Music Lesson Plans
Music Lesson Plans
Music Lesson Plans
DYNAMICS
CONTENT STANDARDS
1.2 Identify and describe basic elements in music – loud/soft
TOPICAL QUESTIONS
• What do I have to know in order to identify and demonstrate loud and soft sounds in music?
• How do I use my singing voice to match pitches and use dynamics appropriately?
WORDS TO KNOW
• loud: not quiet, strong sound
• soft: quiet
• dynamics: varying degrees of volume in the performance of music
• volume: the degree of loudness or the intensity of a sound
MATERIALS NEEDED
• Making Music, Silver Burdett, CD 1:3 – Louds and Softs of the Season
• Making Music, Silver Burdett, CD 1:4 – Seasons, page 4.
• CD player
• Making Music, Teacher’s Edition, Kindergarten, page 4
• Loud and Soft flashcards from the Resource Book
RESOURCES
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
Resource book, page G-4.
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Discuss with students sounds that are loud: e.g. thunder, fireworks, car horns.
• Ask the students what sounds are soft: e.g. rain falling, whispering.
• Look for sounds in the classroom that are loud or soft, (e.g., walking on a carpet, writing on the board)
or loud. (e.g., shutting the door, moving chairs)
MODELING (Presentation of new material, demonstration of the process, direct instruction)
• Write the words Loud and Soft on the board. Have the flashcards from the Resource Book (page G-4)
ready.
• Listen to the CD 1:3, Louds and Softs of the Seasons and have the students identify the dynamic of
each sound. (loud or soft)
• Have students place the flashcard of sound under the appropriate loud or soft column.
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place, did students meet outcomes?)
• Ask the students what could they do to make louder and softer sounds (start with a few voices and then
add more voices, use “whisper voices” when singing, then add “speaking voices”).
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Create movements to follow each verse (Verse 1- Fall …leaves fall down, have hands in air and ‘flutter’
down; Verse 2 – Winter… cold wind blows, have students hug themselves as in being cold; Verse 3 –
Spring…flowers bloom, have students begin with hands at middle and move upwards; Verse 4-
Summer…sun shines hot, have students make a circle with hands held over their heads.)
• Have the students listen to and then sing “Hello There” page 6 CD 1-6 using louder voices followed by
softer voices for the echo.
• Reinforce this learning with “Grizzly Bear”, page 33, CD 2-3.
MUSIC- KINDERGARTEN
DYNAMICS
Hello, There!
Lesson 2
CONTENT STANDARDS
1.2 Identify and describe basic elements in music – loud/soft/echo
2.2 Sing age appropriate songs from memory.
TOPICAL QUESTIONS
• What is an echo and how is it used in music?
• How can I demonstrate loud and soft sounds in music?
• What skills do I need in order to memorize a simple song?
WORDS TO KNOW
• dynamics: Varying degrees of volume in the performance of music
• loud: not quiet, strong sound
• soft: quiet
• echo: the repeating of a sound; to hear again from another source, bouncing back
MATERIALS
• CD Player
• Making Music, Silver Burdett, Kindergarten book
• Making Music, Silver Burdett, Sacramento, CD 1:6 Hello, There, page 7
• Making Music, Silver Burdett, CD 1:8 Wind Song
RESOURCES
• Making Music, Kindergarten, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008
Edition,
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Clap a simple pattern and have the students listen and clap your pattern. This may take several
attempts for them to understand to wait and listen first before they clap. (e.g., long, short, short, long,
long)
• Explain that when students are listening and repeating your claps, they are echoing your sound.
• Have the students echo you as you say or sing words such as “Hello, It’s Monday, How are you?” etc.
• Once the students begin to echo you, say something softly and have the students echo you softly.
Then repeat it loudly with the students echoing loudly.
• Ask the students: “What was the difference between something said softly and loudly?” Explain that
this difference is called dynamics.
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place. Did students meet outcomes?)
