Second Grade

1.0:  PERCEIVING, AND RESPONDING: AESTHETIC EDUCATION – Students will demonstrate the ability to perceive, perform, and respond to music.

1:  Develop awareness of the characteristic of musical sounds and the diversity of sounds in the environment

a.  Classify band and orchestra instruments by sight according to methods of sound production such as blow, pluck and bow, strike, and shake
 
b. Identify call and response and verse and refrain when presented aurally

c. Listen to, perform, and describe music that illustrates fast/slow, loud/soft (quiet), long/short, high/ low

d. Identify and describe environmental sounds

e. Listen to, perform, and describe music in both major and minor modes

2:  Experience performance through singing and playing instruments

a.  Use the head voice to sing a varied repertoire of songs, singing games, and songs with instrumental accompaniment, matching pitches within a limited vocal range

b. Describe the differences between adult male voices, adult female voices, and children’s voices

c. Echo a variety of short rhythmic and melodic patterns (quarter note, two eighth notes connected, half note, whole note and quarter rest)

d. Demonstrate the ability to maintain a steady beat through singing, speaking and playing classroom instrumente. Perform and identify simple and compound meters

f. Sing one part of a 2-part round while the teacher sings the other part

g. Perform an ostinato while the other students perform a contrasting ostinato

h. Use good singing and playing posture as demonstrated by the teacher

i. Sing from memory a varied repertoire of songs representing genres and styles from diverse world cultures

j. Listen to group of voices singing and differentiate between blending voices and voices which are not blending

k. Explain and demonstrate appropriate audience behavior

3:  Respond to music through movement

a. Create movement patterns through music and describe the relationship of movement to music

b. Demonstrate ability to maintain steady beat through locomotor and non-locomotor movement

c. Demonstrate sequences of movement in singing games

d. Identify meter in aural music examples and describe the meter through movement

4:  Experiment with standard and individually created symbols to represent sounds

a.  Identify and apply 2, 3, 4, and 6 as representing meter in aural and visual examples

b. Experiment with standard and non-standard notation to represent simple melodies (2 measures)

 2.0:  HISTORICAL, CULTURAL, AND SOCIAL CONTEXT: Students will demonstrate and understanding of music as an essential aspect of history and human experience

1:  Develop the ability to recognize music as a form of individual and cultural expression through experiencing music as both personal and societal expression
 
a.  Describe characteristics that make certain music suitable for each use, such as lullabies and marches

b.  Sing, listen to, and describe music representative of different activities, holidays, and seasons in a variety of world culture
 


2:  Become acquainted with the roles of music in the lives of people

a.  Listen to and perform a rich repertoire of music representing its roles in the lives of people, such as patriotic songs and spirituals

b.  Perform songs and dances from a variety of historical periods and world cultures, including some connected to general classroom studies

3:  Explore the relationship of music to dance, theatre, the visual arts, and other disciplines

a.  Experiment with individual creative expression through music, dance, creative dramatics, and the visual arts

b. Participate in music activities whose content and processes correlate with those in other subjects taught in school, such as cumulative songs for mathematics and regions of the world for social studies

4.  Develop knowledge of a wide variety of styles and genres through the study of musical history

a.  Listen to and describe similarities and/ differences in more than one version of the same piece, including examples representative of a variety of styles and genres 

3.0:  CREATIVE EXPRESSION AND PRODUCTION: Students will demonstrate the ability to organize musical ideas and sounds creatively.

1:  Develop the ability to improvise music through experimentation with sound

a.  Improvise instrumental sounds to enhance songs and stories

b.  Use the voice to improvise simple melodic phrases, such as scat singing, street calls, and blues

2:  Develop readiness for composing and arranging by experimenting with sound

a.  Interpret iconic representation for sound in sound pieces and song accompaniments
 
b.  Create simple rhythmic and melodic pattern, using the voice or classroom instruments

c.  Compose and use non-traditional notation to preserve (write) ostinatos which enhance given melodies

4.0:  AESTHETIC CRITICISM: Students will demonstrate the ability to make aesthetic judgments.

1:  Evaluate selected musical compositions using established criteria

a.  Create a hierarchy of musical preferencesbased on teacher identified criteria

2:  Develop personal aesthetic criteria for evaluating musical performances