Choral Music: Grade 2

Music Performance

Creating Music

Music Literacy

Critical Response to Music

History and Culture

Making Connections

The student will sing and perform on instruments a variety of music, alone and with others.

The student will improvise, compose, and arrange music within specified guidelines.

The student will read and notate music.

The student will listen to, describe, analyze, and evaluate music and music performances.

The student will examine and perform music from a variety of historical periods and cultures.

The student will make connections between music and other arts disciplines, other content areas, and the world.

Singing

Playing

Improvising

Composing and Arranging

Use a system (for example, rhythm syllables, numbers) to read, write, and perform rhythm patterns including quarter notes, eighth notes, and quarter rests.

Use a system (for example, solfège syllable, numbers, note names) to read, write, and perform a melodic line in the pentatonic mode.

Identify basic music symbols including treble clef, staff, bar line, measures, double bar line, repeat sign, meter signatures, and dynamics (including piano and forte).

Use available materials (for example, white boards, staff boards, teacher-made or electronic devices) to write simple notation with standard symbols for created measures of rhythm and pitch.

Analyzing

Evaluating

Sing a diverse repertoire of music from various cultures.

Use personal and music vocabulary to describe voices, instruments, music notation, and stylistic differences in music of various genres from the diverse cultures of the world.

Integrate music into his or her storytelling and poetry.

Integrate the subject matter of non-arts classes into the music class by singing songs that reinforce language arts and mathematics curricula.

Compare and contrast a variety of music careers in familiar settings.

Discuss a variety of musical careers.

Discuss the fact that music supplies, repairs, and replacements cost money.

Discuss the different arts businesses, schools, theatres, museums, and institutions in his or her community.

Identify uses of music in daily real-life experiences.

Discuss ways that activities performed in music classes can be used in other daily activities.

Compare and contrast appropriate audience behaviors such as those for sports, worship, indoor/outdoor concerts, and school/community events.

Echo simple rhythmic and melodic patterns.

Sing songs in a developmentally appropriate range, using head voice, match the pitch, and maintain a steady tempo.

Speak, chant, and sing using expressive voices and move to demonstrate awareness of beat, tempo, dynamics, and melodic direction.

Sing developmentally appropriate songs representing a variety of cultures and styles.

Sing in groups, using good posture and matching dynamic levels and watching the conductor.

Explore a variety of pitched and unpitched instruments as well as other sound sources, including body percussion.

Improvise songs and rhythm chants with words and syllables to accompany play activities.

Differentiate between two or three rhythmic variations or melodic embellishments of phrases in familiar songs when presented visually.

Use body percussion and classroom instruments to improvise simple rhythmic accompaniments.

Demonstrate creativity by composing and using icons, invented symbols, and available technology (for example, MiDisaurus and Music Ace software).

Arrange and perform music with contrasting and repeating form, working in a large group and using traditional and nontraditional sound sources.

Identify examples of musical forms including call and response, verse and refrain, AB, and ABA.

Use movement and personal vocabulary to describe music from diverse cultures.

Identify and describe basic elements of music, including pitch, notation, tempo, and dynamics.

Identify and describe the sources of a variety of sounds including environmental, vocal (child, male, female), and instrumental.

Use creative and choreographed movement in response to pitch, dynamics, tempo, and style of music.

Use specific criteria to evaluate the quality and effectiveness of his or her own performances and compositions as well as those of others, offering them constructive suggestions for improvement.

Identify his or her preference for specific musical works and performances.