Jewish Every Day, Maxine Handleman (Musical contributions by Julie Auerback)
... Complete Jewish Songbook for Children, Vol 1&2 by Trans Continental Pub.
CURRICULUM MAPPING Subject: Music
Grade: Kindergarten
I. Unit-Essential Components of Kindergarten Music A. Content/Essential Questions The students will be engaged in active participation as they understand the basic fundamentals of music through singing, movement, listening, creativity, imagination and interpretation. Standards: B. Skills The student will be able to:
Build self-esteem and group trust while exploring expressions of feeling through creative movement, singing, storytelling, finger plays, rhythmic poetry, instruments, puppets, pantomime, folk dance and choreography Follow a melody line, sing independently or in a group, blend voices, use appropriate expressions and tones, memorize lyrics, recognize chords that begin a song and follow the cues of the teacher Be exposed to a wide spectrum of music (classical, multi-cultural, Americana, Judaic, etc.), as well as develop a wide repertoire of songs, chants, rhymes, call and response songs, and prop activities that he/she can lead and participate in Identify and develop a feeling for rhythm, synchronized movement with rhythm, and imitate rhythmic patterns as well as recognize musical instruments, both by sight and sound. They will be able to do multiple movements at the same time (clapping, marching, turning, etc.) Discriminate between high and low tones (pitch), as well as soft and loud tones (volume), slow or fast patterns (tempo), and be exposed to other music forms such as legato, staccato, crescendo and decrescendo Loosen-up their bodies, and their minds, to create a comfort level with peers, as well as a large audience. We incorporate breathing and de-stressing exercises in many activities Prepare and perform in a full length class play where choreography, staging, microphones and individual solos, duets, group ensembles and individual speaking parts are experienced in a stress free and exciting environment Develop a positive musical attitude, and a strong, desire to participate that meet the needs of the individual, as well as the group at large, as they are beginning to form their own musical preferences Feel safety and comfort, celebration and empowerment, inclusiveness and interaction, as well as kindness and empathy towards themselves and one another.
C. Activities/Procedures The teacher will:
Introduce new materials in a thoughtful, engaging manner. Utilize creative props, puppets, instruments, visuals, CD’s, stories, poetry, or explanations when appropriate Individual Kindergarten classes Instruct smaller groups, or individuals, while reacting to the emotional, as well as the cognitive, needs of students Make a connection between the song being taught and how it relates to the lesson or subject matter Engage students in meaningful verbal as well as musical interpretation. (e.g. students help to choreograph movements and perform them for one another) Use music to soothe and change mood, as well as energize and motivate communication Create and direct original classroom musical to be performed for families in the Youth Auditorium or Sanctuary.
D. Resources Resources include but are not limited to the following:
Jewish Every Day, Maxine Handleman (Musical contributions by Julie Auerback) Looking At Music, Ian Fenton Hello Rhythm, Jackie Weissman Jazz Baby, Lisa Wheeler Zin Zin Violen, Lloyd Moss Chicka Chicka Boom Boom, Bill Martin, Jr. My Jewish World, Judy Caplin Ginsburg Gan Shirim, Carol Boyd Leon Songs for a Jewish Head Start, Peter & Ellen Allard Shiron L Yeladim, Trans Continental Publishing Maginot 201 Songs For Jewish Schools, Trans Continental Publishing We’ve Got That Feeling, Temple Israel Songbook JCC Summer Camp Songbook Especially Jewish Symbols, Jeff Klepper & Susan Nanus Especially Wonderful Days, Steve Rubin & Kinneret What A Happy Day, Cindy Paley Say Shalom, Larry Kaplan Julie Silver Songbook Many Blessings, Judith Epstein Complete Jewish Songbook for Children, Vol 1&2 by Trans Continental Pub Rize Up Singing, Blood & Patterson Folksongs of North America, Alan Lomax Songs For A New Generation, Evelyn Challis Red White & Blue Songbook, McCalley & Gault God Bless America Songbook, Harper Collins Publishing Gonna Sing My Head Off, Kathleen Krull Free To Be You and Me, Marlo Thomas Free To Be A Family, Marlo Thomas
Best of Disney Complete Peter, Paul & Mary Songbook Teacher-made materials and compositions Various CD’s by: o Noah Budin, Shira Klein, Schlock Rock, Karen Daniels, Rachel Buchman, PJ Library Collection, Suzi Sheldon, Joanie Leeds, Ziggy Marley, Sam Glazer, Josh Nelson, Cantor Rachelle Nelson, Tom Chapin, Julie Silver, Debbie Friedman, Steve Dropkin, Kol B. Seder, Jack Hartman, Justin Roberts, Peter & Ellen Allard, Rick Recht, Doug Cotler, Beth Schafer, Craig Taubman, Cindy Paley, Francis Goldman, Paul Zim, Fran Avney, Alan Lieberman, The Shirettes, Andi Joseph, Lori Berkner, Rabbi Joe Black.
