Lindsay J. McIntosh
and Tynan M. Skinner
MUE 3311
Kindergarten
Tuesday 19 October 2004
OBJECTIVES:
The students will be able to:
1. Improvise a response using his/her own name (sml) while singing back to the teacher. (e.g. “My name is Lindsay”)
2. Distinguish loud sounds from soft sounds through a piece of music. (Night on Bald Mountain)
3. Sing a song (sml) with a constant pitch center. (The Spider Song)
4. Pitch map song they’ve learned with notes sol, mi, and la. (The Spider Song)
5. Answer critical thinking questions and make inferences after listening to a song. (Skin and Bones)
6. Move with appropriate style to fit the music they are listening to. (Skin and Bones and Night on Bald Mountain)
7. Maintain a steady beat mirroring the teacher’s movements. (Monster Mash)
STANDARDS:
MU.A.1.1.1: The student sings songs within a five-to-seven note range alone and maintains the tonal center.
--Student sings melodic patterns and songs within a four-note range (F-D1) using sol, la, and mi.
**FCAT Correlates: LA.E.1.1.2, MA.E.2.1.1
MU.A.3.1.2: The student demonstrates pitch direction by using visual representation (e.g., steps and line drawings).
--Student demonstrates melodic direction (upward, downward, and same) and register (high and low) through physical response and visual representation.
**FCAT Correlates: MA.C.3.1.2
MU.B.1.1.1: The student improvises appropriate “musical answers” (e.g., simple rhythmic variations) in the same style to given rhythmic phrases.
--Student improvises a short melodic pattern in response to a musical prompt.
**FCAT Correlates: LA.A.1.2.3, LA.B.1.1.2
MU.D.1.1.1: The student knows how to respond to selected characteristics of music (e.g., the melodic phrase is the same or different, the tempo is fast or slow, and the volume is loud or soft) through appropriate movement.
--Student responds to selected characteristics of music, including fast and slow, soft and loud, high and low, and upward and downward, through purposeful movement.
**FCAT Correlates: LA.C.2.1.1, MA.E.1.1.1, MA.E.1.1.3
MU.D.1.1.4: The student understands how music can communicate ideas suggesting events, feelings, moods, or images.
--Student describes feelings communicated through music.
**FCAT Correlates: LA.B.1.1.2, SS.A.2.1.1
MATERIALS:
1. Recorder and/or piano
2. CD with Night on Bald Mountain, Skin and Bones, and Monster Mash
3. Yarn
4. Carpet Squares
5. Visuals for Night on Bald Mountain, Skin and Bones, and The Spider Song
PROCEDURES:
1. Preparatory Activity
a. Teacher places carpet squares in a close, but not tight, circle in the middle of the classroom before students arrive
b. Teacher greets students at the door, requests that they to move their bodies to the music as they enter the classroom, then
leads the students into the classroom while “dancing” to Night on Bald Mountain.
c. Lead the students into a circle while “dancing.”
d. Have students sit on a carpet square that is next to them, to form a circle.
2. Welcome Activity
a. Teacher introduces herself using sol, mi, and la.
b. Ask co-teacher “What is your name?” on sml
c. Co-teacher responds with his/her name using sml
d. Ask if the whole class could do this at the same time and when he/she asks “What is your name?” if everyone would respond as
Ms./Mr. co-teacher did
e. Ask for student volunteer to respond “My name is…” by self on sml
f. Students respond to question one at a time, proceeding until everyone has been introduced.
3. Night on Bald Mountain (NOBM) activity
a. Play a few seconds of NOBM for the students, then turn it off
b. Ask: “Where have you heard this piece before?” (As we came in)
c. Ask students to say “Good morning Mr. Roberts” in their really loud voice, then again in their really soft voice
d. Ask students if they remember if the piece was mostly loud or mostly soft (mostly loud)
e. As the children listen this time ask them to raise their hands high in the air when they think the music is loud and to place them
flat on the ground when the music is soft.
f. After listening for a second time ask:
i. “Can each of you think of a story to go along with the music?” (Yes)
ii. “Will all of your stories be the same?” (No.)
g. Share story Moussorgsky describes: “Evil creature named Chernobog who comes out at night and invites ghost, skeletons, and
goblins to dance on the mountain. When the sun comes out, they disappear.”