• Talk to the students about what made the sounds loud or soft when singing. Compare and contrast
that with when they were playing the instruments.
• Which dynamic (loud or soft) was the best for the song and why?
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Read the poem, Wind Song, page 7, and on CD 1:8.
• Have the students listen again and identify words that mean loud or soft. Write those words on the
board- or draw pictures to identify the words.
• Have the students classify which words represent loud and which words represent soft.
• Students may be able to dramatize the poem using their voices or instruments.
MUSIC- KINDERGARTEN
RHYTHM AND MOTION
Juba
Lesson #3
CONTENT STANDARDS
2.2 Sing age appropriate songs from memory
3.2 Sing and play simple singing games from various cultures
4.1 Create movements that correspond to specific music
TOPICAL QUESTIONS
• How do I coordinate my movements to the fast and slow beats in a song?
• What is a circle game and what do I have to know in order to participate?
• How do I create appropriate movements that respond to the music?
• What are the steps to memorizing a piece of music?
WORDS TO KNOW
• beat: rhythmic unit of measure
• interlude: a section of music played between verses
MATERIALS
• CD Player
• Making Music, Silver Burdett, Kindergarten, CD 1:13 Juba, page 13.
• Making Music, Silver Burdett, Kindergarten, Teachers Manual, pages 12-13 and 362.
RESOURCES
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
• http://www.history.org/foundation/journal/winter02-03/music.cfm (African American songs)
• http://www.singers.com/sweethoney.html (Sweet Honey on the Rock)
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Have the students stand in a circle with plenty of room to move around.
• Explain that you will be playing a variety of beat patterns and they will be moving to the beat.
• Let the students listen first to the different patterns. Ask what they think the beat is telling them to do.
(e.g., steady slow tapping =walk; shaking the tambourine = running; uneven tapping =
jumping/hopping; loud hit = stop and listen, etc.)
• Use a tambourine and tap a steady beat. Have the students walk around in the circle stepping in time
to the beat. Alternate the beat patterns watching to see if students react appropriately.
• Ask students to identify things that have a steady beat. (e.g., clock ticking, heart beating, rain on the
roof, music on a radio, etc.)
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place. Did students meet outcomes?)
• Play the CD 1:15 of Sweet Honey in the Rock’s version of Juba. Ask the students to keep a steady
beat while listening.
• Ask: “What special sound is keeping the beat on the recording?” (the singers clapping and slapping
their thighs)
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Extend the lesson with Go Around the Cat’s Eye CD 1:17, dance page 362.
• Play the Duck, Duck Goose game, another circle game of catching a person.
MUSIC- KINDERGARTEN
STEADY BEAT
CONTENT STANDARDS
2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics and
melodic direction
4.1 Create movements that correspond to specific music
TOPICAL QUESTIONS
• What skills do I need in order to connect a steady beat with parts of my body?
• What do I have to know in order to create movements that fit specific pieces of music?
WORDS TO KNOW
• steady beat: a steady unit of measure of rhythmic time
• echo: The repeating of a sound; to hear again from another source, bouncing back
MATERIALS
• Making Music, Silver Burdett, Kindergarten, Teachers Manual, page 14
• CD Player
• CD 1-21
• Making Music, Silver Burdett, Kindergarten, Resource Book: D-3
• Optional: Name the Parts of the Body (attached)
RESOURCES
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
• Refer to Lesson #3 on how to practice moving to a steady beat.
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
Resource Book: Music Reading Worksheet D-3, icons help students keep the beat as they practice
saying 1234 poem.
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Have the students practice with identifying parts of their body (head, shoulders, chest, middle, knees
and toes) by saying something such as “Here is my head” placing your hands on your head. Have the
students echo, “Here is my head” and place their hands on their head. Continue using the listed
body parts in the song. (e.g., head, shoulders, chest, middle, knees and toes, etc.)
• Make a “game” where you call out the body part area listed in the song. Have the students place
their hands on that body part.
• Repeat as necessary until familiar with the parts of the body. This activity is excellent for English
Language Learners.
