2 nd Grade General Music Creating Essential Questions: 1. How do artists generate and select creative ideas? 2. How do artists make creative decisions? 3. How do artists improve the quality of their creative work? Essential steady beat, melody, rhythm patterns, loud/soft, fast/slow, performance, instruments, improvise, create, feedback Anchor Standard 1: Generate and select among multiple musical ideas relevant to a personal experience, interest, or specific purpose 2.1: Improvise tonal and rhythmic patterns, and combine selected patterns to create musical ideas relating to a specific purpose, interest, or personal experience. The creative ideas, concepts, and feelings that influence artists work emerge from a variety of sources demonstrate steady beat for a designated time through clapping, tapping, etc. show contrast between loud and soft through assigned signals. (stand, sit, raise hand, etc.) show contrast between fast/slow through assigned signals. (stand, sit, raise hand, etc.) move to different rhythms recognize songs that distinguish between high and low melodies create a free beat within one selection. listen to a musical selection with combined patterns. steady beat melody rhythm patterns improvise all music has melody, steady beat and rhythm. we all listen to music based on our personal experiences, interests, or a specific purpose. we can create in all aspects of music. everyone can improvise music using their own creative ideas. improvise simple rhythmic and melodic patterns. demonstrate contrast between loud and soft through their improvised patterns. demonstrate contrast between fast/slow through their improvised patterns. recognize the difference between an improvised beat and a steady beat.
Anchor Standard 2: Develop a plan for using/presenting selected musical ideas. 2.2: Develop a plan to present musical ideas and explain how connections are made among selected musical ideas. Artists creative choices are influenced by their experience, context and expressive intent. Students will be able to. engage in a conversation as to why/how appropriate pieces are chosen for performances. participate in the planning of performances. move to different rhythms create a range of sounds using objects and instruments. steady beat melody rhythm patterns performance instruments create when preparing for a performance a plan must be developed and implemented. everyone has certain justifications for why they choose selections. engage in a conversation as to why/how appropriate pieces are chosen for performances. assist in the development of a planned performance. support their choice of musical ideas.
Anchor Standard 3: Develop and modify musical ideas to create a work that meets appropriate criteria. 2.3: Develop and refine musical ideas incorporating peer and teacher feedback guided by teacher- and student- selected criteria. Artists evaluate and refine work through feedback, flexibility, and persistence. demonstrate steady beat for a designated time through clapping, tapping, etc. recognize the same steady beat through different actions (i.e. clapping one day and tapping the next with same song). compare and contrast different rhythms. discuss which objects or instruments enhance the selection. tell which musical idea fits best with a selected piece. steady beat melody rhythm patterns performance instruments feedback all music can be enhanced through experimentation and refinement. collaboration can help to improve performances. support ideas for which objects or instruments enhance the selection. use feedback from teacher and/or peers to enhance the performance. Anchor Standard 4: Share creative work that realizes the creator s intent and demonstrates craftsmanship and originality. 2.4: With support, share their music through performance and/or notation (iconic/traditional) with peers/informal audience. Artists share their work through performance. combine musical ability and knowledge for the purpose of a culminating performance. share a work that is appropriate for the intended audience. steady beat melody rhythm patterns performance instruments a musician must utilize all musical skills in order to enhance a performance. all musical performers must consider their audience when choosing selections. combine musical ability and knowledge for the purpose of a culminating performance. perform a work that is appropriate for the intended audience.
2 nd Grade General Music Responding Essential Questions: 1. How do individuals choose music to experience? 2. How does understanding the structure and context of the music influence our response? 3. How do we discern the creator s and/or performer s expressive intent? 4. How do we judge the quality of artistic work and performance(s)? Essential like/dislike, opinion, choice, situation, emotion, fast/slow, loud/soft, long/short, smooth/bouncy, feeling, instrumental, vocal Anchor Standard 1: Support the choice of music for a specific purpose or situation. 2.1: Demonstrate and explain what musical selection(s) they prefer to experience or listen to for a given or student selected purpose. Individual selection of work is influenced by their interests, experiences, understandings and purposes. select music they prefer. demonstrate or say what music selection(s) they prefer. like/dislike opinion choice situation emotion/feeling music is written to reflect emotions for different situations. people choose to experience or listen to music according to their preferences. tell the purpose of music for a given emotion/situation. give an opinion and tell why they like/dislike the selection based on the purpose for listening. Anchor Standard 2: Explain how your analysis of the structure and context of the work influence your response. 2.2: Identify how musical concepts are used in musical selections and enact, write, or explain their analysis. Understanding the structure and context of the work influences your response. state whether the selection is fast/slow, loud/soft, long/short sounds using musical language. recognize musical language long/short high/low music has structure and concepts that make it interesting and pleasing. act out, write, draw, or tell why the selection is fast/slow, loud/soft, long/short sounds using musical language.
Anchor Standard 3: Support an interpretation of a work that reflects the creator s/performer s expressive intent. 2.3: Identify how expressive qualities are used in musical selection(s) and enact, write or explain their interpretation. Through their use of the elements and structures of the art form, creators and performers provide clues to their expressive intent. identify expressive qualities of the music. show, using teacher guidelines (i.e. dance), their interpretation of how the music moves. long/short smooth/bouncy feeling music has expressive qualities to reflect emotion. musical selections can be interpreted differently by individuals. identify concepts in a musical selection. act out, write, draw or explain their interpretation of how the music moves. Anchor Standard 4: Support their personal evaluation of work(s) and/or performance(s) based on analysis, interpretation, and established criteria. 2.4: Evaluate musical selection(s) using given or student generated criteria including supporting samples. Quality performances are influenced by analysis, interpretation, and established criteria. describe musical sounds in age appropriate terms based on teacher criteria. respond to changes within music. tell the difference between basic instrumental and vocal sound sources. like/dislike (describing words). instrumental vocal emotive words everyone has their own preferences when listening to music. describe musical sounds in age appropriate terms based on teacher and student generated criteria. respond to changes in the music based on their interpretation. tell the difference between families within instrumental and vocal sound sources. (i.e. woodwind/brass, man/child).
