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Activities:
Singing and movement, responding to the questions
Listening and moving, discussing and responding to questions
Creating original music and representation based on an animal
Narrative: (350 words present tense, dissect the anatomy and use as model)
Music is often related to physical movement or represents a moving idea. In this curriculum pre-K students interpret, learn, and
create connections between music and movement. By the last week of the curriculum, the students will create a musical
zoo.The students compose, create, and represent an animal with music and should be able to also represent through
movement. In their zoo showcase, where students perform their animal piece and the other students represent their animal
through movement.We begin every class with a movement involved Hello Song to get their movement and musical
connections flowing. This also gathers their attention and lets them know it is time to make connections between music and
movement. From here the first few activities are songs and their related games. In Sally Go Round the Sun and No Bears out
Tonight the students play and sing to recognize movement along with the use of their voices. These songs and games
encourage expression of emotions while also learning musical aspects such as melodies and contrast. The song Touch your
Shoulders allows students to perform movement along with the text of a song. Using the piece Flight of the Bumble bee the
students make and use craft bees to represent the sounds heard in the piece. In the Carnival of the Animals students can find
movement through Saint-Seans representation of animals in music. Using the piece Pictures at an Exhibition, an arrangement
of pieces based off of art works, students will represent the music through movement. In the piece Ballet of the Unhatched
Chicks the students recreate the music heard while looking at the artwork inspired by the piece. To flow towards their creating
process of representing animals through movement and music, the students return to Carnival of the Animals. From this they
gain understanding and interpretation through examples of how composers represent certain things through music; in this case
animals. For the project over the course of the curriculum the students choose some of their favorite animals and create an
2
Curriculum Unit/Project: Music as a Function of Physical Response
exhibit for their zoo animal. Overall the students grow in knowledge and understanding of representation through music and
movement, while gaining the skills necessary to create musical understanding of timbre, rhythm, and texture.
3
Curriculum Unit/Project: Music as a Function of Physical Response
Phase 2
Phase 3
Launch
Exhibitio
n
10
Content
Process
Discuss
animals
and what
their
sounds
might be
like
Decide
favorite
animals,
instrument
s
interpreting
sounds
Let students
explore with
instruments
with given
parameters
Continue to
explore what
instruments
can depict
what
animals
Give them
animals to
depict
through
music
Review
depictions,
begin to add
movement
Finalize
exhibits
Rehearse
Preform
exhibits
Hello
Song
Hello
Song
Hello
Song
Dippidi Du
Dippidi Du
Dippidi du
Dippidi du
Review
Hello Song
Review
Hello Song
Hello
Song
Sally go
round the
Sun
Sally go
round the
Sun
No Bears
out
Tonight
No Bears
out Tonight
No bears
out tonight
Touch your
shoulders
Touch your
shoulders
Sally go
round the
sun or No
bears out
tonight
Sally go
round the
sun or No
bears out
tonight
Sally go
round the
sun or No
bears out
tonight
Creating
Anchor
standards
Performi
ng
Anchor
standards
4
Curriculum Unit/Project: Music as a Function of Physical Response
Respondi
ng
Flight of
the
bumblebee
-create
bees,
discuss
composer/
Context
Flight of
the
bumblebee
-melodic
contour
Flight of
the
bumblebee
Represent
through
form
Carnival of
the
Animalsgive context
of
composer,
one
movementKangaroo
Carnival of
the
Animalsreview
composer
and do
Elephant
Ballet of
the
unhatched
Chicks
Ballet of
the
unhatched
chicks
Return to
Carnival of
the
Animals-El
ephant
Carnival of
the
AnimalsKangaroo
Anchor
standards
Ask essential questions
Connecti
ng
Who
What
Where When
Why
Relate to Enduring
understandings
To be used with all songs, listening pieces, and creative work throughout.
Anchor
standards
Materials
Songs / Chants
Recordings
Exhibition
Performing Beginning
Circle Games- John
Fiereraband
Children Describe:
Carnival of
the
AnimalsKangaroo
and
Elephant
5
Curriculum Unit/Project: Music as a Function of Physical Response
No Bears out tonight
Share the Music
Kindergarten
Hello song
Dippidi du
Classroom instruments
Bee Craft
Evidence of understanding:
Performing a chosen classroom
song
Performing flight of the Bumble
bee
Performing musical zoo exhibits
Teaching Strategies you should be able to describe each of the teaching strategiestheir purpose, how they
function, and in what musical learning contexts they would be employed.
Direct instruction
Social
Dispositions
To improve students:
Analysis of piece
Understanding of
context
Problem solving
solutions and
interpretations
Choice in selecting
Open/closed prompts
To stimulate
imagination and generate
ideas for reflection
Cultivate curiosity-open
questions
Attentive listening
Concept Map
To create
scheme/ framework for
understanding
Academic Language
Nafme anchor standards/ facets
6
Curriculum Unit/Project: Music as a Function of Physical Response
Improvisation, teacher prompts/
scaffolds interpretation, construct
representations
Musical Maps
Connecting framework
To create
scheme/ Framework for
understanding
Activities:
Singing and movement, Discussing and responding to questions
Listening and movement, discussing and responding to questions
Creating original movement and music to an original culture
Narrative: (350 words present tense, dissect the anatomy and use as model)
Music is frequently related to movement and dance. How can we convey our musical ideas through movement? How can
movement be used as a means of expression? In this project, fourth graders explore the relationship between music and
7
Curriculum Unit/Project: Music as a Function of Physical Response
movement by creating their own worlds and composing and choreographing songs and dances for that world. Through a
variety of performing, responding, and creating activities, students discover music as a form of expression through movement
and dance activities. They begin by performing a variety of songs and dances from other cultures to form an understanding of
how music can be expressed through their movement. They learn dances that go along with the songs, further describing how
their movements fit. For example, students learn the song Tumbalalaika, a song with a strong waltz feel. After teaching the
song, students learn a waltz, then sing and dance along to the song. Students answer the questions, how did the dance change
the way that the song was sung? And, how was the dance a form of expression? In addition, fourth graders will listen to pieces
of music from different cultures such as Brahms Hungarian Dances and Bizets Carmen and discover how movement can relate
to the music that they hear. In addition, they discover how the music and movements are different based on the culture.