E. Technology
Microphones Tape recorders CD player or Boom box Photography Videos DVD’s
F. Assessment
Teacher observation of student skills, activities, class participation, cooperation and enthusiasm Meaningful dialogue and feedback between student and teacher in a classroom setting How students demonstrate solo, group and classroom performances How students memorize or re-call songs, stories, rhymes or rhythm patterns Successful plays and programs where each student has felt empowered, comfortable and self-satisfied, individually and within the group Certainty that a positive and enriching musical connection is made with each student
II. Unit: Let’s Celebrate Jewish Life & Customs A. Content/Essential Questions The students will engage in meaningful activities and songs that will incorporate a rich Jewish heritage made up of culture, tradition, mitzvoth, Tikun Olam, Bible stories Jewish leaders, Jewish holidays and celebrations, history & P\prayers Standards: B. Skills The student will be able to:
Develop an emotional and intellectual tie to Shabbat and the Jewish holidays through songs, customs, symbols, prayers, and celebrations Use age appropriate English and Hebrew melodies and text to explore Jewish life and incorporate additional Hebrew vocabulary to help develop a strong Jewish identity Be familiar with the significance in our history of each of the holidays and the roles individuals took to sacrifice for our freedom and sustenance Re-enact the stories of our holidays with songs, poetry, masks and other props to recreate special events Begin an understanding of how many of our Jewish customs and traditions tie into our secular holidays in meaningful ways [e.g. Thanksgiving (Succot); Earth Day (Tu Bish Vat); Fourth of July (Israel’s Independence Day)); Martin Luther King Day (Passover) Present a complete original musical play, celebrating a different Jewish holiday or Bible story for the school and their families. They will help to choose their own parts, staging, movements and help to create the scenery Begin to understand how adhering to Jewish values and prayers are applied to daily life
C. Activities/Procedures The teacher will:
Introduce new materials in a thoughtful, engaging manner. Utilize creative props, puppets, instruments, visuals, CD’s, stories, poetry, or explanations when appropriate Individual Kindergarten classes Instruct smaller groups, or individuals, while reacting to the emotional, as well as the cognitive, needs of students Make a connection between the song being taught and how it relates to the lesson or subject matter Engage students in meaningful verbal as well as musical interpretation. (e.g. students help to choreograph movements and perform them for one another) Use music to soothe and change mood, as well as energize and motivate communication Create and direct original classroom musical to be performed for families in the Youth Auditorium or Sanctuary Introduce core values with interesting, thought provoking discussions Introduce songs about and discuss Tzedakah and ways to give of themselves through kindness, being a thoughtful friend, helping the elderly and sick in addition to giving financially Introduce songs about and discuss the qualities of being a “mench”. They will be encouraged to catch each other doing kind things, and will discuss how they should and can continue this behavior wherever they are
D. Resources Resources include but are not limited to the following:
Books: o The Family of Jewish Holidays, Malka Drucker
o o o o o o o o o o o o o o o o o o o o
Fun with Jewish Holiday Rhymes, Silvia Rouses A Tree Full of Mitzvots, Dina Rosenfeld Rosh Hashanah – The Worlds Birthday, Barbara Golden I’m Sorry, Sam McBratney The Hardest Word,- A Yom Kippur Story, Jacqueline Jules Jonah and the Whale – Grandream USA Publisher On Noah’s Ark, Jan Brett On Succot & Simchat Torah, Cathy Fishman Chanukah-Eight Nights of Light, Chimon Apisdorf A Little Girl Named Miriam, Dina Rosenfeld Passover in Song and Story, Rabbi Charles Wengrove The Passover Parrot, Evelyn Zusman The Littlest Frog, Sylvia Ross Shabbat Can Be, Zwerin Marcus The Very Best Place for a Penny, Dina Rosenfeld Bring The Sabbath Home, Peter & Ellen Allard Joshua & The Bugels of Jericho, Patricia Pingry David & The Slingshot, Patricia Pingry Daniel & The Lions, Patricia Pingry Earth Day Book Giving Thanks – A Native Good Morning, Chief Jake Swamp
Poems: o I Have To Give A Present o There’s A Succa Down The Street o Lift The Torah Way Up High o I Have A Little Dredyl (Kids make-up original verses) o This Is The Way I Plant My Garden Song Books & CD’s (the same as in Unit 1) Teacher-made materials and compositions.
