timer Asked: May 6th, 2020

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Hello there,

I need your help on working on my music project. I have 2 examples that I will attach and the prompt too.

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Curriculum Project Guidelines MUSIC 343 You are the new hire at Aztec Elementary School. You have been asked to create an arts integration curricular unit for the spring semester of the first year in your new teaching position. Classroom Teachers:​ The first step is to select the grade level of your choice (please select ONE grade level of Kindergarten – 6​th Grade). ​(I’m thinking of grade level kindergarten or first grade, choose one of these grades) You will then create the curriculum plan for the following content areas: ● ● ● ● ● Language Arts Science Math Social Studies Visual Arts **Each subject above will have arts integration of music and/or dance. All Teachers: Second Step:​ You will then select an overall topic that the school would be covering in a spring semester. Your choices for a topic are to be selected from the following concepts (choose one): ● ● Humanity (e.g helping others, being kind) Feelings (e.g. happy, sad, excited, nervous) (You choose one of these 2) For this Arts Integration Curriculum Project, you will fill in the chart below (add on additional lines/boxes as needed). Please just copy and paste the chart (with the information listed above each chart) into a new document and fill in accordingly. Additional information/tips for the project: ● ● ● ● ● ● This is an individual project. Thus, while you are welcome to work with classmates, you may not turn in the same ideas/plan You will design appropriate learning experiences and activities for singing, movement, and dance. Don’t forget arts integration means an equal balance of both subject areas All activities, outcomes, etc must relate back to the theme You must include the California Content Standard you are addressing and the Music Education Standard. Get creative! Hop on Pintrest, look at the music education books in the closet, connect with classmates that are not in your major to get ideas, etc. For the activities planned: This should be approximately 3-4 sentences (or bullet points) of what this would look like in your classroom. Think about the planned sequence of a lesson plan but more the “summary” version of it. Classroom Teachers Grade Level of Students Overall Theme: Learning Outcome with accompanying Standard Language Arts Science Math Social Studies Visual Arts Music or Dance Outcome with accompanying Standard Activities Planned Materials/Literature Needed Curriculum Project Music 343 Grade Level of Students: First Grade Overall Theme: Animals Music or Learning Dance Outcome with Activities Outcome with accompanying Planned accompanying Standard Standard Materials/Literature Needed Students will perform a dance to what animal they have received. 1.As a group we will Students will be They will identify be reading a few the movements books that talks about able to identify and sounds that animals.(manly farm certain animals as their animal would animals) we read books together. They will be showing. also be able to perform the characteristics of animals in a dance after we discuss about them. Standard: Language Vocabulary and Concept Arts Dance Standard: Students apply choreographic principles, processes, and skills to create and communicate meaning through the improvisation, composition, and performance of dance. 2.We will talk about the animals and distinguish the noises they can make, are they slow? Are they fast? Identify some movements these animals can make. Read books like: Dear Zoo by Rod Campbell, 1,2,3 To The Zoo. I believe reading books about the zoo is my main goal as they talk about many different animals. Hand out laminated pictures to the groups of animals (ones we talked abut from the book). 3. In small table groups (only 4) I will Development hand out a picture of an animal we have 1.17 Classify read in the book. They grade-appropriate Creation/Invention will be able to discuss categories of the sounds and of Dance words (e.g., movements that their Movements 2.1 concrete certain animal makes. (Images like these) Use improvisation collections of to discover animals, foods, 4. I will play music in movements in toys). the background as response to a each group specific demonstrates their movement. animal and moves all together. 2.2 Respond in movement to awide range of stimuli (e.g., music, books, pictures, rhymes, fabrics, props). 1.We will read a book as a class on the life cycle of the butterfly. Students will be able to learn about Students will be the stages of the able to create butterfly. movements with the response to Standard: music to the stage of life cycle that Students who they have demonstrate watched. understanding Music Standard: can: Science Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Derive Meaning 2. Make sure the students understand each cycle. Stage1: Egg Stage2:Chrysalis Stage3:Catepillar Stage4: Butterfly 3. In our table groups Read the book, The Amazing Life Cycle Of Butterflies written (4 of them) each table by Kay Barnham. will have one cycle of the butterfly. All together they will put the life cycle in order and we will talk about each once more. 4. Once the students have the life cycle lined up in order I will play a video on the Worksheet: butterfly and once their cycle plays they will stand up and 4.2 Participate show their image. freely in musical Once their image is done that group will activities. then sit down. 4.1 Create movements in response to music. 5. Once I believe that the students understand the concept, I will hand out a worksheet to test their knowledge. 