Students move and dance to the music that they listen to by themselves--why do some students move a certain way? What in
the music elicits a certain movement or feeling? Responding lessons also incorporate current popular culture songs and dances
such as the Cha Cha Slide and Electric Slide. By doing so, students incorporate their own culture into their study of other
cultures and understand how movement is incorporated in popular music as well. The study in music and movement in culture
comes together in a creating project, where students work in groups to create their own culture and their own world. Students
compose music for their culture, a dance to go along with it, and pictures to illustrate what the culture/world looks like. How do
the movements and dances go along with the pieces that they are composing? How does the music emulate the pictures?
8
Curriculum Unit/Project: Music as a Function of Physical Response
10 Week Curriculum Plan: Grade 4
Phase 1
Launch
1
Phase 2
Carrying out the Project
2
Process
Use a
video
game
without
music for
a
springboar
d-what
might the
music
sound like?
Improvise
individually
some
sounds for
the world
that groups
want to
create.
Compose
music for
the world
that they
are creating
How might
we
represent
the
composition
s through
movements
? Improvise
movements
individually
Choreograp
h
movements
to the
music that
student
groups
composed.
Finalize the
music and
the
movements
for the
worlds that
students
create
Rehearse
the music
and
movements
for the
worlds that
students
create
imagine
Break into
groups
and decide
what world
that they
want to
create
music and
dance for;
Draw
pictures to
show what
the world
might look
like
Imagine
Imagine
Plan and
Make
Analyze
and
Imagine
Plan and
Make
Evaluate
and Refine
Rehearse
Dippiduadd
clapping
game
La Raspa
Dippidu
La RaspaAdd
movement
game
Dippidu
Sandy Land
Sandy
Land/Bow
Belinda
Sandy Land
/Bow
Belinda-as
partner
song
Tumbalalaik
a-with waltz
Sandy
Land/Bow
Belinda-partner
song and
dance
Children
choose 1
song to
perform
analyze
Analyze
and
Interpret
Interpret
and
Rehearse
Analyze
Analyze
and
Interpret
Interpret
and
Rehearse
Interpret
and
Rehearse
Review La
Raspa,
Dipidu,
Sandy
Land/Bow
Belinda,
and
Tumbalalaik
a
Rehearse
Dragon
Dance-
Dragon
Dance-
Hungarian
Dance
Hungarian
Dance No.5
Hungarian
Dance No.5
CarmenMarch of
Carmen-
Carmen-
Prepare for
presentation
Anchor
standards
Dippidu
Anchor
standards
10
Content
Creating
Performi
ng
Phase 3
Exhibiti
on
La Raspa
Tumbalalaik
a
Tumbalalaik
a
Show and
Tellperform
Show and
Tell-Perform
Rehearse
Show and
Tell-
9
Curriculum Unit/Project: Music as a Function of Physical Response
Respond
ing
Movement
s and
rhythm
Anchor
standards
Connecti
ng
Anchor
standards
Movement
s, rhythm,
and form
analyze
No.5 in g
minor
(Brahms)Rhythm
and
movement
s
in g minor
(Brahms)-
in g minor
(Brahms)-
Melodic
contour,
movements
Form,
melody,
movements
analyze
Analyze
and
interpret
Analyze
and
interpret
Who
What
the
TorreadorsMovements
and Mood
Analyze
Where When
Why
March of
the
Torreadors--
March of
the
Torreadors-
Dynamics
and form
Form and
Instrumenta
tion
Analyze
and
Interpret
s of the
world
Perform
and
Respond to
others
performanc
es
Rehearse
To be used with all songs, listening pieces, and creative work throughout.
Materials
Songs / Chants
Recordings
Exhibition
Dippidu
La Raspa
Tumbalalaika
Sandy land/Bow Belinda
Dragon Dance
Cha Cha Slide
Carmen-March of the Torreadors
Brahms Hungarian Dance No. 5
Students describe:
How music
effects music
How movements
can be used in a variety
of musical contexts
How movements
can express elements of
music
Students create their own
world
Perform original compositions
that represent that world
Perform original dances to
express the music
Streamers (dragon
dance)
Evidence of Understanding
10
Curriculum Unit/Project: Music as a Function of Physical Response
Children discuss how music can
be expressed through movement
through:
Celebrations,
rituals, events, emotions,
stories, symbolic
representations, form,
melodic contour
Teaching Strategies you should be able to describe each of the teaching strategiestheir purpose, how they
function, and in what musical learning contexts they would be employed.
Open ended questions
To improve students:
Analysis of a
piece
Understanding of
context
Problem Solving
Solutions and
interpretations
Open/closed prompts
To stimulate
imagination and
generate ideas for
reflection
Direct instruction
Acquire/demonstrate music skills
Attentive listening
Focused using map.creative
using self generate map
Problem Solving (for
students)
Improvisation, teacher
prompts/scaffolds
Interpretation, construct
representations
Social
Collaborative/friendship grouping
Choice in selecting
Concept Map
To create
scheme/framework for
understanding
Musical Maps
To create
scheme/framework for
understanding
Dispositions
Collaboration-review and have
students self-regulate
Cultivate curiosity - open
questions
Critical Thinking- open questions
Academic Language
NAfME anchor standards/Facets
Model
Connecting Frameworks