TES MUSIC CURRICULUM MAP SECOND GRADE January 1, 2010

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Garry Williamson
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1 First Trimester Second Trimester Third Trimester Time frame/ Month September-November November-February February-June Skills Taught Beat of Tempo/Speed Of Rhythms (Quarter note, Quarter rest, Eighth notes, Half notes, Half rests, Whole notes, Whole rests) Ear training (do/re/mi/sol/la/ti/do ) Voice Placement (head/chest) Singing Games Movement to Concert Songs symbol (treble clef, staff, repeat sign, double bar, measure, time signature) Compose short rhythms in pairs Add/subtract rhythm values Begin multiplying rhythm values Compose short melody Follow the map of (verse reading, repeats, etc.) Begin Bell Kits Concert Prep Continue reinforcing & building previous skills & knowledge from trimester 1 Reading rhythms in song format Ear training (Full scale plus third) Balance & Blend voices of the Orchestra (emotions/feelings/pictures) Listening Explain what you hear Stage Behavior Audience Behavior Form (A, AB, ABA) Symbols (breath mark, coda, ties, slurs) Tempo (andante, allegro, moderato, presto, largo) Phrasing Treble Clef Lines & Spaces Bell Kits (hand eye coordination) Rhythm Writing & Performing in pairs Dynamics (Forte, Piano, Mezzo Piano, Mezzo Forte, Fortissimo, Pianissimo) Continue reinforcing & building previous skills & knowledge from trimester 1 & 2 Sound, A form of energy Rhythms vs. Beat Rounds Partner Songs Right/Left hand coordination Listening cultures & history Animal songs Earth Day Pioneer Songs Dynamics (cresendo, decresendo) Tempo Changes (ritardando, accelerando) Styles Of (Jazz, Classical, Country, etc.)

2 Strategies Resources Assessments Standards Modeling, Various Visual Method aids, By books, Rote, Clapping Subject books, & Counting, Flash cards, Movement, Games, Songs, Playing Piano, Instruments, Mimio Singing board W/LCD projector, Web sites, Posters, Percussion Instruments al CD s Real time Assessments Full Class Participation One On One Singing & Rhythm Reading. Worksheets Self-Assessment Modeling Various & Demonstration, Method books, Visual aids, Subject By books, Rote, Clapping Flash cards, & Counting, Games, Movement, Songs, Piano, Playing Mimio Instruments, board W/LCD Singing projector, Web sites, Posters, School owned Orchestra Instruments al CD s Instrument DVD s Real time Assessments Full Class Participation One On One Singing & Rhythm Reading. Worksheets Self-Assessments Winter Concert Modeling Various & Demonstration, Method books, Visual Subject aids, By books Rote, Clapping & Counting, Movement, Flash cards, Playing Games, Instruments, Songs, Piano, Singing Mimio board W/LCD projector, Web sites, Posters, Percussion Instruments al CD s Instrument DVD s Real time Assessments Full Class Participation One On One Singing & Rhythm Reading. Worksheets Self-Assessments Spring Concert 1. Expression of 1. Expressively Perform Simple Songs in Small Groups or Independently B. Follow conductor s cues demonstrating dynamic changes, tempo changes, & fermata 1. Expressively Perform Simple Songs in Small Groups or Independently B. Follow conductor s cues demonstrating dynamic changes, tempo changes, & fermata 1. Expressively Perform Simple Songs in Small Groups or Independently A. Perform two part rounds using speech, body percussion, singing, movement, & B. Follow conductor s cues demonstrating dynamic

3 2. Creation of 1. Create al Phrases in the 2. Form Perform of Simple simple Question-&- rhythmic melodic, Answer Alone & harmonic & in Small patterns A. Groups Perform four & eight beat A. Improvise patterns that short include instrumental d/r/m/s/l phrases pitches (pentatonic scale) & B. Improvise half note, question half rest, & whole answer phrases note, & whole rest 2. B. Identify Play tonic Rhythmic chord & Melodic Notation accompaniments Patterns in simple A. Create keys patterns using known rhythms on a treble clef staff B. Create patterns using learned pitches in a treble clef staff 1. Create al Phrases in the 2. Perform Form of simple Simple rhythmic Question-&- melodic, Answer Alone & harmonic & in Small patterns A. Groups Perform four & eight beat A. patterns Improvise that short include instrumental d/r/m/s/l pitches phrases (pentatonic scale) & B. half Improvise note, half question rest, whole & answer note, phrases & whole rest 2. B. Identify Play tonic Rhythmic chord & Melodic Notation accompaniments Patterns in simple A. keys Create patterns using known rhythms on a treble clef staff B. Create patterns using learned pitches in a treble clef staff 1. Create changes, al tempo Phrases changes, in the & Form Fermata of Simple Question-&- 2. Answer Perform Alone simple & rhythmic in Small melodic, Groups & harmonic patterns A. Improvise Perform four short & eight instrumental beat patterns phrases that include d/r/m/s/l pitches B. Improvise (pentatonic question scale) & half answer note, half phrases rest, whole note, & whole rest 2. B. Identify Play tonic Rhythmic chord & Melodic Notation accompaniments Patterns in simple keys A. Create patterns using known rhythms on a treble clef staff B. Create patterns using learned pitches in a treble clef staff

