ABCDEFG
1

STRAND:
CREATIVE PROCESS

Lesson Ideas and Resources
2
Essential Questions:
How can students use their own creative process to make music?
How can students follow steps to create music that features their own voice?
3
Essential Understandings:
Develop knowledge of music through experiences in creating.
Explore individual emotions and thoughts in order to create music.
Demonstrate an understanding of creative process and use those steps to create music experiences.
4
LCPS 5Cs Correlations: Collaborator, Communicator, Contributor, Creator, Critical ThinkerLCPS CRF Correlations: 2.7, 3.4, 4.1, 4.2, 4.4, 5.1, 5.4, 6.1, 6.2, 6.4, 6.6, 7.2, 7.3, 8.1, 8.3, 9.2, 9.3, 9.4, 9.5, 9.6, 10.1, 10.4, 10.6, 12.3
5
STANDARDSKindergarten1st Grade2nd Grade3rd Grade4th Grade5th Grade
6
K.1, 1.1, 2.1, 3.1, 4.1, 5.1
The student will improvise and compose music.
a) Improvise melodic or rhythmic patterns.
a) Improvise vocal responses to given melodic questions.
a) Improvise simple rhythmic question-and-answer phrases.
a) Improvise rhythmic question-and-answer phrases.a) Improvise melodies and rhythms using a variety of sound sources.
a) Improvise melodies and rhythms of increasing complexity.
7
b) Improvise simple movement.
b) Improvise body percussion.
b) Improvise body percussion.
b) Improvise and/or create body percussion and/or movement.
b) Improvise and/or create body percussion and/or movement.
b) Improvise and/or create body percussion and/or movement.
8
c) Improvise using instruments, voice, music, and creative movement to enhance stories and poems.
c) Improvise using instruments, voice, music, and creative movement to enhance stories and poems.
c) Improvise using instruments, voice, music, and creative movement to enhance stories and poems.
c) Improvise using instruments, voice, music, and creative movement to enhance stories and poems.
c) Improvise using instruments, voice, music, and creative movement to enhance stories and poems.
c) Improvise using instruments, voice, music, and creative movement to enhance stories and poems.
9
d) Compose simple rhythmic patterns represented by a variety of notational systems.
d) Compose simple pentatonic melodies represented by a variety of notational systems.
d) Compose melodies represented by a variety of notational systems.d) Compose short melodic and rhythmic phrases within specified guidelines.
d) Compose a short original composition within specified guidelines.
10
e) Improvise accompaniments, including ostinatos.
e) Improvise accompaniments, including ostinatos.e) Improvise accompaniments, including ostinatos.e) Improvise accompaniments, including ostinatos.
11
12
K.2, 1.2, 2.2, 3.2, 4.2, 5.2
The student will apply a creative process for music.
a) Ask questions about music.
a) Brainstorm multiple solutions to a musical prompt.
a) Brainstorm ideas for creating music.
a) Brainstorm multiple ideas for creating music as a groupa) Describe ideas for creating music as a group.
a) Investigate music by documenting questions and conducting research on a musical topic of interest.
13
b) Identify ways to create music.
b) Identify steps taken in the creation of music.
b) Describe steps taken in the creation of music.
b) Identify elements of a creative process for music.b) Describe elements of a creative process for music.
b) Explain the role of a creative process in developing a music product or performance.
14
c) Share ideas with a partner or group.c) Share ideas for creating music with a partner or group.c) Develop questions for evaluating and revising music ideas as a group.c) Reflect on the quality and technical skill of a personal or group music performance.c) Reflect on the process and outcome of creating music and revise work based on peer and teacher feedback.c) Share finished works of music with a group.
15
STANDARDS ARR. BY GRADE LEVEL