Second Grade

Rhythmic Literacy - Fall


Anchor Standard:  Students become rhythmically literate.  Students are able to perform, creatively use, and communicate rhythmic elements.
Essential Question:  How are rhythm and meter created and communicated?
Enduring Understandings
Rhythm is the duration of sound.  Steady beat is the foundation for rhythmic learning and exploration.  Rhythm and beat can be organized into groups called meter.
Know
2.R.Ka. Review rhythmic notes and values from 1st grade
2.R.K.b. Identify and understand the value for the half note and half rest
2.R.K.c. Recognize the strong beat in sets of 2 and sets of 3
Perform
2.R.P.a. Play/sing/move to songs that contain the half note/rest
2.R.P.b. Read from notation songs that contain the half note/rest
2.R.P.c. Take from dictation 4 beat patterns that contain quarter/eighth/half notes/rests (CFA)
2.R.P.d. Use movement to show the strong beat in meter of 2 and 3
Create
2.R.C.a.  Create/perform original 4 beat patterns
2.R.C.b.  In groups of 2 or 4 combine/arrange and perform original 4 beat patterns with others (CFA)
Respond/Connect
2.R.R.a.  Listen and respond to the steady beat and rhythmic patterns in the works of famous composers.
2.R.R.b. Discuss how rhythm is present in other content areas such as reading or sports

Melodic Literacy - Winter



Anchor Standard:  Students become melodically literate.  Students can perform, creatively use, and communicate melodic and harmonic elements.
Essential Question:  How are melody and harmony created and communicated?
Enduring Understandings
Music is organized sound.  Melody is organized pitch.  Melody is also organized by direction and duration.  Harmony is created when two or more sounds are produced together.
Know
2.M.K.a Experience hand signs for the major scale focusing on so, la, mi, and do
2.M.K.b. Draw the treble clef
2.M.K.c. Identify steps and skips and repeated notes on the staff (CFA)
2.M.K.d. Recognize so-la as a step and so-mi as a skip
2.M.K.e. Recognize ostinato as a repeating pattern
Perform
2.M.P.a. Sing and play a variety of songs that contain so, la, mi, and do (CFA)
2.M.P.b. Read and decode so-mi-la patterns from the staff
2.M.P.c. Take dictation (traditional or non-traditional notation) using combinations of so, mi, la, and do
2M.P.d. Use ostinato patterns to accompany songs or peoms
Create
2.M.C.a.  Improvise using a combination of so, la, mi and do vocally or on pitched instruments
2.M.C.b. As a class compose/play a song using a combination of so, la, mi and do
2M.C.c. Create an ostinato pattern to accompany and song or poem
Respond/Connect
2.M.R.a. Sing songs from a variety of cultures and for varied seasons
2.M.R.b. Respond to music in relationship to history and culture

  Harmony and Expression-Spring


Anchor Standard:  Students recognize signs and symbols for musical expression.  Students can effectively use and manipulate expressive elements.

Essential Question:  How does a musician use the elements of expression to communicate their music?  How can I use the elements of expression to express my own ideas and feelings?

Enduring Understandings

Musicians express themselves through the use of tonality, form, dynamics, tempo, style, and instrumentation.  Learning to manipulate these elements helps to communicate our musical ideas with others.

Know

2.E.K.a. Identify the vocabulary for loud-forte/soft-piano, < gradually get louder, crescendo and > gradually get softer, decrescendo

2.E.K.b. Understand the concept and identify the vocabulary for fast - allegro and slow- lento

2.E.K.c. Understand that music has form – focus on AB form

2.E.K.d. Know the names of the four orchestral instrument families, begin introducing instruments

Perform

2.E.P.a. Perform songs and poems with contrasting dynamics

2.E.P.b. Perform songs with poems with contrasting tempos

2.E.P.c. Use movement to contrast between A and B sections of a piece of music

Create

2.E.C.a. Plan and perform dynamics to accompany a poem or song (CFA)

Respond/Connect

2.E.R.a. Listen and respond to a variety of folk and classical music.  Use appropriate vocabulary to identify expressive elements and instruments/voices. (CFA)

2.E.R.b. Use another discipline (art, reading, writing, math) to respond to expressive elements in a listening example