Standard(s):
[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) 16 : 16) Demonstrate and identify how specific music concepts are used in various styles of music for a purpose.
Example: Move in response to repeated phrases music and justify choices made.
[ARTS] MUS (2) 8 : 8) Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
Example: Respond with purposeful movement to reflect the tonality of a piece of music.
[ARTS] MUS (3) 8 : 8) Demonstrate understanding of the structure in music selected for performance.
[ARTS] MUS (4) 8 : 8) Demonstrate understanding of the formal structure and the rudimentary elements of music in music selected for performance.
Example: Perform music in the jazz style and identify syncopated rhythms.
[ARTS] MUS (5) 8 : 8) Demonstrate understanding of the formal and harmonic structure created by the elements of music in music selected for performance.
Example: Compose music in the jazz style and include syncopated rhythms.
[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] (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] (1) 4 : 1-1.4) Combine locomotor, non-locomotor, and manipulative skills in rhythmic activities.
Examples: use rhythm sticks, scarves, ribbons while dancing or marching
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] (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] (3) 4 : 3-1.4) Perform teacher- selected and developmentally appropriate dance steps, movement patterns, and rhythmic activities.
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] (4) 1 : 4-1.1) Apply locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
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] (5) 1 : 5-1.1) Demonstrate correct form of locomotor skills in a variety of individual, partner, and small group activities and dance/ rhythm.
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] (5) 4 : 5-1.4) Demonstrate rhythms and patterns that combine locomotor skills in both cultural and creative dances, alone and with a group.
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.