E. Technology
Microphones Tape recorders CD player or Boom box Photography Videos DVD’s
F. Assessment
Teacher observation of student skills, activities, class participation, cooperation and enthusiasm Meaningful dialogue and feedback between student and teacher in a classroom setting How students demonstrate solo, group and classroom performances How students memorize or re-call songs, stories, rhymes or rhythm patterns Successful plays and programs where each student has felt empowered, comfortable and self-satisfied, individually and within the group
Certainty that a positive and enriching musical connection is made with each student
III. Unit: Believing in Yourself/Self-Esteem A. Content/Essential Questions The students will learn through music how to express feelings and to build confidence, empathy, community and a sense of belonging through successfully working within a large group Standards: B. Skills The student will be able to:
Overcome shyness and be less awkward and more comfortable with their peers Discuss that although we are all unique in some way all share commonalities and have the same basic needs Sing songs, recite poems and share stories about being part of a family, community and living together peacefully and respectfully on this planet Sing songs about growing up, friendship, sharing, belonging, kindness, and loving yourself Sing Hebrew and English songs to celebrate the human spirit Sing Hebrew and English songs about the human body and how it works
C. Activities/Procedures The teacher will:
Introduce new materials in a thoughtful, engaging manner. Utilize creative props, puppets, instruments, visuals, CD’s, stories, poetry, or explanations when appropriate Individual Kindergarten classes Instruct smaller groups, or individuals, while reacting to the emotional, as well as the cognitive, needs of students Make a connection between the song being taught and how it relates to the lesson or subject matter Engage students in meaningful verbal as well as musical interpretation. (e.g. students help to choreograph movements and perform them for one another) Use music to soothe and change mood, as well as energize and motivate communication Create and direct original classroom musical to be performed for families in the Youth Auditorium or Sanctuary Introduce core values with interesting, thought provoking discussions Introduce songs about and discuss Tzedakah and ways to give of themselves through kindness, being a thoughtful friend, helping the elderly and sick in addition to giving financially
Introduce songs about and discuss the qualities of being a “mench”. They will be encouraged to catch each other doing kind things, and will discuss how they should and can continue this behavior wherever they are Have students compare their actual family with their school family and how they are similar and different Have students share their feelings of self worth and accomplishments and to recognize the same qualities in others Have students discuss the mood of the musical pieces and what feelings are conveyed by the songs
D. Resources Resources include but are not limited to the following:
Books: o A House is a House for Me, Mary Ann Hoberman o Today I Feel Silly and other Moods that Make My Day, Jamie Lee Curtis o The Family Book, Todd Parr o I Love Your Stinky Face, Lisa McCourt Poems: o The Crayon Box That Talked – SkyWriting.net o I Am The Child, Mamie Gene Cole o First Day of School, Judith Viorst o What Is A Family?, Mary Ann Hoberman o I Am Someone Special o We All Need The Same o There Are Many Different People All Around o I Am Your Child o Listen To The Mustn’ts Child, Shel Silverstein o Loose Tooth Teacher-made materials and compositions Various CD’s by: o Jack Hartman, Mr. Al, Doctor Becky Bailey, Ziggy Marley, Art Garfunkel, Tom Chapin, Michel Leeman, Tom Hunter, Bev Boss, Michael Finestein, Ruth Pelham, Donovan, Shana Noll, Linda Arnold, Red Grammer, as well as, but not limited to, the numerous CD’s listed in Unit I
E. Technology
Microphones Tape recorders CD player or Boom box Photography Videos DVD’s
F. Assessment
Teacher observation of student skills, activities, class participation, cooperation and enthusiasm Meaningful dialogue and feedback between student and teacher in a classroom setting How students demonstrate solo, group and classroom performances How students memorize or re-call songs, stories, rhymes or rhythm patterns Successful plays and programs where each student has felt empowered, comfortable and self-satisfied, individually and within the group Certainty that a positive and enriching musical connection is made with each student
Revised: July 20, 2012