h. Ask a few students to share their stories
4. The Spider Song
a. Transition using ghost and goblins to spiders
b. Play Spider Song on Recorder
c. Sing Spider Song for children (use solfege hand signs to help students get the idea of pitch mapping)
d. Ask children to repeat first and then second part after you sing them first
e. Sing whole song again for the children
f. Ask children to sing whole song
g. Play sol and mi, ask which pitch is higher
h. Ask students to place their hand at neck level when they hear sol and tummy level when they hear mi
i. Play la, sol, and mi, ask which pitch is the highest
j. Ask students to play their hands at nose level when they hear la, at neck level when they hear sol and tummy level when they hear
mi
k. Have students do activity to spider song pitches, then to the song itself
l. Tell students we are now going to play a game to find out where Mr. Spider is going, and after each time we sing the song we’re
going to throw a ball of yarn across the circle but hold on to one end. (demonstrate)
m. Play The Spider Song Game until a web is made
n. Ask children where Mr. Spider is going. (His web.)
5. Skin and Bones
a. Transition to activity by asking about the other visual in the room
b. Play Skin and Bones for children
c. Ask students:
i. Where did the old woman take a walk? (The Graveyard)
ii. What did she see? (Bones)
iii. What did she decide to do? (Get a broom)
iv. What happened? (ask for a couple of endings)
v. How do you know?
d. Ask students to listen to song again, but this time get up and move around the class room how they think some one should
move to the music
e. Ask students to stop and sway on the Oooo’s (sing this part for them), stop when the music is not playing and then JUMP on
the Boo!
6. Monster Mash
a. Ask students to come back to the circle
b. Play a little bit of Monster Mash and ask children to listen for a “beat or pulse” that they just have to dance to
c. Use this a brief explanation of steady beat
d. Have students follow the teacher’s movements and to look at the co-teacher if unable to see
e. After first time through song play it again, this time asking students to move into around the circle while following the teacher’s
movements
f. Move students into a line continuing with song and movements until their homeroom teacher comes
ASSESSMENT:
1. Teacher observes and listens to students who are matching pitch and singing with their high voices
2. Teacher notes who is able to sing “My name is…” on the appropriate syllables
3. Teacher notes who is able to distinguish between loud and soft portions of music
4. Teacher observes who is able to identify pitches sol, mi, and la
5. Teacher observes who places appropriate movements to the specific styles of each song
6. Teacher notes who is able to imitate and follow the movements of the teacher while keeping the steady beat
MUE 3311
Kindergarten
Tuesday 19 October 2004
OBJECTIVES:
The students will be able to:
1. Improvise a response using his/her own name (sml) while singing back to the teacher. (e.g. “My name is Lindsay”)
2. Distinguish loud sounds from soft sounds through a piece of music. (Night on Bald Mountain)
3. Sing a song (sml) with a constant pitch center. (The Spider Song)
4. Pitch map song they’ve learned with notes sol, mi, and la. (The Spider Song)
5. Answer critical thinking questions and make inferences after listening to a song. (Skin and Bones)
6. Move with appropriate style to fit the music they are listening to. (Skin and Bones and Night on Bald Mountain)
7. Maintain a steady beat mirroring the teacher’s movements. (Monster Mash)
STANDARDS:
MU.A.1.1.1: The student sings songs within a five-to-seven note range alone and maintains the tonal center.
--Student sings melodic patterns and songs within a four-note range (F-D1) using sol, la, and mi.
**FCAT Correlates: LA.E.1.1.2, MA.E.2.1.1
MU.A.3.1.2: The student demonstrates pitch direction by using visual representation (e.g., steps and line drawings).
--Student demonstrates melodic direction (upward, downward, and same) and register (high and low) through physical response and visual representation.
**FCAT Correlates: MA.C.3.1.2
MU.B.1.1.1: The student improvises appropriate “musical answers” (e.g., simple rhythmic variations) in the same style to given rhythmic phrases.
--Student improvises a short melodic pattern in response to a musical prompt.
**FCAT Correlates: LA.A.1.2.3, LA.B.1.1.2
MU.D.1.1.1: The student knows how to respond to selected characteristics of music (e.g., the melodic phrase is the same or different, the tempo is fast or slow, and the volume is loud or soft) through appropriate movement.
--Student responds to selected characteristics of music, including fast and slow, soft and loud, high and low, and upward and downward, through purposeful movement.
**FCAT Correlates: LA.C.2.1.1, MA.E.1.1.1, MA.E.1.1.3
MU.D.1.1.4: The student understands how music can communicate ideas suggesting events, feelings, moods, or images.
--Student describes feelings communicated through music.
