Kindergarten

Kindergarten Music Skills R= 11; Essential and Extended

Vocal Skills=

¨ Use the singing voice as distinct from the speaking voice=

¨ Produce higher and lower, loud= er and softer, upward and downward vocal sounds

¨ Match the sol-mi interval, usi= ng the solfege syllables

¨ Sing simple songs in their ent= irety with a group, including echo, call and response, and the chorus of verse and chorus songs

¨ Sing songs at faster and slower tempos

· Experience simple rhythm patterns (i.e. chants and rhymes)

· Explore vocal and mouth sounds

· Audiate music (hear it in one’s head)

· Work toward singing in the upper register

· Expand vocal range

· Improvise random pitch songs

Playing Instruments=

¨ Play instruments in a variety = of ways (tap, scrape, shake, rub etc.)

· Explore various means of playing instruments

· Play steady beat using bilateral motions

Moving

¨ Maintain steady beat using bilateral movement against the body=

¨ Demonstrate awareness of stead= y beat using alternating locomotor movement in the lower body

¨ Demonstrate faster/slower and upward/downward movement

· Move intuitively to music

· Dramatize songs and stories through movement

· Explore basic nonlocomotor movement: rocking, patting, etc.

· Explore locomotor movement: walking, running, jumping, etc.

· Explore purposeful movement through participation in singing games and finger plays=

· Explore higher/lower, longer/shorter, faster/slower, upward/downward movement =

· Experience moving to music in sections using locomotor and non-locomotor movement

Creating=

¨ Create movements for songs

¨ Create one-word phrase variati= on to familiar songs, i.e. “Going On a Picnic”

· Explore sound possibilities with objects, voice, instruments, and words =

· Add sound effects to songs (making deliberate choices)

· Create movements and dramatizations for songs, stories, and poems

· Create words to songs

· Express ideas or moods using instruments and environmental or body sounds

· Improvise simple sound pieces

Listening

¨ Attend to a short piece of music (relatively still, quiet, eyes on performer if applicable)

·         Listen to a variety of music (genres, styles, cultures, languages, tonalities etc.= )

·         Listen for a specific purpose (concepts, audience skills, etc.) =

Reading<= o:p>

¨ Use pictures to recall the phr= ases of a familiar song

·         Recognize that music notation exists

<= span style=3D'font-family:Wingdings;mso-fareast-font-family:Wingdings;mso-bidi-f= ont-family: Wingdings'>¨ =3D Essential Skill=

<= span style=3D'font-family:Symbol;mso-fareast-font-family:Symbol;mso-bidi-font-fa= mily: Symbol'>·         =3D Extension Skill=

Essential= - core, benchmark, assessed, m= ost important, skills to be mastered, = BEALR

Extension= -building, preparatory, support essential skills, enrich essential skills, skills to be explored        &= nbsp;

Bellevue Essenti= al Academic Learning Requirements (BEALRs) Elementary General Music (K-4)=

Kindergarten=

Singing voice distinct fr= om speaking voice

Maintain steady beat using bilateral movement against the body

Attend to a short piece of music

Assessment:<= /b>

Aural observation

Visual and aural observat= ion

* The primary methods of assessm= ent utilized include visual and aural observation of individual students within= a large group setting. Visual observa= tion refers to measuring student success through movement activities, visual cue= s, and body position. Aural observation refers to measuring student success through singing activities, aural cues, and vocal activities. Teachers may initiate assessments but students complete them independently.