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Second Grade Music Curriculum

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Second Grade Music Curriculum Second Grade General Music Units September: October: November: December: January: Music Elements Music Elements Composition Performance Performance Rhythm Meter Rhythmic Composition Rhythmic Composition Performance Rhythmic Notation Intro to Meter Compose 8 measure Continue work on Practice using drum Top number rhythmic rhythmic Sticks& Pads Rhythmic Values Bottom number composition composition Counting Procedures -Mrs. Music May I? Bar Lines Review Dynamics Class work Practice performing -Rhythmic Pac Man Measure Add Dynamics original rhythmic -Musical Math Musical Rest to composition compositions Measure Completion Review Rough Performance Add other rhythm band Performance Draft with teacher Special Celebrations; instruments Special Celebrations: Performance Final draft (Songs & Activities) Perform composition (Song & activities) Special Celebrations: Graded Project Hanukkah for class Welcome Back songs (Songs & Activities) Kwanzaa Graded performance Character Ed Songs Fire Safety Songs Performance Christmas Performance Apple Songs Columbus Songs (Special Celebrations) Character Ed Special Celebrations: Butterfly Cycle Halloween Songs -Hiawatha Rhythm (Songs & Activities) th September 11 -Patriot Red Ribbon Songs Story -Month of the Year Rap Day Rhythm Pumpkin Patch -Thanksgiving Songs -Bundled Up September 17th- -I’m Thankful… -Martin Luther King Songs Constitution Day -Character Ed -Winter Songs February: March: April: May: June: Performance Music In Our Schools Music Elements Music Elements Performance Performance Composers Melodic Notation Melodic & Rhythmic Diatonic Bells Continue with individual Performance Intro to treble clef Notation Sight Reading from performances for class Study the lives and Lines/ Spaces Sight Reading music score Graded performances music of famous Note names Mother’s Day Name notes and count Performance Composers Treble clef song Music Notes rhythms Special Celebrations: Prepare solos for Note name drill Combine Melodic Intro to bells (Songs & Activities) Music in Our and Rhythmic Transfer music reading Valentines Songs Schools Performances Performance music reading skills to bells, Black History Month “What Music Mean Special Celebrations: skills President’s Day Songs To Me”, writing (Songs & Activities) Performance Character Ed Songs assignment Easter Songs Performance Special Celebrations: Good audience Earth Day Songs Special Celebrations: (Songs & Activities) etiquette Songs about Music (Songs & Activities) -Flag Day Songs Performance Composers Mother’s Day Notes -Author Day Songs Special Celebrations: Songs/Listening May Day Song -Character Ed songs (Songs & Activities) Character Ed Songs Cinco De Mayo Song -Playing My Kazoo -It’s March Song & Dance -Summertime songs -Spring Songs La Raspa -Music In Our Schools Three Maple Trees -Character Ed Songs Character Ed Songs -St. Patrick’s Day Songs Memorial Day Songs -Irish Jig Topic: Grade 2: Composition Time: On-Going Essential Questions: How does music embrace, enhance and support all other subject areas? What makes one piece of music sound different from another? What basic music elements are essential to music? Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas Standards 1,2,3,& 4 -What do we call a person who Students will be able to: -Song: “Ode to a Composer” -Students ability to use writes music? -Identify a person who writes music as -Create a list of tools which would be the following -What is a musical composition? a composer. found in a composer’ tool box. composer tools -What is the difference between a -Identify the differences between a Example: correctly in the musical compositions and a regular composition and a rhythmic Various meters composition of an rhythmic composition? composition. A bunch of bar lines original rhythmic -What tools do you use when you -Identify and use musical skills and A bunch of measures composition. write a rhythmic composition? tools necessary to compose a rhythmic Double bar lines for fine Meter -Is there a step by step process composition. Dynamic markings Measure when composing a rhythmic --Follow a step by step process when Tempo markings Rhythmic Notation composition? composing a rhythmic composition. Rhythms Dynamics -What is a meter? -Identify meter/time signatures and Tempo -What is a measure? understand their meaning. -Create a list of things a composer Fine -How do we know how many -Identify a musical measure and bar can use to make a composition more beats to put into a measure of lines. exciting and interesting. Listen to a -Students ability to music? -Identify the term “fine” as the end of a Sousa march? How does this music read from their original -What does the term fine mean? composition or song. wake up an audience and hold its score and perform their -How can we perform a rhythmic -Identify, define and use various tempo interest? original composition composition? markings in their original rhythmic Listening for dynamics and tempo for the class. -How do we know how fast or composition. changes. slow to perform the rhythmic -Identify, define and use various -Students ability to composition? What are tempo dynamic markings in their original -What factors make a composition identity key elements markings? rhythmic composition. boring? Listen to an example of a in a composition which -How loud or soft do we play the -Compose a rhythmic composition lullaby? Why it the perfect type of are necessary when composition? What are dynamic which can be read and performed by a music for putting a baby to sleep? writing an original markings? classmate. Listen for dynamic and tempo rhythmic composition. -Can someone else read and -Perform their own original rhythmic changes or lack of! interpret/perform your original composition from a written score. -Students ability to rhythmic composition? -Students will compose original identify and compare - rhythmic compositions using all the the differences tools in their composer tool box. between a Lullaby and a March. -Students will perform their original compositions on their choice of rhythm instruments. Connections to Text (Resources) Silver Burdette “The Music Connection” Series, Listening examples of a Sousa March and a Lullaby. Connections to Technology: Listening Examples Key Vocabulary: Composition, Composer, Rhythmic Composition, Meter, Time Signature, Original, Dynamics, Fine, Tempo, Measure, bar lines, double bar line, score, rhythm instruments, Ode. Topic: Grade 2: Dynamics Essential Questions: 1. What do people hear when they listen to music? 2. How can music affect your mood? 3. How can we use music to tell a story? Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas -What are musical dynamics? Students will be able to: -Dynamic Singing Games Students can identify, Standards 1,2,3,& 4 -What is the difference between _Understand the purpose of dynamics -Add dynamic markings to a familiar demonstrate and loud and soft? In music. story. incorporate dynamics -What is meant by dynamic -Identify the following dynamics by -Create original sound pieces using in their musical contrast? symbol, name and definition: dynamic contrast. performances. -What makes a song boring? Pianissimo, Piano, Fortissimo, Forte -Aural dictation/listening examples -What makes a song interesting? and sforzando. -Perform/demonstrate dynamic Student will create -How can we use dynamics to -Demonstrate each of the dynamics in a changes using rhythm band original sound pieces make a song interesting? vocal or instrumental performance. instruments. using dynamic -What are the musical -Compose a sound piece incorporating contrast. terms/symbols for the following all the dynamics covered. dynamics: -Read a story using various dynamic Students will be able Soft= Piano (P) markings to make the story come alive! to recognize dynamic Loud= Forte (F) -Explain the purpose and use of a changes in a listening Very Soft =Pianissimo (PP) sforzando dynamic. example. Very Loud= Fortissimo (FF) Suddenly Loud =Sforzando -Differentiate between singing Students will (SFZ) fortissimo and yelling. perform/demonstrate - What would happen if music different dynamic suddenly became loud? (SFZ) -Identify dynamic changes while markings on rhythm -Can you demonstrate each of the listening to examples of music. band instruments. dynamics in a musical -Perform examples of each of the performance? dynamics studied on a rhythm band -Can you identify changing instrument. dynamics in a listening example? -What is the difference between singing fortissimo and yelling? -How can we use dynamics when reading aloud? How do dynamics make a story more interesting?” Connections to Text (Resources) Silver Burdette “The Music Connection” Level 2, Rhythm Band Instruments, Primary literature/stories, Various General Music Methods/Books, Magazines Time: On Going Connections to Technology: Aural Dictation from Listening Examples Key Vocabulary: Dynamics, Soft, Loud, Very Loud, Very Soft, Piano, Pianissimo, Fortissimo, Sforzando, Harsh, Yelling, Contrast Topic: Grade 2: Melody Essential Questions: 1. What makes music interesting? 2. How does music affect the way you feel? Performance Indicators Guided Questions Essential Knowledge & Skills Classroom Ideas Assessment Ideas (Instructional Strategies) (Evidence of Learning) Standards 1,2,3,& 4 -What is a pitch/tone? Students will be able to: -Enact leaps, steps and repeated -Ability to demonstrate -What is a melody line? -Differentiate
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