2 nd Grade General Music Performing Essential Questions: 1. How do performers select repertoire? 2. How does understanding the structure and context of music influence performance? 3. How do performers interpret music? 4. How do performers improve the quality of their performance? 5. How do context and performer presentation influence audience response? 6. How do individuals and ensembles present and demonstrate their musical skills? Essential opinion, like/dislike, instrument, rhythm, pitch, matching, echo, composer, meaning, improve, expression, dynamics, tempo, appropriate, accuracy, performance, audience, expressive qualities, posture, solfege, scale, culture, form, verse/refrain, interpret, program Anchor Standard 1: Select work(s) to present on interest, knowledge, ability, and context. 2.1: Demonstrate and explain which musical selection they prefer to perform for a given purpose. perform short songs and instrumental pieces based on interest and exposure. state their opinion as to which musical selections they like or dislike. show correct audience/performance behavior. demonstrate proper singing posture. Select repertoire based on student interest, knowledge, ability and context. selection choice is influenced opinion by our personal interests, like/dislike knowledge, ability and instrument context. performance audience posture perform short songs and instrumental pieces based on interest, exposure and purpose. support their opinion as to which musical selections they like or dislike by stating examples (fast/slow tempo, singing vs. instruments, etc).
Anchor Standard 2: Analyze the structure and context of work(s) and their implications for performance. 2.2: Identify and demonstrate how musical elements (i.e. form) are used in the music, and explain how their analysis is influenced by the specific purpose of the performance (i.e. cultural relevance). Analyzing the structure and historical/ cultural context of music influences performance. demonstrate a rhythm from a song pattern (i.e. echo clapping, rhythm sticks, drums, etc.). demonstrate pitch by matching high/low on instruments (i.e. tone bells, xylophone, etc.), echo singing. tell if pitch is the same or different (matching). explore tone by using different vocal sound effects, expressive qualities, speaking and singing voices. identify what musical element is being used in the selection to fit the performance style. recognize the solfeg singing scale. Recognize different cultural music (i.e. Native American, folk). rhythm pitch matching echo instrument solfege scale culture form verse/refrain all musical works have elements that combine to develop the structure of music. music can use form to give it structure. cultural music uses specific musical elements to create its own unique sound. demonstrate what musical element is being used in the selection to fit the performance style. recognize AB form (i.e. verse/refrain). recognize different cultural music (i.e. Native American, folk, African American).
Anchor Standard 3: Create personal interpretation that considers creator s intent. 2.3: Identify how expressive qualities (i.e. articulation) in the music are used to make the piece appropriate for a given performance (i.e. cultural relevance) and enact, speak, or write their interpretation. Performers make interpretive decisions based on personal understanding of the work and the creator s intent. act out their interpretation of the music. tell the composer s intent or message of the music. identify the expressive qualities in the music( i.e. loud/soft, fast/slow, happy/sad). composer meaning expressive qualities interpret all composers convey a personal message through their music. everyone interprets the composer s message according to their own personal interests and experiences. expressive qualities in music help portray the overall meaning of the piece. enact their interpretation of the music. express their interpretation of the music through speaking and/or writing. identify how the expressive qualities in the music( i.e. loud/soft, fast/slow, happy/sad) made the piece appropriate for the performance. Anchor Standard 4: Develop, evaluate, and refine personal or ensemble performances individual or in collaboration with others. 2.4: Using teacher/peer feedback, evaluate and refine their performance using specific criteria. To express their musical ideas, performers analyze, evaluate and refine their work(s) over time through planned practice, feedback, reflection and collaboration. identify improvements needed in performance based on teacher criteria (i.e. steady beat). improve reflection after a performance is necessary to move forward in musicianship. everyone s performance can be improved with practice and collaboration. constructive criticism is sometimes needed to improve a performance. identify improvements needed in performance based on specific criteria.
Anchor Standard 5: Perform expressively, with appropriate interpretation and technical accuracy, and in a manner appropriate to the audience and context. 2.5: Perform with expressive and technical qualities, appropriate interpretation and appropriate performance expectations in a manner appropriate to the context. Effective performance is impacted by venue, audience and performer etiquette Student will be able to determine what musical qualities are needed to perform a given piece of music. expression dynamics tempo appropriate accuracy music has certain expressive qualities that require consideration when performing. performers need to use certain qualities in the context of a performance to engage their audience. name what musical qualities are needed to perform a given piece of music. apply the needed qualities for a successful performance. (i.e. concert etiquette, personal appearance). Anchor Standard 6: Perform individually and in groups appropriate literature that matches the ability level of the performer and the performance ensemble. 2.6: Perform individually and in groups in accordance to the grade and ability level of the (general music, instrumental, choir) class. Performing to a high standard of skills produces a worthy performance. Student will be able to use 1 st grade performance skills. program programs are opportunities for student musicians to perform and demonstrate their musical skills. demonstrate 2 nd grade level skills to successfully perform in front of and audience.