Grade 2 - Music

Grade 2 Music

SKILLS

Rhythm

Melody

Harmony

Form

Expression

Demonstrates music listening skills

Detects the rise and fall of melody

Identifies "like" and "unlike" patterns in music

Responds to phrases in music

Identifies male, female and children's singing voices

Demonstrates skills in music-based movement

Improvises movements to poems, stories and songs

Moves to form in music, like phrases and unlike phrases

Through movement shows awareness of changes in tempo, dynamics and mood

Demonstrates skills in singing

Extends the use of sol-fa training with hand signals to include "re" and "do"

Responds to tone matching with other voices and instruments

Sings many folk, ethnic, seasonal, and holiday songs

Demonstrates skills in playing instruments

Plays simple rhythm patterns (the beat and divisions of the beat)

Follows simple rhythm scores

Plays rhythmic and ostinato patterns to accompany songs

Demonstrates skills on Orff Instruments and/or Resonator Bells

Demonstrates skills in reading and writing music

Extends the use of sol-fa training with hand signals to include "re" and "do"

Follows notation from left to right while singing and playing

Recognises whole, half, quarter, eighth notes and the whole, half and quarter rests

Recognises 2/4 and 3/4 time signatures

Recognises the music staff and treble clef sign

Recognises "like" and "unlike" phrases

Recognises the symbols for crescendo, decrescendo, diminuendo, and accent

Draws "stick" rhythm patterns on paper

Builds "so-mi-la" patters on a simple staff

Demonstrates skills in creating music

Makes up new words to songs

Creates melodic and/or percussion accompaniments for poems and songs

Attitudes - "Performance is an active process involving the development and application of musical skills, knowledge and perceptions" (from Program Rationale and Philosophy)

Demonstrates active involvement in personal development of musical skills and concepts

Demonstrates an understanding of musical concepts: rhythm, melody, harmony, form, and expression as related to skill development

Understands that rhythm patterns can accompany melody

Understands that rhythm patterns are made up of the beat and divisions of the beat

Understands that beats may be grouped by accent (a stress in music)

Demonstrates that sounds and silences have specific duration [quarter not (ta), eighth note (ti-ti), half note (ta-a) and whole note (ta-a-a-a) with the corresponding rests]

Understands that printed symbols in music show the direction of the melody

Recognises that sounds that move up or down by steps or half steps within the octave are called scales

Understands that melodies may move by scale steps

Understands that melodies may move by scale leaps

Recognises some sounds seem to belong together and are called chords, three or more sounds together

Recognises that major and minor chords have different sounds

Understands that a whole piece of music may be comprised of a number of sections

Demonstrates that sections may be identified by letters; e.g., AB, ABA, ABAB

Understands there may be an introduction, an interlude and an ending (coda)

Recognises that music may be fast or slow and may change from one to the other suddenly or gradually (tempo)

Recognises that music dynamics may change suddenly (accent) or gradually - crescendo/decrescendo (diminuendo)