Kindergarten Music - Responding to Beat and Artistic Appreciation

Megan Fong
Killarney School
 Table of Contents

Rationale……………………………….2

Unit Assessment Plan………………….3

Unit Grid Organizer………………….9

Appendix……..………………………14

References……………………………15
 Unit Plan Rationale

During this unit of study, Kindergarten children will participate in a total of three hours and forty-five
minutes of instruction over the course of five 45-minute classes for five weeks. Children will be guided
through a series of sequential beat and artistic appreciation lessons that encompass musical as well as
artistic skill, knowledge, and appreciation. Through this sequential learning, students will understand,
demonstrate, and define beat and will experience as well as analyze art in their daily lives. Through direct
instruction and learning activities, students will develop musical skills and knowledge as well as an
enjoyment of music.
Children will participate in two summative assessments over the course of the unit. These summative
assessments include an exit slip during which the children will be asked to name one object in their lives
that was created by an artist. Children will also play a known game and will be individually assessed on
their ability to keep a steady beat. These two activities will serve as a final product that provide an
opportunity for students to demonstrate their learning and level of understanding at the end of the unit.
Subject Area Elementary Music

Grade Level Kindergarten

Topic Responding to Beat and Artistic Appreciation

Length of Unit (days) 5 days

Desired Results
Established Goals – GLO(s):
The child…
- explores self-expression through creative thought and through language, art, movement, music
and drama.
- becomes aware of various forms of expression.

Understandings: Essential Questions:

The child understands that…
How do we show beat?
Beat is shown through stepping and tapping.
When does beat happen?
Beat is steady and constant.
Does beat get faster and slower?
There are many objects in their everyday life
that have been created by an artist. What are some things at home that are made by an
artist?
They can identify some objects at school or
home that are created by an artist.
Prior understandings…
Creative Expression
1.9 participates in action songs, singing games
and poems
1.10 experiences movement to respond to a
variety of stimuli; e.g., music
The child… (​ SLEs)
Creative Expression
1.8 responds to the beat in music through such
movements as walking, running, hopping, skipping
and repetitive, rhythmic actions, such as clapping and
tapping.
2.3 begins to discover that many objects in daily life
are designed or created by artists; e.g., picture books,
pottery, paintings and sculpture

Where does this lead?

Creative Expression
1.2 begins to recognize and respond to
elements in music, such
as rhythm, melody, harmony, form and
expression
1.6 including tempo, dynamics and tone
colour
explores and experiments with patterns,
movement, rhythm,
sound and music
Learning Assessments
Outcomes
Title Observations Questioning Exit Slip - Game Exit Slip -
Thumbs Up Conversatio
n

Type F F F S S
(Formative/Summative)

Weighting 0% 0% 0% 50% 50%

Creative Expression * * * *
1.8 responds to the beat in
music through such
movements as walking,
running, hopping, skipping
and repetitive, rhythmic
actions, such as clapping
and tapping.

Creative Expression * * * *
2.3 begins to discover that
many objects in daily life
are designed or created by
artists; e.g., picture books,
pottery, paintings and
sculpture
 Assessment Tool Overview
Assessment Tool Brief Description Assessment Assessment Assessment
FOR Learning AS Learning OF Learning

Observations What it is: ​Careful watch of each *

individual student’s participation with
the new learning in class and recorded
notes in logbook.
How I will use it: ​The recorded notes
will be used to inform future
instruction in three distinct ways:
1. Determine whether the lessons are
challenging enough and engaging.
2. Indication of which concepts need
to be revisited, retaught, or reinforced.
3. Determine which particular
students are struggling and require
extra assistance.

