Fine Arts - Music s1

Strand = Roman Numeral FINE ARTS - MUSIC Standard = Underline Strands/Standards Benchmark = Bullets  Second Grade Articulation = Dash –

V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections 1. Apply skills and 2. Apply skills and 3. All students will analyze, 4. Understand, analyze, and 5. Recognize, analyze, and knowledge to perform in the knowledge to create in the describe, and evaluate describe the arts in their describe connections among arts. arts. works of art. historical, social, and the arts; between the arts  Use developmentally  Create through  Identify phrases, verse, cultural contexts. and other disciplines; appropriate singing voice exploration, and refrain when  Identify and describe between the arts and and physically show improvisation, and presented aurally. distinguishing everyday life. melodic contour. composition, rhythmic (ART.M.III.2.1) characteristics of several  Observe and identify (ART.M.I.2.1) and melodic ostinati - Identify phrases different styles presented similarities and - Voice accompaniments.  Sing a song and in 2nd grade. differences in the  Vocal timbres: (ART.M.II.2.1) show phrases by (ART.M.IV.2.1) meanings of common shout, whisper, - Exploration making a rainbow - Identify vocabulary used in the speaking, singing,  Exposure to shape with your distinguishing various 2nd grade arts. silly voices various genres of arms starting on characteristics of (ART.M.V.2.1)  Sing a snippet of music one side at the several different - Observe similarities song and echo  Experimenting beginning of the styles and differences pitch or dynamic with phrase and ending  Marches –  Lines & spaces - Instruments accompaniment on the other side marching band in  Ascending &  Possible on various at the end of the parades descending instruments: instruments or phrase. Ask  Waltzes – dancing (contour: percussion, body percussion students to do this  Caribbean – steel high/low) rhythm sticks, (play/sing an on another phrase drums  Major/minor recorder, Orff ostinato to a song - Identify refrain  Folk – telling (happy/sad) instruments, piano learned prior and  Sing a song and stories about life  Fast/slow - Steady beat discuss if it ask students to  Etc.  Same/different  On the hand worked; if not show a sign when - Describe  Strong/weak drum, keep a what might we come to the distinguishing steady beat while work?) refrain characteristics of  Observe and identify listening to a song - Improvisation - Identify verse several different cross-curricular  Tapping steady on  Offer individual  Sing a song and styles connections within the 2nd the body while opportunities to ask students to  Listen to a style grade curriculum. listening to a song improvise ostinati show a sign when of song (ART.M.V.2.2)  Internalizing a (try it altogether, we come to the  Students tell - Observe/identify steady beat then ask other verses class/teacher what cross-curricular

Second Grade Music Scope & Sequence – May 2012 1 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections - Melodic rhythm students to type of song within curriculum  Pull out the evaluate how it  Use invented or standard  Short and very rhythm of a worked) notation to transcribe  Describe how elements of recognizable kids previously - Composition increasingly difficult music are used in friendly songs learned rote song  Take individual rhythms and melodies. examples from world - Learning them and  clap, body ideas from (ART.M.III.2.2) cultures using music later identifying them tap, chant, students for - Invented or standard performed and presented by rhythm only rhythm stick, ostinato to a song notation in 2nd grade.  Long/short sounds play on an and try it as a  Use non-musical (ART.M.IV.2.2) - Using various instrument the class symbols such as - Elements of music in vocabulary words rhythm  Create a visual foods, ta & ti-ti, world music students may learn in  connect it representation for as well as note  The use of steel class back to the the composed names drums in - Ascending vs. song ostinato (quarter  Syllabic Caribbean music descending note and rest, association  The use of drums  use a story that  Sing and play from eighth note, and - Transcribe rhythms in African music may change memory songs half note) and melodies  The use of sitar in moods from sad representing various  Write using Indian music to happy cultures and genres.  Create through traditional music  Etc. (ART.M.I.2.2) exploration, notation  Discuss the various - Memorize songs improvisation, and  Verbal  Demonstrate audience rationales for using music  Rote songs composition, answers that identification: appropriate behavior for in daily experiences.  Sing short are rhythmic and melodic.  Foods: the context and style of (ART.M.V.2.3) passage, students (ART.M.II.2.2) Quarter note music presented and - Music in daily echo in quick - Explore – pie, Two performed in 2nd grade. experiences succession. Then  Exposure to eighths – (ART.M.IV.2.3)  Radio link it all together different musical apple, quarter - Audience appropriate  Stores  Written songs resolutions/ rest – behavior  Call Waiting - Styles cadenced shhhh!!!!  How to react  Concerts  Folk, march,  Experimenting  Quarter note when audience  Elevators etc… with answers to a – ta, Two- claps  Waiting Rooms  Varying meters melodic question Eighths – ti-ti  Bowing  Varying forms (play/sing a  Quarter note  Placement of  Varying keys melody, pause – quarter hands while  Varying modes and finish it a (clap once), standing - Cultures right way and ask Two eighths  How to enter and  Asian (pentatonic if it sounded like (clap twice) exit stage

Second Grade Music Scope & Sequence – May 2012 2 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections scale/song) it finished/  Quarter = Do, properly  African-American resolved; finish a eighth = Do  Caribbean wrong way and Day, half =  Etc… ask if it sounded Do__ like it finished/  Sing and play resolved) expressively with - Improvisation phrasing and appropriate  Sing/play a short dynamics. (ART.M.I.2.3) melody, not - Dynamics finish, and ask  Loud, medium, students to finish soft it - Phrasing  Response must be  Complete rhythmically and thought, melodically sentences, correct punctuation (i.e.,  Improvise lyrics a period in a in answer to sentence is like melodic question the end of a music - Composition phrase/sentence)  Teacher notates  Identify the using proper proper place to music notation breath (at the that has already comma in a been introduced sentence) and used (quarter  Visual cues for note and rest, beginning and eighth note, and ending of phrases. half note) (Example: Do a rainbow with your  Create through hand starting on exploration, one side at the improvisation, and beginning of the composition, rhythmic phrase and ending variations for a familiar on the other side song. (ART.M.II.2.3) at the end of the - Explore

