KNES Primary School Course Outline Year 2 Term 1 Music Term Overview Feel the pulse: Exploring pulse and rhythm This Unit develops children s ability to recognize the difference between pulse and rhythm and to perform with a sense f pulse. During this Unit, children use songs and activities to develop confidence in singing and playing to a common pulse. They respond to and explore changes of speed (tempo) and repeat and create simple rhythmic phrases. They use these skills to create an accompaniment for a song or chant. This unit should be revisited during the key stage as many times as needed to ensure that all or at least the great majority of the class has achieved the expectation. Class Rules: Students, please remember: If you are absent, it is your responsibility to get your homework assignment from a classmate and submit it when you return. Homework left at home will be considered as not being done. If you miss a test or deadline on an assignment, you will receive 0% unless you can provide a letter from a medical doctor to show you were not able to attend. It is your responsibility to come to class with the necessary books and other itemsthey are of no value to you sitting at home. You are to use washrooms before school and during scheduled breaks. You are not to be asking to leave class to use the washroom except in emergencies which should not occur often. When you hear the bell at the start of the day or at break time, line up immediately. Be sure to buy food in the cafeteria before the last minutes of your break; you cannot bring the food and/or drink into class.
Course Outline for Music Week Unit Learning Outcome. Students will be able to:- 2 What is meant by pulse Identify the pulse in different pieces of music 3 What is meant by steady beat Identify a steady beat in different pieces of music 5 How to control a pulse Identify the pulse and join in getting faster and slower together 6 How to control a pulse Identify the pulse and join in getting faster and slower together 8 What is meant by rhythm Identify the rhythm of the words 9 What is meant by rhythm Identify the rhythm of the words 10 How to combine pulse and rhythm Perform rhythm to a given pulse 11 How to combine pulse and rhythm Perform rhythm to a given pulse 12 How to recall and copy rhythmic patterns Recall and perform rhythmic patterns to a steady pulse
13 How to recall and copy rhythmic patterns Recall and perform rhythmic patterns to a steady pulse 14 How to create rhythmic patterns based on words and phrases Begin to internalize and create rhythmic patterns 15 How to create rhythmic patterns based on words and phrases Begin to internalize and create rhythmic patterns 16 To use pulse and rhythm to create an accompaniment for a chant or song Accompany a chant or song by clapping or playing the pulse or rhythm.
KNES Primary School Course Outline Year 2 Term 2 Music Term Overview Unit 5 Taking off Exploring pitch Unit 6 What s the score? Exploring instruments and symbols Unit 5 develops children s ability to discriminate between higher and lower sounds and to create simple melodic patterns, During this unit they learn to control pitch of their voices and instruments by moving higher and lower both in steos and leaps and holding the same note. They create simple melodic patterns and use changes in pitch expressively to respond to the stimuli of stories Unit 6 develops children s ability to recognize different ways sounds are made and changed and to name, and know how to play, a variety of classroom instruments. During this unit children explore classroom instruments and learn that instruments that make sounds in similar ways can be grouped into families. They create symbols that represent the various ways an instrument can be played and use these to help create a sequence of sounds. Class Rules: Students, please remember: If you are absent, it is your responsibility to get your homework assignment from a classmate and submit it when you return. Homework left at home will be considered as not being done. If you miss a test or deadline on an assignment, you will receive 0% unless you can provide a letter from a medical doctor to show you were not able to attend. It is your responsibility to come to class with the necessary books and other itemsthey are of no value to you sitting at home.
You are to use washrooms before school and during scheduled breaks. You are not to be asking to leave class to use the washroom except in emergencies which should not occur often. When you hear the bell at the start of the day or at break time, line up immediately. Be sure to buy food in the cafeteria before the last minutes of your break; you cannot bring the food and/or drink into class. Course Outline for Music Week Unit Learning Outcome. Students will be able to:- 19 What is meant by pitch Follow pitch movement with their hands and use high, low and middle voices. 20 How to control the pitch of the voice Sing a melody accurately at their own pitch 21 To respond to changes in pitch Move up or down following changes in pitch 22 To relate sounds to symbols Play and sing phrases from dot notation Record their own tunes 23 Pitch can be used to describe action Create and choose sounds in response to a given stimuli 24 About classroom instruments Identify instruments and the way their sound can be changed
25 To identify different groups of instruments To understand how symbols can be used to represent sounds Identify different groups of instruments Perform together using symbols as a support 27 To identify how sounds can be changed Identify how sounds can be changed 28 To listen carefully and respond to sounds using movement Identify different sounds by matching movements to given sounds 29 How symbols can be used to describe changing sounds Perform together and follow instructions which combine the musical elements 30 To compose a class composition and make a score Contribute to the creation of a class composition and make their own symbols as part of a class score Choose sounds and instruments carefully and make improvements to their own and other s work. 31 To compose a class composition and make a score Contribute to the creation of a class composition and make their own symbols as part of a class score Choose sounds and instruments carefully and make improvements to their own and other s work.
KNES Primary School Course Outline Year 2 Term 3 Music Term Overview Unit 7 Rain, rain, go away Exploring timbre, tempo and dynamics Unit 7 develops children s ability to recognize how sounds and instruments can be used expressively and combined to create music in response to a stimulus. During this unit, children explore how sounds can be changed, combined and organized to create a class composition. They respond to stimuli suggested by the weather and explore ways in which sounds can be used expressively. They record their composition using pictures, symbols and words. Class Rules: Students, please remember: If you are absent, it is your responsibility to get your homework assignment from a classmate and submit it when you return. Homework left at home will be considered as not being done. If you miss a test or deadline on an assignment, you will receive 0% unless you can provide a letter from a medical doctor to show you were not able to attend. It is your responsibility to come to class with the necessary books and other itemsthey are of no value to you sitting at home. You are to use washrooms before school and during scheduled breaks. You are not to be asking to leave class to use the washroom except in emergencies which should not occur often. When you hear the bell at the start of the day or at break time, line up immediately. Be sure to buy food in the cafeteria before the last minutes of your break; you cannot bring the food and/or drink into class.
Course Outline for Music Week Unit Learning Outcome. Students will be able to:- 32 Introduction: How can music describe different kinds of weather? How sounds can be used descriptively. Sing songs expressively Describe different images created by music 33 Introduction: How can music describe different kinds of weather? How music can describe an environment. 34 Exploration: How can we use How words can describe sounds 35 Exploration: How can we use How words can describe sounds 36 Exploration: How can we use How sounds can be changed Sing songs expressively Describe different images created by music Identify and use descriptive words to create sound pictures Identify and use descriptive words to create sound pictures Change sounds to reflect different stimuli 37 Exploration: How can we use How sounds can be changed Change sounds to reflect different stimuli 38 Exploration: How can we use About sounds made by different sound sources Select appropriate instruments and choose and combine sounds carefully. 39 Exploration: How can we use About sounds made by different sound sources Select appropriate instruments and choose and combine sounds carefully. 40 Exploration: How can we use Select appropriate combinations of sounds
How sounds can be combined 41 Bringing it all together: Can we make our own weather composition? How sounds can be organized How to create a class composition, combining layers of sound within simple structures. 42 Bringing it all together: Can we make our own weather composition? How sounds can be organized How to create a class composition, combining layers of sound within simple structures. Choose carefully and order sounds within simple structures in response to the stimulus of weather. Contribute ideas and control sounds as part of a class composition and performance. Choose carefully and order sounds within simple structures in response to the stimulus of weather. Contribute ideas and control sounds as part of a class composition and performance.