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PRIMARY MUSIC: SECOND GRADE
PRIMARY MUSIC: SECOND GRADE // ELEMENTS
PROGRAM OF STUDIES:
Performance Standard
Students recognize the elements of music
Performance Standard:
Students begin to recognize terminology, notation, and symbols
within the elements of music
ACADEMIC EXPECTATION(S):
1.14 – Students
construct meaning and/or communicate ideas and emotions through
music
2.22 – Students create products and make presentations that
convey concepts and feelings
in the human experience through their productions, performance,
or interpretations
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Core Content for Assessment:
AH-E-1.1.31 Rhythm: steady beat, meter (duple, triple),
time signatures (2/4, 3/4, 4/4), rhythmic durations (half,
quarter, 8th notes and rests), fermata
AH-E-1.1.32 Tempo: slow, fast
AH-E-1.1.33 Melody: shape, direction (up, down, same, step,
skip) high vs. low notes (pitches), lines and spaces
AH-E-1.1.35 Form: call & response, two-part (AB),
three-part (ABA), verse/chorus, repeat signs
AH-E-1.1.36 Timbre: sounds of voices and instrument
families
AH-E-1.1.37 Dynamics: soft (piano), loud (forte)
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Demonstrators:
Explore and respond to music through singing, instrument
playing, moving, listening and creating
Experience and perform music from diverse cultures
Explore the elements and principles of art forms
Create and/or perform original and existing works of music
Discuss works of art using appropriate concepts and
terminology
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Specific Activities:
AH-E-1.1.11 –
Create and notate short, simple melodies that demonstrate
melodic shape/contour and meter
AH-E-1.1.12 – Create simple melodic or rhythmic
accompaniments to given melodies
AH-E-1.1.13 – Improvise answers in similar style to
given rhythmic and/or melodic phrases
AH-E-1.1.22 – Perform simple rhythmic, melodic or
chordal patterns on classroom instruments
AH-E-1.1.23 – Sing rote melodies accurately
Suggested Activities:
Singing age-appropriate songs
Clapping, patting, moving to the steady beat
Performing rhythmic accompaniments on sticks, rhythm
instruments, body percussion
Performing simple ostinato accompaniments on classroom
instruments
Creating melodies that demonstrate "shape" with
voices or on classroom instruments
Directed listening with focus on elements
Identifying simple forms
Creating pieces in simple forms
Recognizing voices as "high" or "low"
Suggested Activities Continued:
Visual recognition of instruments
Aural recognition of instruments by families
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Critical Vocabulary:
Rhythm (steady beat); tempo slow, fast; melody (up, down, same,
step, skip, high, low); form, call & response, verse, chorus;
dynamics, loud (forte), soft (piano), quarter note,
quarter rest, eighth note, half note, half rest, fermata
PRIMARY MUSIC: SECOND GRADE // HISTORICAL/CULTURAL
CONTEXT
PROGRAM OF STUDIES:
Performance Standard:
Students listen to music of diverse cultures, periods, and styles
Performance Standard:
Students experience music of diverse cultures, periods and styles
Performance Standard:
Students use simple music terminology when describing music of
diverse cultures, purposes and styles
ACADEMIC EXPECTATION(S):
1.14 – Students
construct meaning and/or communicate ideas through music
2.24 – Students appreciate creativity and the values of the
arts and the humanities
2.26 – Students recognize differences and commonalities in
the human experience through their productions, performances or
interpretations
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Core Content for Assessment:
AH-E-1.2.31 – Identify similarities and differences in
musical elements used in the music of Native Americans and
American folk music
AH-E-1.2.32 – Discuss game songs, folk songs, work songs,
lullabies, patriotic songs, marches
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Demonstrators:
Explore a variety of art forms in music
Experience and perform a variety of art forms in music from
diverse cultures
Express openness to differences and commonalities among
diverse cultures
Describe reaction to artworks and performances using basic
vocabulary
Respond to the expressive qualities of music
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Specific Activities:
AH-E-1.1.12 –
Create simple melodic or rhythmic accompaniments to given
melodies
AH-E-1.1.23 – Sing rote melodies accurately
AH-E-1.1.25 – Recognize and demonstrate the
relationship between elements of music and expressive
qualities of movement
Suggested Activities:
Students listen to songs and music of other cultures (SSC
– Matches Social Studies Curriculum)
Students sing songs of other cultures (SSC)
Students listen to and sing age-appropriate traditional
American folk songs (SSC)
Students listen to or sings holiday music, both
traditional American and from other cultures (SSC)
Students create accompaniments to music from many
cultures on age-appropriate instruments (SSC)
Students move to music from many cultures
Students sing patriotic songs (SSC)
Students Listen to and move to marches (SSC)
Students listen to Native American music (SSC)
Students sing Native American songs (SSC)
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Critical Vocabulary:
Culture, American Folk culture, Native American; game songs, folk
songs, work songs, lullabies, patriotic songs, marches |
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