Course Title: Kindergarten Music Curriculum Map

Scope and Sequence

Course Content: At the end of this course, students will be able to identify music concepts and
distinguish between them, perform using musical concepts, and create using music concepts.

Unit Topic/
Framing Question

Unit 1:
Steady Beat

Focused Program of
Study Unifying
Concepts

New Illinois Music

Standards

National Core Arts

Standards

Performing the beat

using rhythm sticks

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).

MU:Cr1.1.Ka With
guidance, explore and
experience music
concepts (such as beat
and melodic contour).

Internalizing the beat

Hearing the beat

Unit 2:
Sing/Speak

4 Ways to Use the

Voice

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).

Student Activities

Assessment
Tools

Special Education,
ELL, & TAG
Accommodations

Aural skills
development using
American popular
music

Beat and Rhythm Exit

Slip

See lesson plans for

specific accommodations
for classes

Beat Performance
Rubric

Call and Response

MU:Pr4.2.1a With limited
guidance, demonstrate
knowledge of music
concepts (such as beat
and melodic contour) in
music from a variety of
cultures selected for
performance.
MU:Pr4.3.Ka With
guidance, demonstrate
awareness of expressive
qualities (such as voice
quality, dynamics, and
tempo) that support the
creators' expressive
intent.

Beat Buddies

4 Voices Exit Slip

4 Voices Performance
Rubric

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specific accommodations
for classes

Unit 3:
High/Low

Identifying High
sounds
Identifying
Low sounds

Unit 4:
Same/Different

Distinguishing
between same and
different pitches of
instruments
Distinguishing
between same and
different timbres of
instruments

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).
25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).

MU:Pr4.2.Ka With
guidance, explore and
demonstrate awareness
of music contrasts (such
as high/low, loud/soft,
same/different) in a
variety of music selected
for performance.

Mr. Wiggle and Mr.

Waggle

MU:Pr4.2.Ka With
guidance, explore and
demonstrate awareness
of music contrasts (such
as high/low, loud/soft,
same/different) in a
variety of music selected
for performance.

Song, Git On Board

High Bell, Low Bell,

Which 1 will you play
now?

High/Low Exit Slip

High/Low Listening
Maps

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specific accommodations
for classes

High/Low
Performance Rubric

Singing game,
Bluebirds Sing High

Chant 1, 2, 3, 4, 5
(Songs To Sing and
Read)
Speech and Hand
drums, Humpty
Dumpty

Same/Different Exit
Slip
Same/Different
Performance Rubric

See lesson plans for

specific accommodations
for classes

Unit 5:
Slow/Fast

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).

MU:Pr4.2.Ka With
guidance, explore and
demonstrate awareness
of music contrasts (such
as high/low, loud/soft,
same/different) in a
variety of music selected
for performance.
MU:Pr4.3.Ka With
guidance, demonstrate
awareness of expressive
qualities (such as voice
quality, dynamics, and
tempo) that support the
creators' expressive
intent.
MU:Pr4.3.1a
Demonstrate and
describe music's
expressive qualities (such
as dynamics and tempo).

Listening Map and

uses scarves
Hungarian Dance #6
Share The Music
Grade 1 p. 30
Listening & movement
Little Train of the
Caipira Share The
Music Kindergarten
p. 143
Listening & movement
The Drum Game
101 Rhythm
Instrument
Activities:For Young
Children
Speech with body
movement Bear
Hunt Share The
Music Kindergarten
p. 20

Slow/Fast Exit Slip

Slow/Fast Listening
Maps
Slow/Fast
Performance Rubric

See lesson plans for

specific accommodations
for classes

Identifying Ta and Ti
Unit 6:
Ta and Ti

Drawing Ta and Ti
Playing Ta and Ti

Unit 7: Quiet/Loud

Identifying quiet
sounds
Identifying loud
sounds

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).

MU:Cr2.1.Kb With
guidance, organize
personal musical ideas
using iconic notation
and/or recording
technology.
MU:Pr4.2.1b When
analyzing selected music,
read and perform
rhythmic patterns using
iconic or standard
notation.

MU:Pr4.2.Ka With
guidance, explore and
demonstrate awareness
of music contrasts (such
as high/low, loud/soft,
same/different) in a
variety of music selected
for performance.
MU:Pr4.3.1a
Demonstrate and
describe music's
expressive qualities (such
as dynamics and tempo).

Poison
Rhythm chant, Peter
Peter Pumpkin Eater
Tyme For A Rhyme
Kriske and DeLelles

Drawing Ta and Ti
Exit Slip

Rhythm chant. Peas

Porridge Hot Mallet
Madness Artie
Almeida/You Want
Me To Teach What?

