SECOND GRADE
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Unit 1 - Rhythm (August - September)
Sing songs that include barred eighth notes, quarter notes, quarter rests, half notes and barred sixteenth notes. Read rhythms that include barred eighth notes, quarter notes, quarter rests, half notes and barred sixteenth notes. Compose a 16 beat rhythm pattern. Play rhythm pattern on rhythm instruments.
Songs in the Unit: Go Around the Corn Sally, Silver Moon Boat, Un Pajarito, Frog in the Millpond, Four in a Boat, Tideo, Amarillo Armadillo, Jelly in a Dish, Dinah, Old Brass Wagon, Riddle Ree, and Un Elefante.
Standards: 1, 2, 3 and 5 (See standards tab for description.)
Unit 2 - Melody (October - December)
Singing, moving to and following notated melodic direction. Identifying melodic movement by steps and leaps. Labeling songs as accompanied or unaccompanied. Recognizing the vocal timbre of women, men and children. Identifying Do, Re, Mi, Sol and La on the staff. Using hand signs to show the names of pitches. Composing a four measure song using Solfege pitches.
Songs in the Unit: Frere Jacques, My Father's House, Lone Star Trail, Way Down in the Schoolyard, Down the Ohio, Lucy Locket, El Juego Chirimbola, Clouds of Gray, I See the Moon, Rocky Mountain, All Around the Buttercup, and Great Big House.
Standards: 1, 4, 6 and 10 (See standards tab for description.)
Unit 3 - Movement and Musical Expression (January - February)
Move to show the dynamics and tempo for musical selections.
Describe the mood and timbre of musical selections.
Perform choreographed and non-choreographed movements.
Create movement maps for listening songs.
Perform line dances.
Perform single circle dances.
Perform double circle dances.
Create movement with props.
Songs in the Unit: Miss Mary Mack, El juego Chirimola, Bob-a-needle, Heigh Ho, But the Cat Came Back, The Tropical Storm, Boogie Change, Two Little Sausages, and Step in Time.
Standards: 1, 6 and 10 (See standards tab for description.)
Unit 4 - Instruments and Musical Form (March - May)
Aurally recognize brass instruments.
Visually recognize brass instruments.
Describe the timbre of brass instruments.
Introduce cupped mouthpieces.
Learn to buzz lips as if playing a brass instrument.
Sing and distinguish between the call and response sections of a song.
Sing and distinguish between the verse and refrain of a song.
Recognize a round by sound.
Perform a round.
Perform a speech ostinati.
Songs in the Unit: Micheal Row, Banana, Lone Star Trail, Zudio, Shoo Fly, Frere Jacques, Riddle Ree, and Che Che Koolay.
Standards: 1, 2, 6 and 10 (See standards tab for description.)
Benchmarks:
1. Plays, demonstrates hand signs, and sings Do, Re, Mi, Sol and La with
increasing pitch accuracy.
2. Distinguishes, aurally and visually, between upward and downward direction
and steps, skips and repeats and register.
3. Plays melodic patterns on instruments.
4. Reads and sings lyrics for simple songs.
5. Reads, creates, and performs simple accompaniment patterns on instruments.
6. Identifies rhythmic prenotation (line/stick) symbols.
7. Moves to, performs, sings, plays, reads, and creates rhythm patterns by ear and notation.
8. Identifies accents in music.
9. Recognizes and performs rhythmic ostinati accompaniment.
10. Moves to, performs, sings, and plays a steady beat.
11. Identifies measure bar line.
12. Distinguishes between simple, duple, and triple meter.
13. Reads, performs, and notates the following: quarter note, quarter rest, two beamed eighth notes, half note, and half rest.
14. Recognizes and understands repeated and contrasting sections.
15. Recognizes AB, ABA and Rondo Forms and distinguishes between verse and refrain.
16. Recognizes classroom, folk, and orchestral instruments by sight and sound.
17. Recognizes the four families of orchestral instruments.
18. Describes various environmental sounds.
19. Identifies the members of the brass family.
20. Demonstrates an understanding of music in relation to history and culture.
21. Describes relationships between music, arts, and other disciplines.
22. Performs easy folk dances.
23. Sings easy folk songs in native tongue and in a foreign language.
24. Identifies and demonstrates contrasts in music: loud/soft and fast/slow.
25. Participates in song stories, singing games, and musical dramatizations.
26. Moves expressively to music.
27. Creates new text to familiar songs.
28. Creates and performs simple accompaniments to songs, poems, and stories.
29. Evaluates music and performances.
30. Demonstrates appropriate music vocabulary
31. Responds to music in a variety of styles through listening, analyzing, describing, moving, singing, and playing instruments.
32. Performs simple body percussion exercises.
33. Creates movements to music while being sensitive to tempo and style of music.
34. Recognizes and moves to musical phrases.