**FCAT Correlates: LA.B.1.1.2, SS.A.2.1.1
MATERIALS:
1. Recorder and/or piano
2. CD with Night on Bald Mountain, Skin and Bones, and Monster Mash
3. Yarn
4. Carpet Squares
5. Visuals for Night on Bald Mountain, Skin and Bones, and The Spider Song
PROCEDURES:
1. Preparatory Activity
a. Teacher places carpet squares in a close, but not tight, circle in the middle of the classroom before students arrive
b. Teacher greets students at the door, requests that they to move their bodies to the music as they enter the classroom, then
leads the students into the classroom while “dancing” to Night on Bald Mountain.
c. Lead the students into a circle while “dancing.”
d. Have students sit on a carpet square that is next to them, to form a circle.
2. Welcome Activity
a. Teacher introduces herself using sol, mi, and la.
b. Ask co-teacher “What is your name?” on sml
c. Co-teacher responds with his/her name using sml
d. Ask if the whole class could do this at the same time and when he/she asks “What is your name?” if everyone would respond as
Ms./Mr. co-teacher did
e. Ask for student volunteer to respond “My name is…” by self on sml
f. Students respond to question one at a time, proceeding until everyone has been introduced.
3. Night on Bald Mountain (NOBM) activity
a. Play a few seconds of NOBM for the students, then turn it off
b. Ask: “Where have you heard this piece before?” (As we came in)
c. Ask students to say “Good morning Mr. Roberts” in their really loud voice, then again in their really soft voice
d. Ask students if they remember if the piece was mostly loud or mostly soft (mostly loud)
e. As the children listen this time ask them to raise their hands high in the air when they think the music is loud and to place them
flat on the ground when the music is soft.
f. After listening for a second time ask:
i. “Can each of you think of a story to go along with the music?” (Yes)
ii. “Will all of your stories be the same?” (No.)
g. Share story Moussorgsky describes: “Evil creature named Chernobog who comes out at night and invites ghost, skeletons, and
goblins to dance on the mountain. When the sun comes out, they disappear.”
h. Ask a few students to share their stories
4. The Spider Song
a. Transition using ghost and goblins to spiders
b. Play Spider Song on Recorder
c. Sing Spider Song for children (use solfege hand signs to help students get the idea of pitch mapping)
d. Ask children to repeat first and then second part after you sing them first
e. Sing whole song again for the children
f. Ask children to sing whole song
g. Play sol and mi, ask which pitch is higher
h. Ask students to place their hand at neck level when they hear sol and tummy level when they hear mi
i. Play la, sol, and mi, ask which pitch is the highest
j. Ask students to play their hands at nose level when they hear la, at neck level when they hear sol and tummy level when they hear
mi
k. Have students do activity to spider song pitches, then to the song itself
l. Tell students we are now going to play a game to find out where Mr. Spider is going, and after each time we sing the song we’re
going to throw a ball of yarn across the circle but hold on to one end. (demonstrate)
m. Play The Spider Song Game until a web is made
n. Ask children where Mr. Spider is going. (His web.)
5. Skin and Bones
a. Transition to activity by asking about the other visual in the room
b. Play Skin and Bones for children
c. Ask students:
i. Where did the old woman take a walk? (The Graveyard)
ii. What did she see? (Bones)
iii. What did she decide to do? (Get a broom)
iv. What happened? (ask for a couple of endings)
v. How do you know?
d. Ask students to listen to song again, but this time get up and move around the class room how they think some one should
move to the music
e. Ask students to stop and sway on the Oooo’s (sing this part for them), stop when the music is not playing and then JUMP on
the Boo!
6. Monster Mash
a. Ask students to come back to the circle
b. Play a little bit of Monster Mash and ask children to listen for a “beat or pulse” that they just have to dance to
c. Use this a brief explanation of steady beat
d. Have students follow the teacher’s movements and to look at the co-teacher if unable to see
e. After first time through song play it again, this time asking students to move into around the circle while following the teacher’s
movements
f. Move students into a line continuing with song and movements until their homeroom teacher comes
ASSESSMENT:
1. Teacher observes and listens to students who are matching pitch and singing with their high voices
2. Teacher notes who is able to sing “My name is…” on the appropriate syllables
3. Teacher notes who is able to distinguish between loud and soft portions of music
4. Teacher observes who is able to identify pitches sol, mi, and la
5. Teacher observes who places appropriate movements to the specific styles of each song
6. Teacher notes who is able to imitate and follow the movements of the teacher while keeping the steady beat