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
