Arts Curriculum Guide
Music
Grade 2
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| 1
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- Model and explain using body percussion, instruments,
visuals and/or movement activities. - Provide examples of rhytmic patterns within beat using songs, charts, movement, ostinati. - Show visually and provide aural examples of beats grouped in sets of two.
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- Make rhythmic word chains (trees, countries, names, etc.) - Imitate body percussion patterns. - Chant, move to poem or song and internalize phrases. Follow even and uneven patterns of the drum. Imitate rhythm on keyboards. Tap/clap an eight beat pattern. Perform hand jives. |
Teacher observation.
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- Creative and directed movement . - Students plan movements using personal notation and symbols (music can come from any source according to student interest).
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- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Teaching Kids to Sing by Kenneth Philips
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| 2
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- Differentiate step/leap/repeat aurally and on printed page.
- Define and provide visuals to explain musical terms: staff, notes, clef. |
- Identify and notate using musical symbols as directed by
teacher. - Translate patterns of musical notes into words. - Use writing notebooks.
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- Teacher observation. - Assessment through oral and written quiz
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Create and play music using staff, notes and clef. Share with an appropriate audience. | - Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill
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| 3
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| Recognize solfege syllables: do, re, mi, so, la.
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- Sing songs in unison. Provide ostinati. Introduce
simple rounds. - Identify repeating melodic patterns. - Continue hand signs for solfege syllables. |
- Sing in tune, alone and in groups. - Hear and perform complete phrases containing the targeted syllables. - Use hand signals. - Sing simple melodic patterns from notation. |
Teacher observation.
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Create vocal and /or instrumental improvisations.
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- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill
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| 4
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| Identify changes in musical tones, e.g., steps, leaps,
repeats.
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- Define and provide visuals to explain steps and leaps. - Identify repeating melodic patterns. - Use visuals to show contour of melodies, e.g.,upward, downward, same. - Provide examples of phrases in stories, songs, poetry, recordings. |
- Differentiate and identify steps, leaps and repeats in a
song. - Show patterns in general space. - Play examples of steps, leaps, repeats on pitched instruments. - Feel and perform phrases in music. - Trace the shapes of two familiar melodies. |
- Teacher observation. - Record accuracy of individual singers. Assess.
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- Create vocal and /or instrumental improvisations with
steps, leaps and repeats. - Use creative movement to show melodic changes.
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- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill
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| 5
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| Demonstrate the ability to sing/play on pitch within a
limited range.
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- Lead songs in unison. Provide ostinati. Introduce
simple rounds. Identify repeating melodic patterns. - Continue hand signs for solfege syllables. - Provide examples of phrases in stories, songs, poetry, recordings. - Select and teach pertinent song repertoire.
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- Sing songs in unison. - Sing in tune, alone and in groups. - Feel and perform complete phrases - Practice internal and external singing of measures. |
Teacher observation.
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- Create and play vocal and instrumental
ostinati. - Create simple dramatization s of songs. - Performances and plays. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Teaching Kids to Sing by Kenneth Philips
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| 6
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| Demonstrate an understanding of vocal ostinati, melodic contour and phrasing. | - Identify repeating melodic patterns, use hand signals to
cue students to melodic changes. Lead songs in unison. Provide ostinati. - Use visuals to show contour of melodies, i.e.,upward, same, downward. - Provide examples of phrases in stories, songs, poetry, recordings. |
- Show patterns in general space. - Feel and perform phrases in music. - Trace the shapes of two familiar melodies. - Sing in parts using simple rounds and ostinati.
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Teacher observation. | - Performances and plays. - Listening to live perfomances and applying knowledge of melodic contour and phrasing. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - John Langstaff songbooks and videos
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| 7
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| Identify the AB and ABA form.
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- Provide song literature for invidual and group singing. - Provide examples of the AB and ABA form &emdash;relate to the concept of contrast. Show visual patterns of the form. - Elicit student response to return of familiar section. Model solo/response form for class. |
- Use critical listening skills to recognize the AB
and ABA forms of music. Sing the A section when it occurs, then step or move
body to show the contrasting section. - Clap, pat, move only on the refrain. - Participate in solo/reponse type singing. |
Teacher observation. | - Create vocal and/or instrumental pieces with AB or ABA
form using computer software. - Create artwork to show form. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill
- Early Music Skills software - Microsoft Musical Instruments
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| 8
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- Use instruments, listening examples to explain changes in
accompaniment, harmony and chord changes. - Facilitate class discussion and application of these concepts. |
- Differentiate between melody and harmony. - Move in predetermined way when changes are heard. - Recognize and perform songs with solo and chorus form. |
Create vocal and/or instrumental improvisations. | - Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill
- Early Music Skills software - Microsoft Musical Instruments
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| 9
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| Demonstrate an understanding of tempo changes and p/f symbols. | - Provide singing, listening and dancing exercises to help
students identify and respond to changes in tempo and volume. - Introduce p/f symbols and relate to listening examples. |
- Realize that music can be loud or soft. - Distinguish changes in dynamics by moving, singing, active listening. - Respond to tempo getting faster by moving faster. - Create dramatic movements to correlate to changes in musical dynamics.
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Teacher observation. | - Movement creative and directed. - Simple dramatizations. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - Teaching Kids to Sing by Kenneth Philips
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| 10
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Provide quality role models, instruments and recordings to demonstrate uniqueness and differences between melody and non-melody instruments. | - Use critical listening skills to identify vocal tone color. - Differentiate the male from the female voice and the child's voice from the adult. - Use critical listening skills to differentiate instrumental sounds.
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Teacher observation. | - Performances and plays. - Listening to live perfomances. - Simple dramatizations. |
- Music Connection by Silver, Burdett and Ginn - Share the Music from Macmillan, McGraw Hill - The Philharmonic Gets Dressed
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