ALEX | Alabama Learning Exchange

Kindergarten Carnival!

Classroom Resource Information

Title:

Kindergarten Carnival!

URL:

http://www.keepingscore.org/sites/default/files/lessonplans/KSEd_Kindergarten_Carnival_GReed.pdf

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will listen to each selection from Carnival of the Animals by Camille Saint-Saëns. They will identify the tempo and dynamics. They will move to the music and draw a picture of each animal. They will identify their favorite piece and write a sentence about it.

Content Standard(s):

Arts Education ARTS (2017) Grade: K Music: General	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. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Imagine Essential Questions: EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources. EQ: How do musicians generate creative ideas? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Chant, move, play, and sing grade level skills. Echo simple rhythmic patterns. Echo a three-pitch melodic pattern using the correct syllables and hand signs. Creating Perform an improvised rhythmic pattern within a framework of four beats. Perform an improvised melodic pattern on a pitched percussion instrument set to the pentatonic scale within a framework of four beats. Improvise short songs and instrumental pieces using a variety of sound sources, including traditional or classroom sounds, body percussion, and sounds produced by electronic means. Explore musical sources freely using found sounds, electronic sounds, or sounds from voice or instruments found in classroom, remembering to use sound and silence. Reading/ Writing Create a visual representation of sound. Responding/ Evaluating Respond to a musical call or question with an age- appropriate musical answer. Evaluate peer performance to determine steady beat/no steady beat.
Arts Education ARTS (2017) Grade: K Music: General	14) List personal interests and experiences and demonstrate why they prefer some music selections over others. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 7: Perceive and analyze artistic work. Process Components: Select Essential Questions: EU: Individuals' selection of musical works is influenced by their interests, experiences, understandings, and purposes. EQ: How do individuals choose music to experience? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Perform songs of various genres while reflecting appropriate stylistic characteristics. Creating Purposefully move to music and articulate why they made the movement choices they made based on the music they heard. Reading/ Writing Discuss, using musical language, the characteristics of the music they hear and/or perform. Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Responding/ Evaluating Share ideas about musical selections of various and contrasting styles, composers and musical periods. Describe how sounds and music are used in our daily lives. Describe the difference between steady beat and rhythm. Identify and connect a concept shared between music and another curricular area. Identify and discuss various uses of music in the United States and the various meanings of the term "musician." Respond to sound with a drawing of how the sound makes them feel. Offer opinions about their own musical experiences and responses to music. Aurally identify flute, trumpet, violin, and piano.
Arts Education ARTS (2017) Grade: K Music: General	17) Apply personal and expressive preferences in the evaluation of music. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? Concepts & Vocabulary: Rhythm Steady beat Long/ Short One and two sounds per beat Silent beat Melody High and low Pitch set: So, Mi Musical alphabet Harmony Accompaniment/ no accompaniment Form Like and unlike phrases Echo Expression Speak, sing, shout, whisper Solo/ Group Unpitched percussion Flute, trumpet, violin, piano Loud/ Soft Fast/ Slow Other Age-appropriate audience and performer etiquette Skill Examples: Performing Perform songs of various genres while reflecting appropriate stylistic characteristics. Creating Purposefully move to music and articulate why they made the movement choices they made based on the music they heard. Reading/ Writing Discuss, using musical language, the characteristics of the music they hear and/or perform. Discuss, using age/developmentally appropriate musical language, what sort of music they like personally and why. Responding/ Evaluating Share ideas about musical selections of various and contrasting styles, composers and musical periods. Describe how sounds and music are used in our daily lives. Describe the difference between steady beat and rhythm. Identify and connect a concept shared between music and another curricular area. Identify and discuss various uses of music in the United States and the various meanings of the term "musician." Respond to sound with a drawing of how the sound makes them feel. Offer opinions about their own musical experiences and responses to music. Aurally identify flute, trumpet, violin, and piano.
Arts Education ARTS (2017) Grade: K Visual Arts	1) Engage in self-directed exploration and imaginative play with art materials. a. Use motor skills to create two-dimensional art. Examples: Finger painting, watercolors, paper collage, and rubbings. b. Use motor skills to create three-dimensional art. Examples: Rolling, folding, cutting, molding, pinching and pulling clay. Unpacked Content Artistic Process: Creating Anchor Standards: Anchor Standard 1: Generate and conceptualize artistic ideas and work. Process Components: Investigate, Plan, Make Essential Questions: EU: Creativity and innovative thinking are essential life skills that can be developed. EQ: What conditions, attitudes, and behaviors support creativity and innovative thinking? What factors prevent or encourage people to take creative risks? How does collaboration expand the creative process? Concepts & Vocabulary: Art Artwork Collaboratively Collage Cool colors Warm colors Elements of Art Color Line Shape Imaginative play Play Portfolio Primary colors