Year-at-a-Glance
Music Listening Curriculum
Kindergarten / Teacher: Mr. Shea
PERFORMING/CREATING RESPONDING:AMERICAN,
POPULAR, WORLD MUSIC
AUGUST Citizenship: Respect, Kindness,
Steady Beat (throughout year) Polite, Manners We will start the
Self and Shared Space school year addressing what it
Starting/Stopping means to be a good citizen in the
classroom and these songs will help
with management and procedural
tasks.
SEPTEMBER Activity Songs and Chants These
Vocal Exploration: Speaking songs incorporate dancing and
Steady Beat movement and can go along with
Body Parts addressing body parts, levels and
Levels speaking the text.
OCTOBER Call and Response Songs (Echo)
Vocal Exploration: Calling I Sing, You Sing Too
Steady Beat These songs work on ear training
Loud/Soft for pitch and rhythm.
NOVEMBER World Music learning words and
Vocal Exploration: Whispering Voice songs in other languages.
Steady Beat
Form a circle
DECEMBER/ Holiday Songs Winter Program
JANUARY Vocal Exploration: Singing These are standard songs sung
High/Low around the holiday/winter season
and students will connect pretty
easily with them.
RESPONDING: CLASSICAL
MUSIC
Line Up Song
Golden Rule Music K8
Shake It Off Music K8
Make New Friends
Right Now Plank Road
Say Please (School Rules)
Head, Shoulders, Knees and
Toes Music Expressions
Bee Bee Bumblebee
Ants Go Marching In
Ten Little Bunnies
Do You Know the Muffin Man?
Do You Hear What I Hear?
Hello, Hello Hal Leonard
I Sing, You Sing Too - Alfred
Are You Sleeping? (Frere
Jacques) Music Expressions
Robert W. Smith
Shalom - Jennings
I Have A Little Dreidel
Jingle Bells
Rudolph the Red Nosed
Reindeer
Frosty the Snowman
Feliz Navidad
 Year-at-a-Glance
Music Listening Curriculum
Kindergarten / Teacher: Mr. Shea

FEBRUARY Timbre: Sounds All Around Us Instrumental The Planets

No Beat Jazz Horaces Hedgehog (Jazz) Plank
Loud/Soft Leonard Bernsteins Young People Road
Concerts The Four Seasons
Duke Ellington
Students will experience a whole
Ode to Joy
new world of different sounds.
MARCH Exploring Pitch Matching Irish Music students can explore The Emerald Isle Music K8
Vocal Exploration: Singing dancing to the Irish/Celtic songs Everyone is Irish Music K8
Steady Beat and experience hearing different An Irish Dance Plank Road
instruments.
APRIL Vocal Exploration: Singing Springtime this program is based Its Raining its Pouring
Fast/Slow around the springtime and The Itsy Bitsy Spider
incorporates several styles like Hip Hop Bunny Plank Road
ballads and upbeat hip hop. Publishing
Brown Bear
MAY Long/short Summer The school year is almost Five Little Speckled Frogs
Steady Beat over! What are we doing over the Robert W. Smith
Pitch Matching summer? Lemonade Jacobson/Higgins
School is Coming to an End
(twinkle)

For each category, provide a description of the month, the repertoire, and the connections you will provide to the curriculum. 3-5 sentences for
each.

Science:
Observe basic characteristics of living things.
o I chose to include songs about animals in the non-winter months because then they wont be hibernating from the cold.
o When we sing about the Itsy-Bitsy Spider, and the bumblebee and the frogs, we will discuss what sort things they need to live and
what humans need to live.
Compare the differences in living things.
o We can talk about the similarities and differences between humans and animals and plants.
Observe that organisms live only in environments in which their needs can be met.
 Year-at-a-Glance
Music Listening Curriculum
Kindergarten / Teacher: Mr. Shea

o Every living thing has a home, name different types of homes for different creatures.

Social studies:
Recognizes and demonstrates the characteristics of good citizenship.
o In our first month, we will emphasize citizenship and what it means to give the golden rule to someone. We will also but
procedures into place like lining up and saying please and thank you
Generates possible reasons for an event or development in the past.
o When we sing Shake It, Off- we can talk about if someone ever did something that you didnt like but you forgave them anyway. I
like this because it is on the radio and kids have easy access to it.

Language Arts (Reading, Writing, Speaking, Research):

Recognize and produce rhyming words.
o In many of the nursery rhyme-based songs, we can sound out each line and can guide Kindergarteners to figure out the rhyming
words.
With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a
story an illustration depicts).
o With our brown bear song and any others that come with books/stories, students can make a connection with what is seen in a text
and apply it to what is coming next in a song.
With prompting and support, ask and answer questions about key details in a text.
o You can ask guiding questions about almost any song in music. We can ask who the song is about? What is the main character
doing? Would you do something like that?

Health/P.E.:
The student participates in a variety of games that increase breathing and heart rate.
o Students will participate in Dalcroze-based activities that focus on starting and stopping dancing when listening to music. They can
also play with scarves, to create a story to go along with a musical track.
The student identifies and uses strategies to manage their feelings.
o Our Right Now song talks about being engaged right now and living in the moment while everyone is having fun.
The student recognizes the difference between appropriate (welcome) and inappropriate (unwelcome) touch.
o When we learn about citizenship and being a good friend, we will talk about how we keep our hands to ourselves unless you have
been given permission for a high five or a hug. We never hit anyone because we never want to hurt anyones body or their feelings.
 Year-at-a-Glance
Music Listening Curriculum
Kindergarten / Teacher: Mr. Shea

Math:
K.CC.B.5 Count to answer how many? questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as
many as 10 things in a scattered configuration; given a number from 120, count out that many objects.
o When preparing for class, a student can count how many classmates there are so we can determine how many
instruments/chairs/etc. are needed.
K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has more of/less of the attribute,
and describe the difference. For example, directly compare the heights of two children and describe one child as taller/shorter.
o In music class, we can relate this to long sounds and short sounds or loud sounds or soft sounds.
K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations,
verbal explanations, expressions, or equations.
o When we sing Five Green and Speckled Frogs We are going to show the number on our hand and subtract one for every verse
until there are no more frogs left! Boo-hoo! The same goes for our Ten Little Bunnies Song.