4 3. Theory of 1. Comprehension & use of Appropriate Vocabulary for Dynamics, Tempo, Meter & Articulation A. Use vocabulary for piano/forte, smooth/connected when describing B. Demonstrate piano/forte, smooth/connected using movement, voice & 2. Comprehend Beginning Notational Elements & Form in A. Aurally identify ABA form & verse/refrain B. Identify notated examples of bar lines, double bar lines, & measures 3. Comprehension of Vocal & Instrumental tone colors A. Identify vocal sound groupings (high voices, low voices) B. Identify instrumental sound groupings (woodwinds, percussion, strings) 1. Comprehension & use of Appropriate Vocabulary for Dynamics, Tempo, Meter & Articulation A. Use vocabulary for piano/forte, smooth/connected when describing B. Demonstrate piano/forte, smooth/connected using movement, voice & 2. Comprehend Beginning Notational Elements & Form in A. Aurally identify ABA form & verse/refrain B. Identify notated examples of bar lines, double bar lines, & measures 3. Comprehension of Vocal & Instrumental tone colors A. Identify vocal sound groupings (high voices, low voices) B. identify instrumental sound groupings (woodwinds, percussion, strings) 1. Comprehension & use of Appropriate Vocabulary for Dynamics, Tempo, Meter & Articulation A. Use vocabulary for piano/forte, smooth/connected when describing B. Demonstrate piano/forte, smooth/connected using movement, voice & C. Demonstrate accent, duple/triple meter, & fermata using movement, voice & 2. Comprehend Beginning Notational Elements & Form in A. Aurally identify ABA form & verse/refrain B. Identify notated examples of bar lines, double bar lines, & measures C. Aurally identify coda 3. Comprehension of Vocal & Instrumental tone colors A. Identify vocal sound groupings (high voices, low voices) B. Identify instrumental sound

5 4. Comprehension of beginning Melodic & Rhythmic Patterns A. Identify & use step/skip/repeat, d/r/m/s/l pitches (pentatonic scale) B. Indentify & notate, using half note, half rest, whole note, whole rest 4. Comprehension of beginning Melodic & Rhythmic Patterns A. Identify & use step/skip/repeat, d/r/m/s/l pitches (pentatonic scale) B. Indentify & notate, using half note, half rest, whole note, whole rest groupings (woodwinds, percussion, strings) 4. Comprehension of beginning Melodic & Rhythmic Patterns A. Identify & use step/skip/repeat, d/r/m/s/l pitches (pentatonic scale) B. Indentify & notate, using half note, half rest, whole note, whole rest 4. Aesthetic Valuation of 1. Demonstrate Respect for Individual, Group, & Selfcontributions in a al Setting appropriate audience behavior in a live performance B. Contribute to a group effort by of listening to & discussing D. Articulate ideas about holding & respecting al preferences 2. Articulate Reactions to the Elements & Aesthetic Qualities of al performance Using al Terminology & Movement A. Use specific terminology in discussing individual 1. Demonstrate Respect for Individual, Group, & Selfcontributions in a al Setting appropriate audience behavior in a live performance B. Contribute to a group effort by of listening to & discussing C. Contribute to a group effort by making & reflecting on the performance D. Articulate ideas about Holding & respecting al preferences 1. Demonstrate Respect for Individual, Group, & Selfcontributions in a al Setting appropriate audience behavior in a live performance B. Contribute to a group effort by of listening to & discussing C. Contribute to a group effort by making & reflecting on the performance D. Articulate ideas about holding & respecting al preferences

6 preferences for B. Create developmentally appropriate movements to express pitch, tempo, form, & dynamics in 3. Demonstrate Increased Awareness of in Daily Life or Special Events interest in creating, performing, & moving to 2. Articulate Reactions to the Elements & Aesthetic Qualities of al performance Using al Terminology & Movement A. Use specific terminology in discussing individual preferences for B. Create developmentally appropriate movements to express pitch, tempo, form, & dynamics in C. Identify how al elements communicate ideas or moods 3. Demonstrate Increased Awareness of in Daily Life or Special Events interest in creating, performing, & moving to B. Recognize & demonstrate interest in listening to several types of 2. Articulate Reactions to the Elements & Aesthetic Qualities of al performance Using al Terminology & Movement A. Use specific terminology in discussing individual preferences for B. Create developmentally appropriate movements to express pitch, tempo, form, & dynamics in C. Identify how al elements communicate ideas or moods 3. Demonstrate Increased Awareness of in Daily Life or Special Events interest in creating, performing, & moving to B. Recognize & demonstrate interest in listening to several types of C. Describe from various cultures in general terms D. Explain their own cultural & social interests in

7 Process Skills 1. Critical Thinking & X X X Reasoning 2. Information on X X Literacy 3. Collaboration X X X 4. Self-direction X X X 5. Invention X X Vocabulary Beat Tempo Pitch Rhythms Treble Clef Staff Measure Ear Training Forte Double bar Compose Repeat sign Melody Verse Refrain Time Signature Head voice Chest Voice Piano Fermata Solo/Duet Rhythms Audience Behavior Ear Training Stage Behavior Dynamics Breath mark Forte Piano Mezzo Piano Mezzo Forte Fortissimo Pianissimo Form Coda Blend Allegro Balance Andante Moderato Phrase Ties Slurs Presto Largo Emotions Styles Jazz Country Classical Blue Grass Pop Rock Mood(s) Emotions Cultures/Cultural Pioneer Ritardando Accelerando Sound Energy Rounds Partner songs TES Map Teacher(s): Robin Closson Creation Date: Grade Level: Second Grade Revision Date:

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music

Grade: 3. Music: General Music Standard: 1. Sings a varied repertoire of music Grade: 3 1. Sings a varied repertoire of music Sings on pitch and in rhythm Maintains a steady tempo Sings with appropriate phrasing Sings a variety of ostinati Matches and responds to the cues (starts