The BHASD Music Department focuses on three overarching goals in the design of curriculum and instruction for music courses from Kindergarten through Grade 12. BHASD students will be able to:
1) Apply music knowledge and skills to lifelong music learning and enjoyment,
2) Appreciate a wide variety of music in the ever-changing global environment, and
3) Mature into intelligent and discerning consumers of music and musical experiences.
General Music courses and vocal and instrumental performing groups at each grade level sequentially establish the foundation for developing these capacities in all Brandywine students by their high school graduation.
Elementary General Music Grade 2 Description
Grade 2 General Music builds on the foundation established in Kindergarten and Grade 1 General Music. Students interact with the seven elements of music (rhythm, melody, harmony, form, timbre, dynamics and tempo) with emphasis on rhythm, melody, form and harmony. This course features units in introduction to a music book and developing necessary skills for successful use; meter in 2; the role of the conductor; the concept of using silence in music; identifying, performing, reading and notating the quarter rest; performing, reading and notating melody patterns using pitches Do-Re-Mi; performing with singing voices alone, duet, trio and unison; accompanying others using Orff xylophones, Boomwhackers and chorded zither; and enjoying music as an expression and celebration of various cultures and life. Grade 2 General Music culminates with a public concert in which performance skills, mastery of materials and memory skills are utilized with age-appropriate proficiency.
At the second grade developmental level, this course builds on thefoundation for developing the following capacities in all Brandywine Grade 2 students: 1) Apply music knowledge and skills to lifelong music learning and enjoyment, 2) appreciate a wide variety of music in the ever-changing global environment, and 3) mature into intelligent and discerning consumers of music and musical experiences.
Grade 2Units:
- Unit 1: Melody
- Unit 2: Rhythm
- Unit 3: Harmony
- Unit 4: Form
- Unit 5: Expression
- Unit 6: Movement
- Unit 7: Composition
- Unit 8: Performance
- Unit 9: Music Appreciation
Subject: Elementary General Music / Grade: Grade 2 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 2 year
UnitTitle: RHYTHM
Unit Overview/Essential Understanding:
Grade 2 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the first element of music: RHYTHM. What is meter? How is a meter sign written and where is it located in a song? What symbols are used to organize beats and rhythm? What are bar lines, double bars, measures? What role does meter play in the job of a conductor? How does a conductor show 2-meter? Why are both sound and silence important in creating interesting music? What is a quarter rest?How do you perform long notes and rests? What symbols are used to show long sounds and silences?
Unit Objectives:
Grade 2 students will identify the role meter plays in organizing beats into groups.
Grade 2 students will identify a musical silence (rest) aurally and visually.
Grade 2 students will read, spell, decode and perform rhythmic notation with accuracy(paired eighth, quarter, half, dotted half and whole notes; quarter, half and whole rests).
Grade 2 students will write rhythmic notation using quarter note/rest and paired eighth notes in 4-beat patterns.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Confusion with a silence space in music still getting 1 or more beats.
Concepts/Content:
Review Rhythm Foundations from Grade 1
- 2/4meter
- place 2 meter sign, bar line, double bar line, measure in notated music
- counting in 2 with beat icon, ta only, titi only, and mixed rhythms
- function of a tie (like a + sign)
- tied quarter notes
- half note, half rest, dotted half note, whole note, whole rest
- auraldictationusingknownrhythms
- memorize 8-beat rhythm pattern chart
- clap, read and write meter exercises
- memorize 16-beat rhythm pattern chart
- count, march, conduct with simple meter
- identify quarter rest by clapping patterns
- find the silent beat in known songs
- decode quarter rest by clapping patterns
- perform flashcards using quarter rest
- identify and perform half notes/rests, dotted half notes, and whole notes/rests
- echo rhythm patterns
- reading written notation/flashcards
- playing rhythm patterns with rhythm instruments
- dictation of rhythm patterns
- conducting in 2-meter with songs
- rhythm games
Assessments:1) Teacher observation of rhythm pattern performances, 2) Dictated rhythm worksheets and quizzes
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Early Childhood Music resources
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 2 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 2 year
Unit Title: MELODY
Unit Overview/Essential Understanding:
Grade 2 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the second element of music: MELODY. What is a music staff? How is musical notation written on the staff? What is a treble clef?How is do-clef different than treble clef? How are melodies built?How are steps, skips, same tones written on a music staff?How do sol-la pitches sound?
Unit Objectives:
Grade 2 students will sing a wide variety of song literature as solos and with a group.
Grade 2 students will identify melodic notation and related vocabulary of symbols.
Grade 2 students will read, inner hear, decode and write do-re-mi-sol-la pitches.
Grade 2 students will write melodic notation on a music staff.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty applying melodic reading skills to melodic writing.