1.Students will have laminated numbers 110 with their assigned sitting partner. Math Social Studies Students will be able to use linking cubes, as I will be 2. Each number will introducing the Music Standard: have a linking cube concept of one under or top of the less. number. Standard: They Derive use a variety of Meaning 3. I will play an models, including educational video discrete objects about ducks 4.1 Create and length-based movements to models (e.g., om/watch?v=pZw9ve cubes connected to music that reflect Q76fo form lengths), to focused While the video is model add-to, listening. playing the students take-from, putare connecting with together, take2.2 Respond in the video as they are apart, and compare movement to a taking one less of situations to wide range of something. Once one develop meaning stimuli (e.g., “duck leaves” they for the operations music, books, will take away a of addition and pictures, rhymes, linking cube and a subtraction, and to Linking cubes and laminated numbers fabrics, props). number. develop strategies A video about ducks and how to see one less of something. to solve arithmetic 4. The students are problems with connecting with the these operations. video and with the numbers as I am guiding them. Students will be Students will be able to connect the able to perform the 1.I will talk about the history of past with today’s animal’s transportation and attributes. They characteristics how in the past people will be getting after we learn did not use knowledge about about them and automobiles to get the history of what they did to around. animals that help with people used for transporting 2. Talk about some transportation goods. animals that people instead of using used to get around to Watch this video on, Animals For Transport: automobiles. Music Standard: place to place. For example, horses, Standard: mules, donkeys, Chronological and 4.1 Create elephants, and camels. movements to Spatial Thinking music that reflect 3. Watch this video on Students explain focused how we used animals how the present is listening. in the past and how connected to the the animals past, identifying contributed to our past both similarities life. and differences between the two, and how some things change over time and some things stay the same. om/watch?v=xHQZhP BNzag 4. Connect with these animals to today’s society and how do these animals affect our world today? Do we still use them for transportation? Is there any similarities, any differences? 5. After the discussion about our animals I will play songs so the students can get up and act like some of the animals we have talked about in our social studies lesson. Students will be able to draw their favorite animal that we had discussed in our social studies lesson. Students will then respond with the movements of their animal that they chose with music. Standard: Visual Arts Students will be able to engage and explore as they create/ draw their favorite animals. Students then will respond to their animals movements and characteristics. 1.As for our social studies lesson, I will ask for the students to draw their favorite transportation animal that they enjoyed from our social studies lessons. Did they enjoy the horse’s more, Dance Standard: elephants, maybe the camels? Creation/Invention 2. Have a discussion of Dance in what animal they Engage Movements 2.1 drew, why was it their collaboratively in Use improvisation favorite? exploration and to discover imaginative play movements in 3. The students will response to a with materials. then get in the same specific groups in who drew the same Use observation movement. transportation animal and investigation and together they will in preparation for 2.2 Respond in act out the animal’s making a work of movement to a wide range of characteristics/ art. stimuli (e.g., movements as I play music, books, music in the pictures, rhymes, background. fabrics, props). Inka I would like to have images of the transportation animals that we had discussed so they can draw them and get to see them visually. Third Grade Overall Theme: Animals Learning Outcome with accompanying Standard Language Arts Music or Dance Outcome with accompanying Standard Students will be able to Students will create a melody within a given read and understand an informational text on the meter. life cycle of butterflies 3.MU:Cr1 RI.3.10 Grade: 3 Subject Area: English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (K–5) Domain: Reading: Informational Text Cluster: Range of Reading and Level of Text Complexity Standard: By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently. Grade: 3 Discipline: Music Subdiscipline: TK-8 Artistic Process: Creating Anchor Standard: 1: Generate and conceptualize artistic ideas and work Enduring Understanding: The creative ideas, concepts, and feelings that influence musicians’ work emerge from a variety of sources. Essential Question(s): How do musicians generate creative ideas? Process Component(s): Imagine Performance Standard(s): a. Improvise rhythmic and melodic ideas and describe connection to specific purpose and context (such as personal and social). b. Generate musical ideas (such as rhythms and Activities Planned Materials/Literature Needed Teacher and class read book together. The Butterfly Life Cycle (available digitally through https://www.readin Students will be put into eight groups (two groups will represent eggs, two larva, two pupa, two butterfly). Students will create a melody to represent each stage of the butterfly’s life cycle. Teacher will read the book again; class will play melody when their stage is being read about. 8 Xylophones 8 Claves 8 Triangles melodies) within a given tonality and/or meter. Science Students will be able to explain that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death. Students will create and Students will read perform a dance sequence. informational texts on life cycles of different animals. Students will use spatial awareness. Students will form small groups of 2-3. 3-LS1-1 3.DA:Pr5 Grade: 3 Content Area: Science (CA NGSS) Category: LS1.B: Growth and Development of Organisms Grade: 3 Discipline: Dance Artistic Process: Performing Anchor Standard: 5: Develop and refine artistic techniques and work for presentation Title: 3-LS1 From Molecules to Organisms: Structures and Processes Enduring Understanding: Dancers use the mind-body connection and develop the body as an instrument Performance for artistry and artistic Expectation: Develop expression. models to describe that Essential Question(s): organisms have unique What must a dancer do to and diverse life cycles but all have in common prepare the mind and body for artistic expression? birth, growth, reproduction, and death. Process Component(s): [Clarification Statement: Embody Changes organisms go through during their life Performance Standard(s): form a pattern.] [Assessment Boundary: a. Replicate body shapes, Assessment of plant life movement characteristics, cycles is limited to