Standards
Enduring Understandings - important ideas that students should carry
with them years beyond the instruction received this year.
- Using different musical techniques, whether singing or playing, will
change the personality of a song
- Identifying and reading various musical notations and
terms are necessary when reading and writing music
- Improvising and writing replicable melodies and
rhythms are important skills that allow me to think like a composer
- Describing music comes in different shapes and forms
- Movement and dance are an important part of history
in all cultures
Essential Questions - most important “big picture” questions students should
be able to answer after completing learning activities.
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What will a rhythmic or melodic ostinato do to
the personality of my song?
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Why do partner songs work together?
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How will echoing melodic patterns and phrases
help me understand a song?
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Why will being able to identify different notes
and musical elements help me in singing and writing music/
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Why is it important that I learn how to notate
music as it is clapped or played for me?
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Why is improvising important to a composer?
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Why is being able to create a replicable melody
important when composing?
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In
what ways are beat and rhythm similar or different?
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Why do instruments
sound different?
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What does it mean
when we are talking about "form" in music?
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What makes a
performance excellent?
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Why do I like some
songs but not others?
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How do singing,
movement and dance of different cultures compare to movement and
dance in my life?
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How do singing,
movement and dance help me compare different traditions through
music?
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How do American
Folk songs help me in understanding music in my community?
Standards-Based
Assessments
Standard I. Sings and plays instruments, alone and
with others. (Echoes melodic patterns/phrases within the range of middle
C to the C above (one octave). Sings partner songs as a part of a
group. Differentiates between the beat and the rhythm of a given song.
Performs a rhythmic or melodic ostinato as accompaniment to a song.
Sings a given song on pitch.)
Standard II. Reads and writes musical
notation. (Identifies eighth notes, half notes, staff, measure, fermata,
and treble clef sign. Reads to play a rhythmic example containing
quarter notes, eighth notes, and quarter rests. Reads to play a
melodic example consisting of 2-3 different notes in the treble clef with
the rhythmic values of quarter notes and eighth notes. Sightsings melodic
examples using sol-mi. Draws eighth notes and half notes.
Notates rhythmic patterns using quarter notes and eighth notes. Draws
line and space notes on a staff.)
Standard III.
Creates music.
(Creates a rhythmic pattern containing eighth notes
and half notes. Creates a replicable melodic phrase using three or
more pitches. Improvises musical patterns within a given structure.)
Standard IV.
Analyzes/describes and evaluates music.
(Categorizes classroom percussion instruments by timbre.
Identifies the form heard in given piece of music as AB or ABA. Identifies criteria for evaluating personal
compositions and performances. Expresses a personal preference for a
certain piece of music when given 2-3 choices.)
Standard V.
Demonstrates an understanding of music in relation to history,
culture, and community traditions. (Performs movements/dances from
various countries/cultures. Performs/identifies music associated with
various world cultural traditions. Performs/identifies American folk
songs. Identifies various uses of music from personal daily
experiences. Performs/identifies music that reflects community
traditions.)
Math in Music
Standard 6: Computation
 Adds
and subtracts 2-digit numbers (no borrowing or regrouping)
Number
stories using real-world situations
use
the correct operation (addition or subtraction)
use
the appropriate method to solve the problem
Second graders are taught to read music and to recognize
beats and measures in music. Students can use math operations to determine
how many measures are in a song and how many beats by using addition and
counting by 3s and 4s. Students will see how numbers on a number line are
just like notes on a keyboard with middle c serving the same function as
zero. Students can hear the difference in intervals and see the distance
between notes on a keyboard or numbers on a timeline.
Literacy in Music
Phonemic Awareness: Identify and make oral rhyming words. Recognize
alliteration (first sounds). Count syllables in a word.
Phonics: Recognize and use letter-sound relationships including
diphthongs, common vowel patterns, and common word endings to decode new or
unknown words.
Comprehension: Gain information from a variety of genres (stories,
poetry, expository, fairy tales).
Music classes reinforce literacy skills by helping students hear the
similarities of sounds in words and rhythmical patterns in a sequence (e.g.
word families). Music allows students to hear the number of syllables in
words as they learn to sing songs with simple melodies. Rhythm activities
with block, sticks, and rhythm instruments help students hear and feel the
rhythm in multi-syllabic words. Rhyming patterns are common and easily
noticed when students sing musical phrases.
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