Kindergarten LES by Eve-Marie Boileau

Title of LES: The Animals Cycle: Kindergarten

Length: 1 lesson Time of the year: September

Intention

To recognize the highs and lows in a musical excerpt

To sing high and low pitches following a pitch map
To identify if the sound of an instrument is high or low
To follow the changing tempo of a song with movements

Targeted Disciplinary Competency (ies) Targeted Disciplinary Competency (ies)

Kindergarten Music

TO PERFORM SENSORIMOTOR To Interpret Musical Pieces

ACTIONS EFFECTIVELY IN DIFFERENT
CONTEXTS
Key Features :
To experiment with gross and fine motor
movements.
To situate himself/herself in the physical
environment and experiment with
sequences of actions.
To use tools and materials for an explicit
purpose.
Key features:
To become familiar with the musical
content of a piece.
To apply the rules of group ensemble work.
To Appreciate Musical Works, Personal
Productions and Those of Classmates
Key Features :
To examine a musical work or excerpt for
elements of content.

TO COMMUNICATE USING THE

RESOURCES OF LANGUAGE
Key Features :
To show interest in communication.
To start and maintain a conversation.
To adhere to the subject of a conversation.

TO INTERACT HARMONIOUSLY WITH

OTHERS
Key features:
To participate in the group.
To express his/her ideas.
To listen to others.

TO CONSTRUCT HIS/HER
UNDERSTANDING OF THE WORLD
Key features:
To express what he/she knows.

Targeted Cross-Curricular Competency

Categories: Personal and social

 Competency: To cooperate with others

Key Features developed:

To contribute to team efforts

Essential Knowledges
The Broad Areas of Learning

Pitch: Title: Citizenship and Community Life

Register (High and Low)
Sound sources: Focus of development : Awareness of the
Voice, singing effects, percussion importance of rules of social conduct.
instruments
Tempo:
Fast and slow Learning Strategies
Beat -I imitate the movements in the air, on my
thighs, on the floor.
-I listen carefully, and at the same time, I
focus on what my teacher is asking.
-I express my thoughts clearly so that
everyone can understand me

Evaluation Criteria

Can the child:

-Identify the highs and lows in the recording (to appreciate)?
-Reproduce musical content of the piece correctly through movement (to interpret)?
-Perform the highs and lows with their voice (to interpret)?

INTRODUCTION TO THE LEARNING AND EVALUATION SITUATION

Class discussion about the different registers of the voice (ex: daddies have low voices
and babies have high voices)

Materials needed
1. Goldilocks and the Three Bears storybook
2. Images of Papa bear and Baby bear
3. Chinese blocks
4. Triangles and drums
5. Piano
6. Musical excerpts for high and low
ex: The Elephant from Carnival of the Animals - low excerpt
Aviary from Carnival of the Animals - high excerpt

Description
 Activities Competencies Learning Evaluation
Strategies

Preparation
Hello Song - The teacher always To Interpret
start the class with the same Musical Pieces
hello song To become familiar
Ex. Wake me, shake me with the musical
content of a piece

Class discussion about the I express my

different registers of the voice TO COMMUNICATE thoughts clearly
USING THE
(ex: daddies have low voices and RESOURCES OF so that
babies have high voices) LANGUAGE everyone can
To adhere to the subject understand me
of a conversation.
TO INTERACT
HARMONIOUSLY WITH
OTHERS
To participate in the
group.
To express his/her ideas.
To listen to others.

Teacher reads the story To Appreciate

Goldilocks and the Three Bears Musical Works, I listen carefully,
and associates high sounds with Personal and at the same
Productions and
the baby bear, medium sounds time, I focus on
Those of
with the mama bear and low what my teacher
Classmates
sounds with the papa bear. To examine a is asking.
When reading the story, the musical work or
teacher should change their excerpt for elements
voice according to each of content.
character, making sure to speak
higher for the baby bear and
lower for the papa bear.

