Belle Vernon Area School District Curriculum Second Grade Music

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Dwight Fisher
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1 Belle Vernon Area School District Curriculum Second Grade Music Grade/Course: Second Grade Music Unit: (Description) Culture/Music Appreciation Aesthetic Response B People have different opinions about musical works. Make statements about their preferences for different types of music. How do people think about music? People use both aesthetic and critical processes to assess quality, interpret meaning and determine value. Vocabulary: singing games, culture, language, style, folk, patriotic, mood, American Folk, Baroque, Romantic, 20 th century music, Black History Month Assessment: Perform simple singing games and dances of folk songs, sing Patriotic Songs, Understand where the song came from, recognize where in History it was sung, sing songs of Holidays, listen to music from a variety of periods. On-going Remediation: Singing songs and doing movement, singing American, Folk and songs of Holidays with different cultures such as Jewish, Adding movement to folk songs. singing, and assignments. Reviewing songs as we go through the chapters in order to appreciate the culture and the time period of the songs.

2 Unit: (Description) Culture/Tone Color Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.1.3I Historical and Cultural Contexts 9.2.3K 9.2.3A Music is used as a means to celebrate events in people s Identify, perform and move to music that celebrates events. lives. How is music used to celebrate events in people s lives? Humans have expressed experiences and ideas through the arts throughout time and across cultures. Vocabulary: singing games, culture, language, history, country, map, globe, environmental sounds, instrument families (Brass- Woodwind-Percussion-String), orchestral instrument, folk instrument, gospel music, American Folk music, Patriotic Music, Romantic Music, Holiday Music, American Indian Songs Assessment: Perform simple singing games and dances from a variety of cultures, sing songs from cultures in English and other languages, play instruments of many cultures, listen to music from a variety of styles, Identify the instrument and what family, Contrast speaking and singing voice and sound of full orchestra vs. section of orchestra On-going Remediation: Singing songs and doing movement, singing Holiday songs, identifying songs that are folk, patriotic, gospel, playing classroom instruments, listening to the instrument families. singing, and assignments. Lead the class in a songs from the Holidays, Patriotic, Folk Songs

3 Unit: (Description) Expression Critical Response A People make judgments about the quality of musical works. There are formal and informal processes used to assess the quality of works in the arts. How do people decide if a musical work is good? There are formal and informal processes used to assess the quality of works in the arts. Vocabulary: fast/slow, loud/soft, beat, instruments, meaning of a song, feelings, Patriotic, Folk Assessment: Perform simple singing games and dances from a variety of holidays, sing folk songs, Patriotic Songs, and songs of Holidays, play instruments of many cultures, listen to music from a variety of cultures such as folk songs and Patriotic Songs, Jewish Songs, Songs of Special Days, ex.-martin Luther King-President s Day. On-going Remediation: Singing songs and doing movement, singing different styles whether folk, Patriotic, songs of Holidays, singing in a group, singing in canon form, singing a song as to how it makes you feel. singing, and assignments. Using instruments to express feelings in song. Using your voice to express a song.

4 Unit: (Description) Form Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.1.3A 9.1.3C Music is comprised of sound and silence. Distinguish between sound and silence in more complex melodies and rhythms. What is music? The skills, techniques, elements and principles of the arts can be learned, studied, refined and practiced. Vocabulary: movement, repeats, sections (same/different), shows form with shapes, ABA form, canon, multiple verses, Assessment: Experience phrase through movement, sing songs in sections, sections can be repeated or different, AB form, ABA form, make an ABA poem, sing echoes, sing multiple verse songs, verse-refrain songs On-going Remediation: Singing songs and doing movement, singing verses of songs, singing the refrain, make up verses to songs. singing, and assignments. Can you make up an AB form? What is the refrain? How many verses are in the song?

5 Unit: (Description) Melody/Harmony/Texture Production, Performance and Exhibition of Dance, Music Theatre and Visual Arts 9.1.3B 9.1.3E 9.1.3H 9.1.3J People can use voices and instruments to perform music. Perform simple melodies and rhythms using voices and classroom instruments. What do people use to perform music? The arts provide a medium to understand and exchange ideas. Vocabulary: melodic direction, high/low, notes, pitch, do-re-mi-so-la, hand signals for so mi, verses, voice, soft/loud, crescendo/decrescendo, accent mark, f-forte, p-piano, dynamic markings for crescendo, decrescendo, melody, harmony Assessment: Experience and label melodic direction, experience and label high/low, develop voice, play high/low on unpitched instruments, create answers to teacher s questions, sing in cannon form, sing with/without accompaniment, using body percussion, On-going Remediation: Singing songs and doing movement, singing do-re-mi-so-la, Singing just the melody, Singing harmony, Singing with un-pitched instruments, Sing songs with simple repeated patterns. singing, and assignments. Identify dynamic markings. Use dynamics in a song. Identify high/middle/low. Playing and singing.

6 Unit: (Description) Rhythm/Tempo Production, Performance and Exhibition of Dance, Music, Theatre and Visual Arts 9.1.3B 9.1.3E 9.1.3H 9.1.3J People can use voices and instruments to perform music. Improvise simple melodies and rhythms using voices and classroom instruments. What do people use to improvise music? Artists use tools and resources as well as their own experiences and skills to create art. Vocabulary: beat, strong beat, short/long patterns, 2/4, 3/4., 4/4 meter, NOTATION: whole, half, quarter, eighth notes, quarter rest, dotted half note, rhythm Assessment: Play a beat on a variety of instruments, create patterns on un-pitched instruments ex. 2 eighths as jogging- quarter eighth as galloping, singing in 2/4,3/4,4/4 meter, identifying same and different rhythms, a dot after a note makes a longer sound experience and label a beat, tap a beat on a beat chart, sing songs with a steady beat in 2/4 4/4 time, label short/long patterns, On-going Remediation: perform singing games and simple dances, keeping the beat, singing songs, reviewing counts of notes and playing the counts on instruments singing, and assignments. Playing beat on instruments as accompaniment to songs. Students can lead the group in rhythm playing.

Music Curriculum Maps Revised 2016 KINDERGARTEN

Music Curriculum Maps Revised 2016 KINDERGARTEN KINDERGARTEN Understand opposite terms fast/slow. (6) Know or demonstrate care for classroom instruments. (2) 2 nd QUARTER Understand opposite terms loud/soft. (6) Demonstrate the difference between speaking,