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place. Did students meet outcomes?)
• Divide the students into two groups. Have each group perform the “My Head and Shoulders Song”
for the other group. Explain that a good audience (the ones who are not singing) must listen politely
and quietly when other students sing.
• Switch groups and repeat, reminding the new “listeners” to practice being “a good audience”.
• Once the students are familiar with the song, challenge the students by saying the words of the song
at different tempos.
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Extend the students abilities by having the students practice learning the “Patty Cake” nursery rhyme.
“Patty cake, patty cake, Baker’s man, Bake me a cake as fast as you can. Roll it and pat it and mark
it with a “B”, and put it in the oven for Baby and me.”
• Add actions and have the students alternate patting their laps and then clapping their hands in a
steady beat as they learn the rhyme.
• Another game that has a strong sense of beat is “Andy Pandy”, page 46.
Name the Parts of the Body
CONTENT STANDARDS
1.2 Identify and describe basic elements in music (high/low)
2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics and
melodic direction
TOPICAL QUESTIONS
• How can I move safely in order to respect the personal space of others?
• What skills do I need to have in order to identify high and low sounds?
• What does it look like to dramatize and move to high and low sounds?
WORDS TO KNOW
• staff: a set of 5 horizontal lines with 4 corresponding spaces between them on which music is written
• high: a sound notated near the top of the staff
• low: a sound notated near the bottom of the staff
• pitch: the location of a note related to its highness or lowness
MATERIALS
• Making Music, Silver Burdett, Kindergarten, Teachers Manual, page 18.
• CD player
• CD 1: 26
• Making Music, Silver Burdett, Kindergarten, Resource Book, page E-5
• Barred instrument- xylophone
• Blocks of different sizes
RESOURCES
• Making Music, Kindergarten, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008
Edition
• Making Music, Kindergarten, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008
Edition, Resource Book, page E-5
• For more on the xylophone: http://www.dsokids.com/2001/dso.asp?PageID=170
• Pictures of barred instruments (attached)
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Ask the students to look around the classroom and tell you what is high in the classroom. (e.g.,
ceiling, lights, ABC charts above the board, ceiling fans, etc)
• Ask the students to look again and find what is low in the classroom. (e.g., floor, carpet, low tables,
etc.)
• Ask the students to find what is in-between the high and low or in the middle of the classroom. (e.g.,
windows, bookcases, doors, etc)
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place. Did students meet outcomes?)
• Use a variety of blocks of varied sizes. Have the students place the blocks according to longest and
shortest. Have them work in teams to help each other.
• Explain that they have created a representation of a xylophone.
• Ask students: “Which blocks do you think will produce higher sounds? (the smaller blocks) Which
blocks do you think will produce lower sounds?” (the longer blocks)
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Science: Create shadows using a flashlight. Have the students make tall or small shadows as they
move. Compare to sunlight and their shadows.
• Another idea may be to fill bottles with varying amounts of water and strike the bottles with a spoon to
produce various pitches.
MUSIC- KINDERGARTEN
HIGH/LOW PITCHES
CONTENT STANDARDS
1.2 Identify and describe basic elements in music: high/low
2.2 Sing age appropriate songs from memory.
TOPICAL QUESTIONS
• What prior knowledge do I have to have in order to imitate high and low sounds with my voice?
• What are the steps to memorizing a song?
WORDS TO KNOW
• high: a sound notated near the top of the staff
• low: a sound notated near the bottom of the staff
• pitch: location of a note related to its highness and lowness
• steady beat: a steady unit of measure of rhythmic time
• sow: (rhymes with “cow”) a female pig
MATERIALS NEEDED
• Making Music, Silver Burdett, Kindergarten, Teacher’s Manual, page 21
• CD player
• CD 1:28 “Three Little Pigs”
• Story of “The Three Little Pigs” (attached)
RESOURCES
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
Kindergarten Resource Book: D-4, G-5
• Lesson #5 – “I’m Tall, I’m Small”
• Attached: clip art images of pigs and a wolf
• http://www.hubbardscupboard.org/three_little_pigs.html
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Read a version of “The Three Little Pigs” using high voices when speaking in the characters of the
pigs and a lower voice when speaking in the character of the wolf.
