ALEX | Alabama Learning Exchange

Finding the Tempo in Locomotor Movements

Classroom Resource Information

Title:

Finding the Tempo in Locomotor Movements

URL:

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

Content Source:

Other
San Francisco Symphony

Type:

Lesson/Unit Plan

Overview:

Students will demonstrate eight locomotor skills - walking, running, jumping, hopping, skipping, galloping, side sliding, and leaping. They will identify and move to show three different tempos - fast (presto), medium (moderato), and slow (adagio).

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	9) Demonstrate awareness of expressive qualities that support the creators' expressive intent. Example: Interpret a story through vocal exploration, dynamics, and tempo. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? 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 Demonstrate same and different (e.g., fast/slow, loud/soft, high/low and long/short). Demonstrate a steady beat and maintain it while performing. Sing using head voice and appropriate posture. Play a variety of classroom instruments, alone and with others, and demonstrate proper technique. Creating Create a wide variety of vocal and instrumental sounds. Reading/ Writing Explore connections between sound and its visual representation. Responding/ Evaluating Move to music of various and contrasting styles, composers and cultures. Demonstrate audience behavior appropriate for the context and style of music performed.
Arts Education ARTS (2017) Grade: K Music: General	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. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 8: Interpret intent and meaning in artistic work. Process Components: Analyze Essential Questions: EU: Response to music is informed by analyzing context (social, cultural, and historical) and how creators and performers manipulate the elements of music. EQ: How does understanding the structure and context of music inform a response? 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: 1 Music: General	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. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Analyze Essential Questions: EU: Analyzing creators' context and how they manipulate elements of music provides insight into their intent and informs performance. EQ: How does understanding the structure and context of musical works inform performance? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/ texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 - C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Sing or play music with attention to expressive elements such as dynamics and articulation Perform music from a variety of cultural traditions, focusing on holidays and special days. Creating Create new verses for familiar songs. Use manipulatives or movement to inform melodic contour. Reading/ Writing Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation. Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation. Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour. Identify expressive markings in printed music. Responding/ Evaluating Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Arts Education ARTS (2017) Grade: 1 Music: General	10) Demonstrate and describe music's expressive qualities. Example: Identify the tempo of a piece of music in a listening example. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? Concepts & Vocabulary: Rhythm Quarter note, quarter rest, paired eighth notes Strong/ weak beat Steady beat/ rhythm Allegro/ adagio Melody Pitch set: Mi, So, La Steps/ skips/ repeated notes Melodic direction Modified staff Line notes and space notes Harmony/ texture Rhythmic ostinati Simple bordun Form AB, ABA Expression Legato, staccato Piano (p), forte (f) Classroom instrument classifications Clarinet, trombone, cello, drum Orchestral music: ballet Non-Western music celebrations Other Proper singing posture Age-appropriate pitch matching (C4 - C5)¹ Mallet/ drumming technique — hands together Skill Examples: Performing Sing or play music with attention to expressive elements such as dynamics and articulation Perform music from a variety of cultural traditions, focusing on holidays and special days. Creating Create new verses for familiar songs. Use manipulatives or movement to inform melodic contour. Reading/ Writing Write rhythmic phrases that include quarter notes and paired eighth notes using standard or iconic notation. Read rhythmic phrases containing quarter notes, quarter rests, and paired eighth notes using standard or iconic notation. Indicate melodic contour using manipulatives such as yarn, or by drawing lines that reflect the melodic contour. Identify expressive markings in printed music. Responding/ Evaluating Determine the appropriate dynamics and articulation for different types of music (ex. March = staccato, forte; lullaby = legato, piano).
Arts Education ARTS (2017) Grade: 2 Music: General	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. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? Concepts & Vocabulary: Rhythm Eighth note, eighth rest, half note, half rest, whole note, whole rest Strong/ weak beat — 2/4; 3/4 meter Accelerando/ ritardando Melody Pitch Set: Do , Re, Mi, So, La Five-line staff Treble clef Names of lines/ spaces (treble staff) Harmony Melodic ostinati Partner songs Form AAB, AABA, Rondo Verse/ Refrain Expression Orchestral instrument families Piano (p), forte (f) Crescendo/ decrescendo Orchestral Music: programmatic Indigenous music: Native American American music: slave songs, colonial folk songs Other Age-appropriate pitch matching (B3-D5)¹ Mallet/ drumming technique: alternating hands Skill Examples: Performing Perform age-appropriate music with attention to expressive markings indicated in the printed music. Creating Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes. Reading/ Writing Identify expressive markings in printed music. Identify meter marking in printed music. Responding/ Evaluating Notate from dictation 8-beat rhythm patterns using standard notation. Perform short melodic patterns from standard or iconic notation.
Physical Education PE (2019) Grade: K	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)
Physical Education PE (2019) Grade: K	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
Physical Education PE (2019) Grade: 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)
Physical Education PE (2019) Grade: 2	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)
Physical Education PE (2019) Grade: 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)

Tags:

adagio, galloping, hopping, jumping, leaping, locomotor movement, moderato, presto, running, side sliding, skipping, tempo, walking

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 resource provided by:

Author:

Tiffani Stricklin

ALEX Classroom Resource

Finding the Tempo in Locomotor Movements