Standard(s):
[ARTS] MUS (0) 1 : 1) Explore and experience music concepts.
Example: Explore musical sources freely, using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use both sound and silence.
[ARTS] MUS (0) 9 : 9) Demonstrate awareness of expressive qualities that support the creators' expressive intent.
Example: Interpret a story through vocal exploration, dynamics, and tempo.
[ARTS] MUS (0) 15 : 15) Demonstrate how a specific music concept is used in music.
Example: Respond with purposeful movement to the steady beat of a piece of music.
[ARTS] MUS (1) 8 : 8) Demonstrate knowledge of music concepts in music from a variety of cultures selected for performance.
Example: Respond with purposeful movement to reflect the melodic contour of a piece of music.
[ARTS] MUS (1) 10 : 10) Demonstrate and describe music's expressive qualities.
Example: Identify the tempo of a piece of music in a listening example.
[ARTS] MUS (2) 10 : 10) Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
Example: Identify dynamic changes in Haydn's Symphony No.
94, "Surprise," through movement.
[PE] (0) 1 : K-1.1) Attempt to hop, gallop, jog, run, slide, skip, jump, and leap while maintaining balance.
APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
[PE] (0) 4 : K-1.4) Apply rhythmic expression in response to music.
APE accommodation suggestions: Slower music, poly spots and/or arrows on floor for direction, break the dance steps/movements down into small parts for additional review/practice, peer assistance
[PE] (1) 1 : 1-1.1) Demonstrate correct form for hopping, galloping, and sliding.
APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
[PE] (2) 1 : 2-1.1) Demonstrate correct form for skipping.
APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)
[PE] (2) 2 : 2-1.2) Demonstrate correct form for jogging and running.
APE accommodation suggestions: Sliding, galloping, jogging, and running - Hand over hand to assist in increasing speed and balance, fast pace walking, shorten distance, peer assistance (sliding - step together step, side to side)