Ta and Ti
Performance Rubric

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specific accommodations
for classes

Ta and Ti Labeling
Exit Slip

Rhythm chant,
literature, and Orff
instruments Tikki,
Tikki, Tembo
Getting Out of Town
Kriske and DeLelles
Picture Book by Arlene
Mosel & Blair Lent
Video, Mr. Gregs
Musical Madness
Song Whos That
Tapping At The
Window
Song John Jacob
Jingelheimer Schmidt
Song, You Gotta
Sing
Video, Mr. Gregs
Musical Madness

Quiet/Loud Exit Slip

Quiet/Loud Listening
Maps
Quiet/Loud
Performance Rubric

See lesson plans for

specific accommodations
for classes

Unit 8:
Music of the World

Latin America
Africa
Asia
Australia

25.A.1c Music:
Identify differences in
elements and
expressive qualities
(e.g., between fast
and slow tempo; loud
and soft dynamics;
high and low
pitch/direction; long
and short duration;
same and different
form, tone color or
timbre, and beat).
27.B.1 Know how
images, sounds and
movement convey
stories about people,
places and times.

Unit
Reflections

MU:Cn10.0.Ka
Demonstrate how
interests, knowledge, and
skills relate to personal
choices and intent when
creating, performing, and
responding to music.
Anchor Standard #11.
Relate artistic ideas and
works with societal,
cultural and historical
context to deepen
understanding.

Music of Latin America

CD

Music of Latin
America Exit Slip

African Playground CD

Music of Africa Exit

Slip

Music of Asia CD
Music of Asia Exit Slip
World Music and
Rhythms CD

Music of Australia
Exit Slip

See lesson plans for

specific accommodations
for classes

National Core Arts Standards

NCCAS ANCHOR STANDARDS
G
Anchor Standard #1. Generate and conceptualize artistic ideas and work.
G
Anchor Standard #2. Organize and develop artistic ideas and work.
G
Anchor Standard #3. Refine and complete artistic work.
G
Anchor Standard #4. Analyze, interpret, and select artistic work for presentation.
G
Anchor Standard #5. Develop and refine artistic work for presentation.
G
Anchor Standard #6. Convey meaning through the presentation of artistic work.
G
Anchor Standard #7. Perceive and analyze artistic work.
G
Anchor Standard #8. Interpret intent and meaning in artistic work.
G
Anchor Standard #9. Apply criteria to evaluate artistic work.
G
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
G
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen understanding.
NCCAS Kindergarten Music Standards
Creating
G
MU:Cr1.1.Ka With guidance, explore and experience music concepts (such as beat and melodic contour).
G
MU:Cr1.1.Kb With guidance, generate musical ideas (such as movements or motives)
G
MU:Cr2.1.Ka With guidance, demonstrate and choose favorite musical ideas.
G
MU:Cr2.1.Kb With guidance, organize personal musical ideas using iconic notation and/or recording technology.
G
MU:Cr3.1.Ka - With guidance, apply personal, peer, and teacher feedback in refining personal musical ideas.
G
MU:Cr3.2.Ka With guidance, demonstrate a final version of personal musical ideas to peers.
Performing
G
MU:Pr4.1.Ka With guidance, demonstrate and state personal interest in varied musical selections.
G
MU:Pr4.2.Ka With guidance, explore and demonstrate awareness of music contrasts (such as high/low, loud/soft, same/different) in a variety of music selected for performance.
G
MU:Pr4.3.Ka With guidance, demonstrate awareness of expressive qualities (such as voice quality, dynamics, and tempo) that support the creators' expressive intent.
G
MU:Pr5.1.Ka With guidance, apply personal, teacher, and peer feedback to refine performances.
G
MU:Pr5.1.Kb With guidance, use suggested strategies in rehearsal to improve the expressive qualities of music.
G
MU:Pr6.1.Ka With guidance, perform music with expression.
G
MU:Pr6.1.Kb Perform appropriately for the audience.
Responding
G
MU:Re7.1.Ka With guidance, list personal interests and experiences and demonstrate why they prefer some music selections over others.
G
MU:Re7.2.Ka With guidance, demonstrate how a specific music concept (such as beat or melodic direction) is used in music
G
MU:Re8.1.Ka With guidance, demonstrate awareness of expressive qualities (such as dynamics and tempo) that reflect creators'/performers' expressive intent.
G
MU:Re9.1.Ka With guidance, apply personal and expressive preferences in the evaluation of music.
Connecting
G
MU:Cn10.0.Ka Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.