Concepts/Content:
Review Melody Foundations from Grade 1
- singingwithknownmelodicsyllables: do-re-mi
- hand staff, music staff, treble clef, lines and spaces, do clef
- melodic direction: step, skip and same (steps, leaps, repeats)
- read and notate known pitches using note heads
- auraldictationusingfelt staves, then pencil and paper
- innerhearingfromnotationorsolfege using hand staff
- visual identification of known songs using melodic and rhythmic skills
- Pentatonicscale:do,re,mi,sol,la
- echo singing, group singing, solo singing
- echo, read, decode do-re-mi melodies
- label music staff, line/space, clef signs
- identify lines and space on hand staff
- identify step, skip, same pitch intervals
- manipulate felt staves and notes
- sing do-re-mi melody-rhythm patterns with notation as seen in music book
- write do-re-mi patterns
- identify and perform sol-la pitches of music scale
- vocal warm-ups
- echo-singing of phrases (“magic microphone”)
- use hand staff
- felt staff activities
- melody flashcards
- step bells
- play melodies using Boomwhackers
- play melodies using hand bells
- inner singing
- Name That Tune game: identify song by decoding notation
Assessments:
Teacher observation of accurate replication of pitches of known songs, individually and in a group.
Melodic dictation and melodic vocabulary quizzes/tests.
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Early Childhood Music resources
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 2 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 2 year
Unit Title: HARMONY
Unit Overview/Essential Understanding:
Grade 2 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: HARMONY. What does a xylophone broken chordal bordun sound like and how is it played? Am I able to sing a song while instruments are accompanying? Am I able to sustain my own part of a song while a different rhythmic or melodic part is performed simultaneously?
Unit Objectives:
Grade 2 students will perform two contrasting parts at the same time.
Grade 2 students will play broken chordal patterns on pitched percussion instruments.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty maintaining one’s own part in a song if layered with other sounds
Concepts/Content:
Review Harmony Foundations from Grade 1
- songswithrhythmicostinatibyrote;laterbyreading
- pitchedostinati,oftenatP5oroctave
- broken borduns on xylophone/metallophone
- polyphonic(2-part rhythm exercises, speech rounds, rote canonsorrounds)
- layer rhythmic or melodic ostinatiwith melody of known songs
- accompany songs with pitched percussion
- perform two equal rhythmic or melodic parts simultaneously
- extensive exposure to wide variety of vocal and instrumental music selections
- 2-part rhythm exercises
- add pitched percussion accompaniments to known songs
- sing simple round or canon by rote
Assessments:
Teacher observation of accurate replication of pitched percussion patterns to accompany group singing
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Early Childhood Music resources
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 2 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 2 year
Unit Title: FORM
Unit Overview/Essential Understanding:
Grade 2 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: FORM. How are 1st and 2nd endings notated in music? What is their purpose? How is a repeat sign symbol used? What is a variation on a melodic phrase? What is the difference between AB and ABA form?
Unit Objectives:
Grade 2 students will labeland compare how songs are built with AB and ABA form.
Grade 2 students will identify symbols that are used in building songs.
Focus Standards Addressed in this Unit:
9.1.AKnow and use the elements and principles of each art form to create works in the arts and humanities.
9.1.BRecognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.
9.1.EDemonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.GRecognize the function of rehearsals and practice sessions.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
Misconceptions:
Difficulty with abstractness of the concept of form; finding ways to make it more concrete
Concepts/Content:
Review Form Foundations from Grade 1
- recognizesame,similar,anddifferent
- variation
- 1stand 2nd endings,repeat, coda
- simple 2-part rounds/canons
- AB (verse/refrain) and ABA form
- recognize that songs are built of phrases
- identify AB vs ABA form
- indicate understanding of first and second endings, coda, repeat sign
- echo singing
- sing songs with a variety of structures
- trace song notation in music books
- “I spy” games with notated music
- chart AB and ABA form of known songs
Assessments:
Teacher observation of student following written notation in music books
Interdisciplinary Connections:
Language Arts: symbol/sound, left to right, rhyming, aural/verbal skills
Math: pattern, sequence
Social Studies: historical context of songs and rhymes; holidays; culture
Science: physics of sound production/timbre, seasons / Additional Resources:
The Music Connection basal series
Early Childhood Music resources
Music K-8 and Activate! – music education magazines
Teacher-developed materials
Extensive collection of classroom instruments, visuals, recordings
Subject: Elementary General Music / Grade: Grade 2 / Suggested Timeline: 1 period per 6-day cycle; developed sequentially throughout the entire Grade 2 year
Unit Title: EXPRESSION
Unit Overview/Essential Understanding:
Grade 2 students will develop the knowledge and skills to answer the following questions raised in this unit focused on the third element of music: EXPRESSION. How do I create sounds that grow gradually softer or louder? What is the effect of very fast and very slow tempo? What is the effect of gradual slowing or speeding up in music?What are the unique qualities of each instrument in the Brass family?How do a range of Orff instruments sound when played together?
Unit Objectives:
Grade 2 students will distinguish between and use proper labels for dynamics and tempo.
Grade 2students will identify gradual changes in tempo or dynamics.
Grade 2 students will distinguish between the different tone colors of brass instruments.
Focus Standards Addressed in this Unit:
9.1.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.C Recognize and use fundamental vocabulary within each of the arts forms.
9.1.E Demonstrate the ability to define objects, express emotions, illustrate an action or relate an experience through creation of works in the arts.
9.1.H Handle materials, equipment and tools safely at work and performance spaces.
Important Standards Addressed in this Unit:
9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.
9.3.C Know classification skills with materials and processes used to create works in the arts.
9.4.D Recognize that choices made by artists regarding subject matter and themes communicate ideas through works in the arts and humanities.
Misconceptions:
Difficulty in distinguishing between nuances of timbre in voices and instruments
Concepts/Content: