Weeks Sept 8 – October 26: Foundations of Music
- What is Rhythm?
- Rhythm vs. Steady Beat
- Duration (Long and Short Sounds)
- Notation (Traditional/ Non Traditional)
Weeks October 27 – December 22: Music is Tuneful
- Vocal Timbre (whisper/talk/shout/sing)
- Head Voice
- Pitch (High/Low)
- Playing Instruments
Weeks January 5 – March 11: Music is Expressive
- Dynamics (Loud/Quiet)
- Tempo (Fast/Slow)
- Movement (choreographed/non choreographed)
- Melodic Direction (up and down)
Weeks March 12 – May 25: Musical Instruments and Form
- Classroom Instruments
- Percussion Instruments
- Contrast in Music
Music Georgia Standards of Excellence Georgia Department of Education May 3, 2018
General Music Kindergarten 53.00100
Course Description: Introduces creating, performing, and responding to music while connecting the world of music to other areas of learning and personal endeavors.
ESGMK.CR.1 Improvise melodies, variations, and accompaniments.
- Improvise simple body percussion patterns.
- Improvise soundscapes (e.g. weather, animals, other sound effects).
- Improvise using various sound sources (e.g. electronic sounds, found sounds, body percussion, classroom instruments).
ESGMK.CR.2 Compose and arrange music within specified guidelines.
- Create sound effects to accompany songs, poems, and stories.
- Create simple rhythmic patterns (e.g. quarter notes, quarter rests, barred eighth notes).
- Vary the text for familiar melodies, chants, and poems.
ESGMK.CR3 Share creative work.
- With guidance, share a final version of personal musical work with peers.
ESGMK.PR.1 Sing a varied repertoire of music, alone and with others.
- Sing simple accompanied and unaccompanied melodies in a limited range, using head voice.
- Echo simple singing and speech patterns.
- Sing multiple songs representing various genres, tonalities, meters, and cultures, including at least one song in a foreign language.
ESGMK.PR.2 Perform a varied repertoire of music on instruments, alone and with others.
- Echo simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
- Perform steady beat and simple rhythmic patterns with appropriate technique using body percussion and classroom instruments.
ESGMK.PR.3 Read and Notate music.
- Read, notate, and identify quarter notes, quarter rests, and barred eighth notes using iconic or standard notation.
- Read simple melodic contour representations (e.g. roller coaster).
ESGMK.RE.1 Listen to, analyze, and describe music.
- Distinguish between contrasts in music (e.g. pitch, duration, dynamics, tempo, timbre, form).
- Describe music using appropriate vocabulary (e.g. high/low, loud/soft, fast/slow, long/short).
- Identify basic classroom instruments by sight and sound.
- Aurally distinguish between different voices (e.g. whisper, shout, talk, sing).
ESGMK.RE.2 Evaluate music and music performances.
- Evaluate music (e.g. learned, student-composed, improvised) and musical performances, by self and others, when given specific criteria.
- Refine music and music performances by applying personal, peer, and teacher feedback.
- Explain personal preferences for specific musical works using appropriate vocabulary.
ESGMK.RE.3 Move to a varied repertoire of music, alone and with others.
- Respond to contrasts and events in music with locomotor movement (e.g. walk, run, hop, jump, gallop, skip) and non-locomotor movement (e.g. bend, twist, stretch, turn).
- Perform choreographed and non-choreographed movements.
ESGMK.CN.1 Connect music to the other fine arts and disciplines outside the arts.
- Describe connections between music and the other fine arts.
- Describe connections between music and disciplines outside the fine arts.
ESGMK.CN.2 Connect music to history and culture.
- Perform and respond to music from various historical periods and cultures.
- Describe how sounds and music are used in daily lives.
- Demonstrate performance etiquette and appropriate audience behavior.