Kindergarten Lesson 4

Objectives/Understanding Statements
• Students will identify a variety of percussion instruments visually.
• Students will identify a variety of percussion instruments aurally.
• Students will perform coordinated movements to music.

Standards
Virginia Standards of Learning
K.7 The student will respond to music with movement, including
1. matching locomotor and non-locomotor movements to rhythmic patterns;
4. performing dances and other music activities from various cultures; and
5. exhibiting respect for personal space of others when moving.
K.12 The student will analyze music by
2. identifying selected instruments visually and aurally

Procedure
• Welcome song/pom pom/Shy Bear
• Review piano, forte, presto, largo
• Review instruments
• Instrument scavenger hunt
• Place the different instruments around the room
• Give each student a paper with space for drawing and a marker/crayon/pencil
• Students go around the room and try to find each instrument
• Draw the instrument and practice writing its name
• Instrument sound identification
• Teacher places all instruments behind a barrier (piano, riser)
• Choose one instrument to play multiple times
• Students guess which instrument is being played
• After each instrument is played/guessed, show to class and play again
• The Boogie Walk
• Practice without music first
• Step to the left, step to the right, jump three times
• Shuffle to the left, shuffle to the right, wave hands high, wave hands low
• Add music to motions

Assessment
• Teacher will assess the students’ abilities to identify a variety of percussion instruments
visually by collecting and examining their instrument scavenger hunt papers.
• Teacher will assess the students’ abilities to identify a variety of percussion instruments aurally
by observing their identifications of the instruments being played.
• Teacher will assess the students’ abilities to perform coordinated movements to music by
watching them do “The Boogie Walk.”
Materials
• Percussion instruments: lummi sticks, triangle, maracas, boom whackers, drums, jingle bells,
egg shaker, tambourine, ocean drum, bells, castanets, glockenspiel, etc.
• Colored pencils/crayons/markers
• Paper with list of instruments and room to draw/write them
• The Boogie Walk

Adaptations
• Size: Instruments and coloring utensils of various sizes available
• Color: Could associate different instruments and their sound to different colors and use those
colors to draw/write the instruments
• Pacing: Teacher will monitor class progress by asking questions to determine understanding
and adjust the lesson accordingly.
• Modality: Boogie Walk dance (kinesthetic), instrument guessing game (aural), instrument
scavenger hunt (visual)

Extensions
This lesson could be extended by having the students come up with their own movements to
“The Boogie Walk.”