Carrying out
The teacher will play a few To Appreciate I listen carefully,
musical excerpts and ask the Musical Works, and at the same
Personal
students if they heard the sound Productions and
time, I focus on
of baby bear or papa bear. Those of Classmates what my
To examine a musical teacher is
work or excerpt for asking.
elements of content.
TO INTERACT
HARMONIOUSLY I express my
WITH OTHERS thoughts clearly
To participate in the so that
group. everyone can
To express his/her
understand me
 ideas.
To listen to others.

The teacher will randomly play

TO PERFORM
high notes or low notes on the SENSORIMOTOR I imitate the Observation by
piano. When they hear low ACTIONS EFFECTIVELY movements in teacher.
IN DIFFERENT
notes, the students will have to CONTEXTS
the air, on my
move either like a papa bear To experiment with gross thighs, on the
(walking around the classroom and fine motor floor.
movements.
and stomping their feet) or like To situate himself/herself
baby bear (crawling on the floor in the physical I listen carefully,
environment and
like a baby). When the students and at the same
experiment with
start getting more comfortable, sequences of actions. time, I focus on
the teacher will separate the To Appreciate Musical what my
Works, Personal
group in two halves. Each half Productions and Those
teacher is
will be assigned a character of Classmates asking.
(papa bear or baby bear) and are To examine a musical
work or excerpt for
only allowed to move when they elements of content.
hear the sound of their character. To cooperate with
others
To contribute to team
efforts

The teacher will use chinese TO PERFORM

SENSORIMOTOR
blocks to imitate the sound of the ACTIONS EFFECTIVELY
horses walking (with hooves) and IN DIFFERENT I imitate the Observation by
ask the students if if they can CONTEXTS movements in teacher
To experiment with gross
imitate it by clicking their tongue. and fine motor the air, on my
Then, the teacher will ask if the 2 movements. thighs, on the
sounds are the same? (No, one To situate himself/herself floor.
in the physical
is higher and one is lower). The environment and
teacher will then have the experiment with I listen carefully,
sequences of actions.
students walk to the sound of the To Appreciate Musical
and at the same
chinese blocks and will change Works, Personal time, I focus on
the tempo (going faster, slower Productions and Those what my
of Classmates
or stopping). The teacher will To examine a musical
teacher is
then have the students sing the work or excerpt for asking.
song 1, 2, 3 les chevaux du roi elements of content.
To Interpret Musical
(previously learned) while Pieces
walking around the classroom to To become familiar with
the musical content of a
the beat. piece

The teacher will give a triangle or To Interpret Musical

a drum to each student. Then, Pieces
To apply the rules of
the students will try to figure out group ensemble work.
which instrument plays high and TO PERFORM
SENSORIMOTOR
which instrument plays low. ACTIONS Observation by
Using images of papa bear and EFFECTIVELY IN teacher
DIFFERENT CONTEXTS
baby bear, the teacher will
To experiment with gross
associate the triangles to the and fine motor
baby bear image, and the drums movements.
To use tools and
to the papa bear image. Then, materials for an explicit
the teacher will have students purpose.
play their instruments according TO INTERACT
HARMONIOUSLY WITH
to the image that is shown to OTHERS
them. To participate in the
group.

Integration
Talk about other animals and if TO COMMUNICATE I express my
USING THE
they would make a high sound or RESOURCES OF thoughts clearly
a low sound. LANGUAGE so that everyone
To show interest in
can understand
communication.
To start and maintain a me
conversation.
To adhere to the subject
of a conversation.
TO CONSTRUCT
HIS/HER
UNDERSTANDING OF
THE WORLD
To express what he/she
knows.
TO INTERACT
HARMONIOUSLY WITH
OTHERS
To participate in the
group.
To express his/her ideas.
To listen to others.

To Interpret Musical
Pieces
To become familiar with
Using pitch maps, practice the musical content of a Observation by
sliding our voices from low to piece. teacher
high, or from high to low.
To Interpret Musical
Pieces
Goodbye song To become familiar
with the musical
content of a piece