song at variety of dynamic levels and tempos
- Artistic Process
- Performing
Responding - Anchor Standard
- Pr4 - Select, analyze and interpret artistic work for presentation.
Pr5 - Develop and refine artistic techniques and work for presentation.
Re9 - Apply criteria to evaluate artistic work. - Grade Level
- 1-2
PreK-K
- Process Component
- Evaluate
Evaluate & Refine
Interpret
Rehearse - Primary Strand
- General Music
Procedure
• Students sing within age-appropriate limited range, using a healthy
head voice (d-a, and later d-d’).
• In grades 1 and 2, students learn “Paw Paw Patch,” and in PreK-K
they learn “Teddy Bear.” Teacher addresses healthy posture, diction,
and good breathing technique (calm, quiet, and open breath).
• Students play the game “Find the Key!” (Any object may be used.)
One student leaves the room while another student hides the key. For grade 2 this might be anywhere in the room; for PreK–1 it might be behind a friend in the circle. Part of key must be visible.
• When student reenters, class sings the song at a variety of dynamic levels to help student find the key—loud if student is close to it, soft if student is far from it. Game continues until the key is found.
Standards Code
Pr4.3.PK, Pr4.3.K, Pr4.3.1, Pr4.3.2
Pr5.1.PK.c, Pr5.1.K.c, Pr5.1.1.c, Pr5.1.2.c
Re9.1.PK, Re9.1.K, Re9.1.1, Re9.1.2
Suggested Assessment
◊ Teacher uses a simple rubric to assess student ability to match pitch within the given song:
+ Student matches pitch throughout most of the song.
✓ Student uses a singing voice but does not match pitch
consistently.
– Student uses speaking voice.
◊ Students with special needs communicate understanding through nonverbal/visual cues.
◊ Students respond to dynamic changes
Enduring Understanding
Pr4.3 - Performers make interpretive decisions based on their understanding of context and expressive intent.
Pr5.1 - To express their musical ideas, musicians analyze, evaluate, and refine their performance over time through openness to new ideas, persistence, and the application of appropriate criteria.
Re9.1 - The personal evaluation of musical work(s) and performance(s) is informed by analysis, interpretation, and established criteria.
Essential Question
Pr4 - How do performers interpret musical works?
Pr5 - How do musicians improve the quality of their performance?
Re9 - How do we judge the quality of musical work(s) and performance(s)?
Additional Instructional Ideas
Demonstrate singing versus speaking voice.
Perform music in a variety of meters.
Perform an ostinato with a familiar song.
Sing a simple two-part round.
Demonstrate the ability to maintain a steady beat in a variety of locomotor and non-locomotor ways.