Second Grade Music Scope & Sequence – May 2012 3 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections phrase)  Exposure to possible rhythmic  Sing an ostinato. variations (Art.M.I.2.4)  Experimenting - Ostinato with rhythmic  Teach students a variations to a simple ostinato; prior-learned song teacher sings (play/sing a melody over the melody; then alter ostinato part of it  “Take me out to rhythmically; ask the ballgame” students to sing with ‘homerun the altered part; up in the stands’ discuss if it as the ostinato works) - Improvisation  Respond to the cues of the  Sing/play a short conductor for dynamic melody, ask levels and expressive individual qualities. (ART.M.I.2.5) students to vary the rhythm to the - Cues same song  Prep beat  Response must be  Cut-off rhythmically and  Larger pattern for melodically louder passages correct and smaller Composition pattern for softer - passages  Teacher notates  Show when to the original breath melody of a  Releases at the previously end of phrases learned song and  Dragging motion the students do to show ‘no rhythmic breath’ in the variations using middle of a proper music phrase notation that has already been Second Grade Music Scope & Sequence – May 2012 4 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections - Conductor introduced and  Student practice used (quarter note being leader and rest, eighth  Team-building note, and half  Role-sharing/role note) identification (accompaniment/  Create a pentatonic melody, leader/ instrumental song. follower, (ART.M.II.2.4) ensemble/director - Melody  Provide students  Play melodic instruments. the 5-notes that (ART.M.I.2.6) they have to - Instruments create with  Orff instruments  Provide the  Violin/recorder melody or allow  Boomwhackers individuals to  Tone bars create a measure  Use in ostinatos, at a time and accompaniment to allow for melodies, play alterations to be songs with the made. instruments as the - Rhythm melodic focus  Provide the rhythm or allow  Expand the complexity of individuals to patterns. (ART.M.I.2.7) create a measure - Rhythmic at a time and  Echo clapping allow for  Chant alterations to be  Body part made percussion - Notate (tapping)  Teacher notates  Instrument echo the song on the (pitched and non- board with pitched) traditional music  Begin adding notation and/or

Second Grade Music Scope & Sequence – May 2012 5 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections dotted rhythms writes solfege - Melodic syllables along  Instrument echo with the notation (pitched instrument)  Use a variety of  Short melodic traditional and non- patterns (hand traditional sound sources signs, solfege) and electronic media  Begin adding when composing, more scalar arranging, and patterns, larger improvising appropriate to leaps, and 2nd grade. (ART.M.II.2.5) patterns that use - Traditional both. instruments  Use classroom  Play instrumental parts instruments independently. - Non-traditional (ART.M.I.2.8) instruments - Play parts  Record classroom independently items/ sounds/  Pitched/non- ambient pitched classroom noise instruments and then arrange  Independence in an ostinato for an ensemble students to chant/  Role sing with identification  Students construct (accompaniment) non-traditional  Age-appropriate instruments accompaniment (shoebox, paper (I-V; tonic towel roll with a dominant) rubberband,  Body percussion hanger) (tapping) - Electronic Media  Play an ensemble  GarageBand & song with ProTools (Project multiple parts and the computer

Second Grade Music Scope & Sequence – May 2012 6 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections instruments screen on - Sing a song with SmartBoard or accompaniment Promethean;  Age-appropriate record students melodies singing and make  Independence in musical decisions an ensemble together; students  Rote song can manipulate the software)  Use a system to read  Record sounds/ quarter notes and rests, items/ ambient/ eighth notes, and half traditional notes. (ART.M.I.2.9) instruments and - System (symbols on arrange a song the board; quarter with students note and rest, eighth making the note, and half note) musical decisions  Non-musical symbols (quarter  Add vocal, instrumental, note=pie, quarter and physical responses to rest=rest) (quarter a selection presented in note=stem, 2nd grade. (ART.M.II.2.6) quarter - Vocal responses rest=picture of  Sound effects to ‘shh!’) different settings  Sounds (quarter within songs note=’pie’, (wind sounds quarter during a song rest=’rest’) about a storm) (quarter  Respond vocally note=’quarter’, to a given rhythm quarter using different or rest=’shh’) same pitches (scat  Counting beats singing) (quarter = 1) - Instrumental (eighth = 1 &) responses  Respond on

Second Grade Music Scope & Sequence – May 2012 7 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections  Use a system to read pitch pitched notation for a pentatonic instruments scale. (ART.M.I.2.10) (within given - System notes)  Kodaly hand  Respond on non- signs (Do, Re, Fa, pitched So, La) instruments  Syllables written - Physical responses on the board  Sound effects to  Write a staff, different settings treble clef, and within songs key signature on (snapping to the board. Put the simulate rain syllables on the during a song proper lines or about a storm) spaces; draw a  Students move the note head around way the song each syllable. sounds (loud parts Sing, point to mean move with each syllable and large steps, slow have students songs mean move echo with slow steps)  Show the shape of  Know and use beginning the melodic line vocabulary for articulation with scarves and tempo. (ART.M.I.2.11) - Tempo  Terms:  presto = fast, largo = slow, moderato = moderate  Walk  Run  Scarf (‘make the scarf how fast or

Second Grade Music Scope & Sequence – May 2012 8 V. Analyze and Make I. Perform II. Create III. Analyze IV. Analyze in Context Connections slow you hear the music’)

Second Grade Music Scope & Sequence – May 2012 9