those and movement patterns in a dance sequence with of flowering plants. awareness of body Assessment does not include details of human alignment and core support. reproduction.] b. Adjust body-use to Students will create an interpretive dance representing the life cycle that is given to them. Dance will be 30-60 seconds. Students will perform dance. The Butterfly Life Cycle (available digitally through https://www.readin A Frog's Life by Dona Herweck Rice The Life Cycle of a Chicken By Colleen Sexton From Puppy to Dog: Following the life cycle By Suzanne Buckingham Slade The Life Cycle of a Tree Book By Bobbie Kalman Math Disciplinary Core Idea(s): LS1.B: Growth and Development of Organisms Reproduction is essential to the continued existence of every kind of organism. Plants and animals have unique and diverse life cycles. coordinate with a partner or other dancers to safely change levels, directions, and pathway designs. c. Recall movement sequences with a partner or in group dance activities. Apply constructive feedback from teacher and self-check to improve dance skills. Students will tell and write time to the nearest minute and measure time intervals in minutes. Students will create a song Whole class reading of with lyrics and melodies migration and “songs” of to communicate with humpback whales. others Students will track the migration of humpback 3.MU:Cr2 whales, adding how many minutes they travel per Grade: 3 day. Discipline: Music Subdiscipline: TK-8 Students analyze popular Artistic Process: Creating songs to understand how Anchor Standard: 2: people use music to Organize and develop communicate. artistic ideas and work 3.MD.1 Grade: 3 Domain: Measurement and Data Cluster: Solve problems involving measurement and estimation of intervals of time, liquid volumes, and masses of objects. Standard: Tell and write time to the nearest minute and measure time intervals in minutes. Solve word problems involving addition and subtraction of time intervals in minutes, e.g., by representing the problem on a number line Enduring Understanding: Musicians’ creative choices are influenced by their expertise, context, and expressive intent Essential Question(s): How do musicians make creative decisions? Process Component(s): Plan & Make Performance Standard(s): a. Demonstrate selected musical ideas for a simple In groups of 3-4, students will create a song about their migration (daily routine) to communicate with their classmates https://www.natgeo er/animals/sealife/humpbacksong/ Humpback Whale Migration By L. E. Carmichael Xylophones Claves Triangles Boomwhackers Hand drums Social Studies diagram. improvisation or composition to express intent and describe connection to a specific purpose and context. b. Use standard and/or iconic notation and/or recording technology to document personal rhythmic and melodic musical ideas. Students will describe national identities, religious beliefs, customs, and various folklore traditions of the Kumeyaay. Students will learn and perform a choreographed dance. Students will conduct online research on the Kumeyaay tribe. Chroomebooks Students will discuss the effect of the movement choices. Students will learn and perform the bird song and dance. Maracas/shaker HSS-3.2.1 Students will write an informational text about Grade: 3 the religious beliefs, Course: Continuity and Grade: 3 customs, and various Change, Grade 3 Discipline: Dance folklore traditions of the Artistic Process: Creating Kumeyaay, as well as a Overarching Standard: Anchor Standard: 2: reflection on the bird song HSS-3.2 Students Organize and develop and dance describe the American artistic ideas and work Indian nations in their local region long ago Enduring and in the recent past. Understanding: The elements of dance, dance Standard: structures, and Describe national choreographic devices identities, religious serve as both a foundation beliefs, customs, and and a departure point for various folklore choreographers. traditions. Essential Question(s): What influences choicemaking in creating choreography? Process Component(s): Plan 3.DA:Cr2 Hand drum Performance Standard(s): a. Identify and experiment with choreographic devices to create simple movement patterns and dance structures. b. Develop a dance phrase that expresses and communicates an idea or feeling. Discuss the effect of the movement choices. Visual Arts Student will use available resources, tools, and technologies to investigate personal ideas through the artmaking process. Students will make connections between music and societal, cultural, and historical contexts. 3.MU:Cn11 3.VA:Cr1.2 Grade: 3 Discipline: Visual Arts Artistic Process: Creating Anchor Standard: 1: Generate and conceptualize artistic ideas and work Enduring Understanding: 1.2 Artists and designers shape artistic investigations, following or breaking with traditions in pursuit of creative artmaking goals. Essential Question(s): How does knowing the contexts, histories, and traditions of art forms help us create works of Grade: 3 Discipline: Music Subdiscipline: TK-8 Artistic Process: Connecting Anchor Standard: 11: Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding Enduring Understanding: Musicians connect societal, cultural, and historical contexts when creating, performing, and responding. Essential Question(s): How do musicians make meaningful connections to societal, cultural, and historical contexts when Students will listen to song. Song “Blackbird” by The Beatles Whole class discussion on the meaning and their interpretation of the song. (Teacher will help guide the discussion) White paper Students will create a painting/collage to express their interpretation of the song. Paintbrushes Construction paper Paint Pastels Markers Crayons Newspapers Magazines art and design? Why do artists follow or break from established traditions? How do artists determine what resources and criteria are needed to formulate artistic Process Component(s): Imagine, Plan, Make Performance Standard(s): Apply knowledge of available resources, tools, and technologies to investigate personal ideas through the artmaking process. creating, performing, and responding? Process Component(s): Relate Performance Standard(s): Identify and demonstrate connections between music and societal, cultural, and historical contexts. ...
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