Questioning What it is: ​Essential, key-questions, * *

pre-assessment, and student to class
questions.
How I will use it: ​Questions and
subsequent student answers will be
used to inform my future teaching
practices in the unit and assess the
level of student understanding.
Students will also consider what they
do not understand and will create their
own questions to ask the class in order
to address their lack of understanding.
Exit Slip - Thumbs What it is: ​Action of thumb * *
Up up/down/sideways that follow
learning activities.
How I will use it: ​Students will
consider and indicate their
understanding and comfort level with
the activity as well as learning. Data
gathered from exit slips will aid me in
identifying struggling students and
informing future teaching practices in
the unit.

Game What it is: ​Students will play a *

known game however, one student
will keep the beat with an object
related to the song.
How I will use it: ​Data will be
collected on each student and will be
used summatively.
Exit Slip - What it is: ​As they are leaving the *
Conversation class, each student will tell me one
object they have seen in their daily
life that was created by an artist.
How I will use it: ​Each student’s
response will be recorded and will be
used summatively
 Unit Plan Grid Organizer

Unit Topic: ​Responding to Grade Level: Strand: (Instrumental, Choral,

Beat and Artistic Kindergarten General, CTS)
Appreciation

GLEs in full:
- 1.0 The child explores self-expression through creative thought and through language, art,
movement, music and drama.
- 2.0 becomes aware of various forms of expression.

SLEs in full:
Creative Expression
- 1.8 responds to the beat in music through such movements as walking, running, hopping,
skipping and repetitive, rhythmic actions, such as clapping and tapping.
- 2.3 begins to discover that many objects in daily life are designed or created by artists; e.g.,
picture books, pottery, paintings and sculpture.

Music/Materials to be learned in the lesson:

- Goin’ to the Farm
- Tony Chestnut
- Listen to the Ducks
- Little Ducks
- Listen to the Hens
 Lesson Plan Summaries
(point form descriptions of your activities)

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities/Resource Evaluation
Day (minimum of 2 per s (Indicate FA or
lesson, written in (minimum of 2 different SA for each)
full with B, P, M) activities/repertoire per class)

Oct. 4 CE 1.8, CE - The child will - Welcome song - Observation

2.3 demonstrate beat - Goin’ to the Farm: Teach (FA): Observe
while singing song by rote, keeping beat on children’s ability
Goin’ to the Farm. laps and asking children for to keep the beat.
- The child will different parts of the body that - Oral
identify art in Over can be used for tapping. Ask Questioning
in the Meadow. children what kinds of animals (FA): Who do
live on farms. Pull out one you think made
stuffed animal from the barn, these pictures?
sing the song, and pass the What art can you
animal to the beat. Repeat with see in this book?
each animal.
- Drum Game: Play a beat on a
drum while children move
around carpet according to
your instruction (hop, walk,
etc.). Children freeze when
you stop playing. If they move,
they sit off the carpet.
- Tony Chestnut: Teach by
rote, supplement rests and half
notes for spoken “yes”.
Introduce actions.
- Over in the Meadow: Sing
the book once through with
children responding. Ask the
children what kind of art they
see in the book.
- Exit Slip: Ask the students to
give you a thumbs up for
 “always”, thumbs sideways for
“sometimes”, thumbs down for
“never”. Ask if the students
think their tapping was going
the exact same speed as your
tapping.

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day

Oct. 11 CE 1.8, CE - The child will - Welcome song while children - Observation
2.3 demonstrate beat enter (FA): Observe
while singing - Listen to the Ducks: Teach children’s ability
Listen to the song by rote, keeping beat on to keep the beat.
Ducks. laps and asking children for - Oral
- The child will different parts of the body that Questioning
identify art in a can be used for tapping. (FA): Who do
new picture book. Introduce game - all students you think made
tap on their legs while singing these pictures?
the song. One students walks What art can you
around stepping while singing. see in this book?
When the song is over, - Exit Slip (FA):
whoever they’re standing Ask if their
behind has to race them back tapping was
to their spot. They must remain going the exact
on the carpet and can only same speed as
walk. Whoever’s last is now it your tapping.
and walks around the circle.
- Teddy Bear, Teddy Bear:
Sing song asking students
which words can be left out.
- Teddy Bear, Teddy Bear
while passing envelope: Sing
Teddy Bear, Teddy Bear while
passing an envelope with
messages inside. Messages tell
the class how to move to the
song (stepping in place,
tapping on legs, clapping, etc.)
- Picture book.
 - Exit Slip: Ask the students to
give you a thumbs up for
“always”, thumbs sideways for
“sometimes”, thumbs down for
“never”. Ask if the students
think their tapping was going
the exact same speed as your
tapping.