• Ask students: “Why did I use a high voice for the pigs and a lower voice for the wolf?” (e.g., smaller
animals might have smaller voices, etc.)
• Ask students to compare the voices and sizes of the animals in the story to the pitches and bar sizes
on a xylophone. “What sizes generally result in higher pitches and what sizes generally result in
lower pitches?”
• If needed, review Lesson #5 discussing how some sounds are high and some are low.
• Ask students to identify other instances when a large object might make a low pitch and a small
object might make a higher pitch (man’s voice / boy’s voice; big dog bark/ small dog bark).
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place, did students meet outcomes?)
• Choose 3 students to be the 3 pigs and 1 student as the wolf to act out the story of “The Three Little
Pigs”.
• Work with the class to repeat the simple high and low pitched dialog that is inserted into the story of
the Three Little Pigs. (e.g., “Little pig, little pig let me in.” –wolf and “Not by the hair on my chiny-chin-
chin!” “Then I’ll huff and puff and blow your house down!”)
• Have the students use higher voices for the pigs and a lower voice for the wolf.
• Begin and end the story with the song.
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Focus on ordinal positions (first, second, third)
• Learn about real pigs, what they eat, characteristics, how they live, etc.
The Three Little Pigs
(Edited version by Dawn Andrews)
Once upon a time there were three little pigs that lived with their mother. As the pigs began
to grow up, the mother realized it was time for them to find their own home.
Now two of the pigs were silly pigs, who loved to laugh and play all day. The third little pig
was a serious fellow and liked to play but always did his work first.
The first little pig went into the market and found a man selling straw. The first little pig said
to himself, “My house will be so easy to build! I’ll quickly make a house of straw and have
lots of time to play!” And he did make his house of straw.
The second little pig went into the market and found a man selling sticks. The second little
pig said to himself, “My house will be so easy to build! I’ll quickly make a house of sticks
and have lots of time to play!” And he did make his house of sticks.
The third little pig was a serious pig and knew he would need to make his house of bricks.
Bricks were strong and would last a long time. He would not be able to play until his house
was built.
The first two pigs were done building their homes and they went out to play. They laughed
at the third pig who was working so hard to make his house of brick. The third pig warned
the two silly pigs, “Be careful of the wolf. Your houses are not strong, and you will be in
trouble if the wolf decides to come.”
The very next day the wolf did come to the first pig’s house made of straw. He banged on
the door and said in a low voice, “Little pig, little pig let me in.”
The first little pig answered in a high voice, “Not by the hair on my chinny-chin-chin!”
The wolf answered, “Then I’ll huff and puff and blow your house down!” And he did!
The first little pig ran “wee, wee, wee!” all the way to the second pig’s house made of
sticks!
Now the wolf followed the first pig to the second pig’s house made of sticks. Do you think
the house of sticks would keep the wolf out? Let’s see what happened.
The wolf banged on the door and said in a low voice, “Little pigs, little pigs let me in.”
The second little pig answered in a high voice, “Not by the hair on my chinny-chin-chin!”
The wolf answered, “Then I’ll huff and puff and blow your house down!” And he did!
The two little pigs ran “wee, wee, wee!” all the way to the third pig’s house made of bricks!
By this time, the wolf was getting grumpy and very, very hungry! He banged on the door
and said in a low voice, “Little pigs, little pigs let me in.”
The third little pig answered in a high voice, “Not by the hair on my chinny-chin-chin!”
The wolf answered, “Then I’ll huff and puff and blow your house down!”
And he blew and blew and blew! Whew! The wolf could not believe that the brick house
was still standing! How would he get his dinner if he could not get in? Ah! He had a great
idea! He would go up on the roof and climb down the chimney!
