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Elementary Music Curriculum Outline-2Nd Grade

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Elementary Music Curriculum Outline-2Nd Grade Elementary Music Curriculum Outline-2nd Grade Singing/Saying Playing Instruments Creating/Improvising Reading/Writing Listening/Analyzing Movement Vocabulary Student Demonstrates Student Demonstrates Student Demonstrates Student Demonstrates Student Demonstrates Student Demonstrates Student Recognizes ** I can tunefully sing melodic patterns by ** I can rhythmic patterns using ** I can create pentatonic melodic ** I can read and reproduce pentatonic ** I can recognize DRMSL in simple aural ** I can move to show pitches as ** Pitch ** Do ** Re ** Mi * myself and in groups. ** I can sing music with classroom instruments. ** I can patterns and phrases using melodic patterns using standard staff examples. ** I can distinguish between higher and they move higher and lower. Sol ** La ** Step ** Skip ** melodic notation such as DRMSL. play melodic notation including sttandard staff notation (DRMSL) ** notation (DRMSL) ** I can read and lower in musical performances. Repeats ** Higher ** Lower. Pitch DRMSL. I can explore new musical ideas in audiate music using steps, skips, and phrases using my voice. repeats. ** I can speak/sing partwork such as ** I can perform simple partwork ** I can create and perform vocal ** I can identify melody alone vs. melody with ** Ostinato ** Melody ** rhythmic and melodic ostinati. on instruments including chord explorations. ** I can create accompaniments. Accompaniment Harmony bordun, broken bordun, and accompaniments using rhythmic rhythmic ostinati ostinati. accompaniment. ** I can tunefully sing rhythmic patterns by ** I can melodic patterns using ** I can create rhythmic patterns ** I can read and reproduce rhythmic * I can recognize quarter notes/rests, half ** I can move to show longer ** Steady Beat ** Quarter myself and in groups. ** I can sing music with classroom instruments. ** I can using standard notation in 2/4 patternsand phrases using standard notes/rests, whole notes/rests, paired eighths, and and shorter sounds. ** I can Notes/Rests ** Half notation including quarter notes/rests, half play rhythmic notation including meter including quarter/notes/rests, notation in 2/4 meter including quarter steady beat in simple aural examples. ** I can move to show duple and triple notes/Rests ** Whole notes/rests, whole notes/rests, and paired quarter notes/rests, half half notes/rests, whole notes, rests, notes/rests, half notes/rests, whole distinguish between beat and rhythm in musical meter. notes/rests ** Paired Eighth eighth notes. notes/rests, whole notes/rests, and paired eighth notes. ** I can notes/rests, and paired eighth notes. ** examples. ** I can use language to decipher the Notes ** 2/4 Meter ** Meter Beat, Rhythm, & Meter and paired eighth notes. explore new musical ideas in I can read rhythmic phrases with a tie. rhythm of the words to create music. in 2 ** Meter in 3 ** Rhythm phrases using classroom instruments. ** I can organize rhythmic and ** I can read and interpret a repeat sign ** I can identify simple small forms such as AB, ** I can move to show repetition ** Form ** Phrase ** Repeat melodic phrases to create elemental in musical examples. ABA, AABA, and ABAC. ** I can distinguish simple and contrast in aural examples. Sign Form forms. patterns in musical performances. ** I can identify ** I can use movement to a repeat sign. respond to short musical examples. ** I can perform music in tempos such as presto, allegro, moderato, andante, ** I can create music with tempo ** I can read and reproduce tempo ** I can explain tempo using presto, moderato, ** I can move to show changes ** Tempo ** Presto ** Allegro and largo. ** I can perform dynamics such as forte, piano, fortisiimo, and markings such as allegro and largo. markings such as allegro and largo. ** I andante, allegro, and largo. ** I can explain in tempo and dynamics. ** Moderato ** Andante ** pianissimo. ** I can create music with dynamics can read and reproduce dynamics dynamics including forte, piano, fortissimo, and Largo ** Dynamics ** Forte ** markings such as forte and piano. markings such as forte and piano. pianissimo. ** I can distinguish between louder Piano ** Fortissimo ** Expressive Qualities ** I can create sound exploration on and softer in musical performances. ** I can Pianissimo ** I can use expressive qualities in a speech pitched and unpitched instruments. distinguish between faster and slower in musical piece. performances. I can perform tunefully using my head voice. * I can demonstrate efficiency in ** I can identify unison versus ensemble in aural ** Unison ** Ensemble ** Timbre, Instruments, & playing a multiple of classroom examples. ** I can identify instruments aurally Instrument Families Texture instruments. and visually. **Woodwinds ** Brass ** Strings ** Percussion ** I can perform songs, rhymes, and musical games including patriotic, folk, and ** I can create phrases to add to ** I can read and interpret rhythmic and ** I can differentiate between Western and seasonal music. cultural music. melodic notation in the context of a Eastern music in simple examples. Historical/Cultural historical/cultural song. ** I can exhibit proper stage etiquette during ** I can exhibit proper mallet ** I can exhibit proper audience etiquette in live ** I can maintain personal space live performances. ** I can produce quality technique while playing. ** I can and recorded performances. when moving. ** I can move by Response, Evaluation, & sounds with my singing voice. alternate hands while playing traveling and being stationary. Technique keyboard instruments..
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