Principles of design Pattern Printmaking Skill Examples: Create two-dimensional artworks using finger painting, watercolors, paper collage, and rubbings. Create three-dimensional artworks using techniques such as rolling, folding, cutting, molding, pinching, and pulling clay. Work with a partner to create works of art. Working in small groups, use recycled materials to create artworks. Explore the books Why is Blue Dog Blue? by G. Rodrigue and My Many Colored Days by Dr. Seuss to understand color meanings and moods. Read the book Lines that Wiggle by Candace Whitman to explore different styles of line. Safely use and share scissors, pencils, crayons, markers, glue, paints, paintbrushes, and clay. Use symbols to help tell a personal or make-believe story. Manipulate art media to create textures and patterns. Identify and use organic and geometric shapes to create works of art. Show respect for self and others while making and viewing art. Use the primary colors (red, yellow, and blue) to create a free-style painting while singing the names of the colors. Use patterns in designing colored stripes on the shirt of a person you know. Collect found objects such as paper tubes, forks, and pieces of cardboard. Press them in shallow tempera paint, and stamp them on paper to show printmaking. Create a T-chart that separates cool (blue, green, and purple) and warm (red, yellow, and orange) colors in different columns. Use the symbols of water waves for the cool column header and the sun for the warm column header. Work with a partner to find colors, lines, and shapes in art and tell each other what you see.
English Language Arts ELA2021 (2021) Grade: K	37. Actively participate in shared and independent writing experiences, for varied purposes and audiences, across different genres. a. Actively participate in shared writing experiences to create messages, lists, and labels for a drawing or illustration. b. Actively participate in shared writing experiences to create narratives with the events in chronological order and share feelings about the story, using drawing, dictating, and/or writing. c. Actively participate in shared writing experiences to create opinion pieces about a topic or text, state the opinion, supply a reason for the opinion, and provide a sense of closure, using drawing, dictating, and/or writing. d. Actively participate in shared writing experiences to create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing. e. With prompting and support, compose writing for varied purposes and audiences, across different genres. Unpacked Content Teacher Vocabulary: 37. Actively participate Shared writing experiences Independent writing experiences Varied purposes Varied audiences Difference genres 37a. Actively participate Shared writing experiences Create Messages Lists Labels Drawing Illustration 37b. Actively participate Shared writing experiences Create Narratives Events Chronological order Feelings Story Drawing Dictating Writing 37c. Actively participate Shared writing experiences Create Opinion pieces Topic Text State Opinion Supply Reason Sense of closure Drawing Dictating Writing 37d. Actively participate Shared writing experiences Create Explanatory text Factual information Topic Drawing Dictating Writing 37e. Compose Writing Varied purposes Varied audiences Different genres Prompting Support Knowledge: 37. Students know: Different genres of writing. The purpose and audience for writing can change. 37a. Writing, such as messages, lists, and labels, can be added to a drawing or illustration to convey meaning. 37b. Narrative writing tells a story with events in chronological order. Readers should be able to share their feelings after reading a narrative story. 37c. To express an opinion in writing, an author should state the opinion, supply a reason for the opinion, and include a closing statement. 37d. Explanatory texts provide factual information. 37e. The format of writing will change, depending on its purpose, audience, and genre. Skills: 37. Students are able to: Write for various purposes and audiences across different genres, with teacher assistance and independently. 37a. Create messages, lists, and labels for a drawing or illustration. 37b. Create a narrative with the events in chronological order and share their feelings about the narrative, using drawing, dictating, and/or writing. 37c. Create an opinion piece with reason and closure using drawing, dictating, and/or writing. 37d. Create explanatory texts or provide factual information about a topic, using drawing, dictating, and/or writing. 37e. With prompting and support, Compose writing for varied purposes and audiences, across different genres. Understanding: 37. Students understand that: Writing conveys a message, and the format of writing will change, depending on its purpose, audience, and intended meaning. 37a. Creating a message, list, or label for a drawing or illustration can help provide readers with important information. 37b. Narratives should be written in chronological order and express the author's feelings. They can share their feelings about a story using drawing, dictating, or writing. 37c. Opinions may be expressed through writings based on reasoning. 37d. When writing an explanatory text, they must provide factual information. 37e. Writing communicates ideas, and the format of writing must change in order to convey its message to its intended audience.

Tags:

animals, Camille Saint Saens, Carnival of the Animals, dynamics, tempo

License Type:

Custom Permission Type
See Terms: http://www.keepingscore.org/sites/default/files/Terms%20of%20Use%20for%20Lesson%20Plan%20Library%20access.pdf
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Accessibility

Comments

This chart is referenced in the lesson plan. It explains how teachers have integrated music into the classroom.

Connection to Pathways to Integration chart

This lesson can be used with a Science unit on animals or as a standalone music unit.

This resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Kindergarten Carnival!