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day

Oct. 18 CE 1.8, CE - The child will - Welcome song - Observation

2.3 demonstrate beat - Tony Chestnut (FA): Observe
while singing Little - Little Ducks: Teach song by children’s ability
Ducks. rote. Have the children tap the to keep the beat.
- The child will beat. Next, stand in a line and - Oral
define beat. follow the leader and all step Questioning
- The child will to the beat. When they are all (FA): Who do
distinguish art they following, go to the back and you think made
see in their daily there will be a new leader. Sit these pictures?
lives. back on the carpet and ask the What art can you
children if the stepping or see in this book?
tapping ever stopped, even What kind of art
when they weren’t speaking. do you see in
Create a definition for beat your classroom?
(steady, constant, etc.). School?
- Read a picture book. Ask the House?
children what kind of art they Did we stopping
see in the book. Ask the stepping or
children what kind of art they tapping even
see in their classroom, school, when we weren’t
home. speaking any
words?

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day

Oct. 25 CE 1.8, CE - The child will - Welcome song - Observation

2.3 demonstrate beat - Ask children to define beat. (FA): Observe
 while singing - Goin’ to the Farm children’s ability
Listen to the Hens. - Listen to the Hens: Teach to keep the beat.
- The child will song by rote and choose - Oral
define beat. different places to keep the Questioning
- The child will beat. Play with egg shakers, (FA): Who do
distinguish art they rotate with each singing. you think made
see in their daily - Drum Game. these pictures?
lives. - Read a picture book. Ask the What art can you
children what kind of art they see in this book?
see in the book. Ask the What kind of art
children what kind of art they do you see in
see in their classroom, school, your classroom?
home. School?
House?
- Exit Slip (SA):
What’s one thing
in your life that is
made by an
artist?

Lesson SLEs: Learning Instructional Strategies/ Assessments and

Title and (Abbrev.) Objectives Methods/Activities Evaluation
Day

Nov. 1 CE 1.8, CE - The child will - Welcome song - Observation

2.3 demonstrate beat - Goin’ to the Farm: Practice a (FA): Observe
while singing few times as a class. Sing and children’s ability
Listen to the Hens. keep the beat. Next, hand out to keep the beat.
- The child will one farm object to be passed - Game (SA):
define beat. around the class and have that Observe and
- The child will child pick where to keep the record children’s
distinguish art they beat next. ability to keep the
see in their daily - Listen to the Ducks beat.
lives. - Tony Chestnut
- Picture book
 Appendix

- Goin’ to the Farm, Listen to the Ducks, Little Ducks, Listen to the Hens - Kindergarten Game
Plan by Jeff Kriske and Randy Delelles
 References

Alberta Education (2008). ​Kindergarten Program Statement.​ Edmonton, Alberta: Alberta

Education. Retrieved from
https://education.alberta.ca/media/563583/kindprogstate2008.pdf/

Beth. (Unknown). ​Teddy Bear.​ Retrieved August 30, 2018, from Beth's Notes:
https://www.bethsnotesplus.com/2013/05/teddy-bear.html

​ etrieved September 1, 2018, from

Eakle, K. (Unknown). ​Valentine Song: Tony Chestnut. R
MusicKit: ​http://www.musickit.com/resources/tonychest.html

Kriske, J., & Delelles, R. (2011). ​Game Plan K.​ Las Vegas, NV: KiD sounds.