The three pigs heard him climb up on the roof. The third little pig quickly made a fire in the
fireplace and waited to see what would happen. The wolf was so hungry, he did not look
first before he tried to slide down the chimney into the little pig’s house. Down he went!
When he landed on the fire in the fireplace, he yelled “Owwww!” holding on to his burnt tail,
and ran out of the house, never to bother the pigs again.
The three pigs all danced and sang together! The two silly pigs decided to build homes of
brick to make sure they would be safe in the future.
And they all lived happily ever after…except the wolf who had a sore tail.
KINDERGARTEN - RHYTHM
STEADY BEAT
CONTENT STANDARDS
2.2 Sing age-appropriate songs from memory.
2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics and
melodic direction.
4.1 Create movements that correspond to specific music.
TOPICAL QUESTIONS
• How do I listen to music and change movements as requested?
• What skills do I need in order to memorize music, keep a steady beat, and create appropriate
movements to the music?
WORDS TO KNOW
• steady beat: a pulse felt in music
MATERIALS NEEDED
• Making Music, Silver Burdett, Kindergarten, Teacher’s Manual, page 34
• CD Player
• CD 2:5, CD 2:7
RESOURCES
• http://www.kidzone.ws/animals/penguins/index.htm (facts about penguins)
• http://members.tripod.com/Thryomanes/ZooAnimals.html (pictures of zoo animals)
• www.sandi.net/depts/vapa/lessons/dance_k.pdf (VAPA dance lessons)
• www.sandi.net/depts/vapa/lessons/theatre_k.pdf (VAPA theater lessons)
WARM UP (Engage students, access prior learning, review, hook or activity to focus the student for
learning)
• Have students practice reciting known nursery rhymes such as “Humpty, Dumpty” (“Humpty, Dumpty
sat on a wall. Humpty Dumpty had a great fall. All the king’s horses and all the king’s men, couldn’t
put Humpty together again. or “Pat-a-cake, pat-a-cake” (“Pat-a-cake, pat-a-cake, baker’s man; Bake
me a cake as fast as you can. Roll it and pat it and mark it with a “B”, and bake it in the oven for baby
and me.”) while they tap a steady beat. Another resource is VAPA dance and theater websites:
www.sandi.net/depts/vapa/lessons/theatre_k.pdf
• Ask the students what other actions they could do to keep a steady beat? (e.g., tap foot, hop, stomp,
pat knees, etc.)
• Write the action word or draw a simple picture depicting the actions on separate cards. Have the
students practice the actions by reading the cards doing the action to a steady beat.
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place, did students meet outcomes?)
• Have the students share out how various animals move and if they move with a steady beat.
• Resource: Zoo animals web site
• Have the students choose one animal and move like that animal.
• Ask the students if the animal(s) being portrayed moved with a steady beat or not.
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Play the recording of “Doing the Penguin”, CD 2:7, and have the students tap a steady beat.
• Model how the actions in the song would look and have the students join you.
• Resource: Facts about Penguins web site
KINDERGARTEN - MUSIC
TIMBRE
CONTENT STANDARDS
2.1 Use the singing voice to echo short melodic patterns.
2.4 Create accompaniments, using the voice or a variety of classroom instruments.
TOPICAL QUESTIONS
• What is “call and response” in music and what part do I play in this process?
• Where can I find created instruments and how can I use them to make music?
WORDS TO KNOW
• timbre: (pronounced tam-ber) tone color or quality of sound heard
• improvisation: spontaneous creation of music
• call and response: a style of choral singing, one person sings the call then the rest of the chorus
sings a response or an answer
• loud: not quiet, strong sound
• soft: quiet
• accompaniment: a part usually played by one or more instruments that supports a main melody
• found sounds: items that are not musical that produce sound when hit/tapped
MATERIALS NEEDED
• Making Music, Silver Burdett Teacher’s Manual, page 54
• CD Player and CD 2:31 and CD 2:32
• Kitchen items: pots, wooden forks, spoons, eggbeaters, jars partially filled with water, plastic shakers,
pan lids, etc.
