non-locomotor (NL) – listening to a variety of “Follow Me” SOM K Briefly brainstorm a sections of music, rocking the beat recorded music (see “Gonna Shake Out My list of opposites before musical sounds, or Appendix p. 21) and Hands” (See Appendix) teaching “start and simple musical Explore various NL assess them using a “Singing Time” SOM K stop”. characteristics in a movements with no teacher-created or . “Time to Sing” SOM K Extend: Help students listening selection. beat (bend, twist, rock, “Stamping Land” SOM categorize the list into shake, nod, etc.) K musical opposites “Merrily We Roll (loud/soft, high/low, Move (walk vs. Along” SOM K etc.) and non-musical run/jog) through “Sing a Song of opposites (hot/cold, shared space, internal Sixpence” SOM K left/right, etc.). tempo as a single Comprehension: student, small group, Fluency Whisper Voice: “Peanut entire group Match recorded vocal Butter” STM Gr. K Perform steady beat to timbre samples to “” Eric Carle (School recorded songs Explore use of picture library) following teacher’s speaking, singing, representations. Speaking Voice: “” (See model. Teacher may whispering, and calling [See “Sing, Talk, Appendix) choose to model some voices Whisper, Yell” Noreen “Johnny Caught a Flea” of the SB motions as Cannedy] (Interactive SBMM Gr. 1 moving from left to assessment available “Mayflies” SOM K right in the students’ for free download at Singing Voice: “Mama perspective to Buy Me a China Doll” reinforce visual Text can be SBMM K tracking used in both customized to read “Five Little Mice” MFLP music and text reading. “call”)
sections of music, musical sounds, or simple musical characteristics in a listening selection. non-locomotor (NL) – rocking the beat Explore various NL movements with no beat (bend, twist, rock, shake, nod, etc.) Move (walk vs. run/jog) through shared space, internal tempo as a single student, small group, entire group Explore use of speaking, singing, whispering, and calling voices listening to a variety of recorded music (see Appendix p. 21) and assess them using a teacher-created or . Match recorded vocal timbre samples to picture representations. [See “Sing, Talk, Whisper, Yell” Noreen Cannedy] (Interactive assessment available for free download at Text can be customized to read “call”) “Follow Me” SOM K “Gonna Shake Out My Hands” (See Appendix) “Singing Time” SOM K “Time to Sing” SOM K “Stamping Land” SOM K “Merrily We Roll Along” SOM K “Sing a Song of Sixpence” SOM K Whisper Voice: “Peanut Butter” STM Gr. K “” Eric Carle (School library) Speaking Voice: “” (See Appendix) “Johnny Caught a Flea” SBMM Gr. 1 “Mayflies” SOM K Singing Voice: “Mama Buy Me a China Doll” SBMM K “Five Little Mice” MFLP Briefly brainstorm a list of opposites before teaching “start and stop”. Extend: Help students categorize the list into musical opposites (loud/soft, high/low, etc.) and non-musical opposites (hot/cold, left/right, etc.). Comprehension: Fluency Perform steady beat to recorded songs following teacher’s model. Teacher may choose to model some of the SB motions as moving from left to right in the students’ perspective to reinforce visual tracking used in both music and text reading.