RESOURCES
• http://www.makingfriends.com/musical_instruments.htm (making musical instruments)
• Making Music, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008 Edition
DEBRIEF & REFLECT (Identify problems encountered, ask and answer questions, discuss solutions
and learning that took place, did students meet outcomes?)
• Ask the students what kinds of “found sounds” are in the classroom. (e.g., pencils tapping desks,
rubbing two board erasures together, shaking math items in a container, etc.)
• Change the words of the song to “Just from the classroom…With a handful of children…Oh, student
name …) and have the student (named in the song) use one of the found items while playing CD
2:32, the background music to “Just from the Kitchen”.
EXTENSION (Expectations created by the teacher that encourage students to participate in further
research, make connections, and apply understanding and skills previously learned to personal
experiences)
• Play the African American Singing Game, Just from the Kitchen, on page 366.
• To continue having students create sounds, sing, The Bus, on page 82 and have them add sounds.
KINDERGARTEN - MUSIC
RHYTHM
CONTENT STANDARDS
2.3 Play instruments and move or verbalize to demonstrate awareness of beat, tempo, dynamics and
melodic direction.
3.4 Use developmentally appropriate movements in responding to music from various genres and styles
(rhythm, melody)
TOPICAL QUESTIONS
• How does the music from the Native American Indian culture remind me of other cultures?
• What customs are similar to Native American Indians and Hispanics?
WORDS TO KNOW
• steady beat: a unit of measure of rhythmic time
• rhythm: the combinations of long and shore, even or uneven sounds that convey a sense of
movement in time.
• mano: a stone used to crush grain; like a rolling pin
• metate: flat surfaced stone used as the base for crushing grain
MATERIALS NEEDED
• Making Music, Silver Burdett Teacher’s Manual, page 66
• CD player, CD 2:53, CD 2:55
• Corn on husks: yellow, blue, white
• Other foods: cornmeal, corn tortillas, corn bread
• Roller pin and cutting board
RESOURCES
• Making Music, Kindergarten, Silver Burdett, Sacramento, California, Pearson, Scott Foresman, 2008
Edition
• http://www.apples4theteacher.com/coloring-pages/native-americans/grinding-corn.html (corn
grinding information)
• http://inkido.indiana.edu/w310work/romac/hopi.htm (information on Hopi Indians)
• http://inkido.indiana.edu/w310work/romac/navajo.htm (information on Navajo Indians)
3.2 Sing and play simple singing games from various cultures.
• Perform group singing games from family traditions.
3.3 Use a personal vocabulary to describe voices and instruments from diverse cultures.
• Discuss how singing and speaking voices are similar and different in various cultures.
• Describe the sounds of percussion instruments from a variety of cultures and the ways in
which the sounds are produced (e.g., the guiro is scraped, maracas are shaken, goat hooves
are rattled).
• Describe the sounds of instruments made from natural materials from a variety of cultures,
and the ways in which the sounds are produced, (e.g., A didgeridoo comes from Australia, is
made from a hollow tree trunk or limb and is played by blowing into the tube)
4.2 Identify, talk about, sing, or play music written for specific purposes (e.g., work song,
lullaby).
• Sing, play, and discuss music used for celebration (birthday, patriotic, seasonal
celebrations), entertainment and religion.
• Compare and contrast the tempo of one song to another (e.g., a lullaby and a game song)
and explain why they are different.
• Listen to music and describe how it makes you feel.
5.2 Identify and talk about the reasons artists have for creating dances, music, theatre
pieces, and works of visual art.
• Explore personal reasons for singing, dancing, role-playing, drawing and painting,
constructing, creating and performing.
• Discuss emotional, historical, and cultural reasons artists might have for creating their works
(e.g., to relate feelings, to offer enjoyment and beauty to others, to pass on cultural history
and folklore, and to keep traditions alive for generations).