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Elkhart Community Schools

General MusicCurriculum Guide

Grade 2

Introduction Course Description The Standards and Power Indicators Indiana Academic Standards

o Indicatoro Exampleo Instruction/Assessment Referenceo Resource

Appendices District Assessment

Introduction

Music Curriculum Guide

Music Mission/Philosophy Statement

Mission Statement

Music instruction in the Elkhart Community Schools will prepare students to develop their own music capabilities so they will have the knowledge and understanding necessary for making personal and artistic decisions throughout their lives.

Music Philosophy

We believe the primary purpose of the school music curriculum is to provide a sequential and concept-driven program of instruction that encourages artistic, expressive and cultural development.

We believe the music program will lead and direct students toward lifelong learning in music.

Therefore, we recognize music as a basic part of the daily life of every student in the Elkhart Community Schools. Each student will have the opportunity to explore and develop self-expression in music and gain an appreciation for the effect that music has on his/her daily life.

Music Goals

The music proficiencies should provide:

1. A general knowledge of music literature, history, and theory.

2. Basic musical skills which will enable students to participate independently or with a group of musicians.

3. The opportunity to develop life-long appreciation for music as an art, a science, and a profession that will allow the student to enjoy and support musical activities.

4. The opportunity for all students to experience success on a level equal to their developmental stage.

5. The opportunity for all students to understand the relationship between music and other disciplines.

Committees

Curriculum and Instruction: Philosophy and Goals:John Hill, Director Elkhart Community Schools Music FacultyDave Benak, SupervisorH. Marie Doyle, SupervisorBradley Sheppard, Supervisor

General Music

K-6 General Music Grades 7-8Ann Fassett Jeff Reinert Cindy Houghton

Jill Granlienard Suzanne Shaffer John KrouseKay Hanft Sharon Stauffer Jeff ReinertSue Johnson Kristine Weimer Sue RobertsBecky Petersen

Ensembles

Choral Music Band StringsCindy Houghton Sandy Carnall Karen HershbergerJohn Krouse Lynne Gwin Jeffery HatfieldBill Niederer Harold Walt Sharon StaufferClaudia Phipps Dan BurtonJeff Reinert Kurt Weimer

Tim Carnall

Non-Performance Courses

Music History Keyboarding Music TheoryBill Niederer Bill Niederer Tim CarnallClaudia Phipps Claudia Phipps

Description

Quality Music Instruction: A DescriptionFrom Indiana’s Academic Standards for Music

Quality Music Education: A Description

Quality music education in the schools integrates fundamental musical activities and presents them in a sequential, pedagogically sound curriculum. As identified in the 1997 National Assessment for Educational Progress (NAEP) in music, the processes of creating, performing, and responding to music are interwoven throughout a balanced and complete music program. The first of these processes, creating, involves composing, arranging or improvising music. Through these activities students engage their aural skills and prior knowledge of music to create a personal and original musical idea. By including creative activities from the earliest grades onward, teachers provide opportunities for students to construct new ideas and find satisfying means of self-expression. Since music is a form of communication, performing is a vital and natural aspect of music study. Performing, the second musical process identified, promotes a sense of personal accomplishment, shared goals, community, and the joy of experiencing a musical work from the unique perspective of performing it. Responding to music completes the trio of fundamental musical processes, and includes activities rich in mental, physical, and emotional complexity. As students learn to read and interpret musical symbols, they further their cognitive development and ability to think logically by learning a new sign system and a different approach to the world around them. As they study the historical and cultural aspects of music, students discover that music is a universal human activity. And as music study is connected to other disciplines, students discover the ways that one subject area can reinforce and inform another. Finally, as students learn to evaluate musical works they learn to discriminate, think independently, and develop their own views of musical meaning and beauty.

General MusicGrades: K-8

Course Description:

General music at the elementary level is a part of the total educational experience of every child in Elkhart Community Schools. The students participate in singing, listening, creating songs and dances, moving to music, and discovering the world of music that surrounds them. As students progress, they are taught music fundamentals and skills that enable them to sing unison, two and three part songs, play simple melodic and harmonic instruments, develop their creative talents, and learn to discriminate through listening experiences. The elementary music specialists provide a core of musical skills and concepts and assist the classroom teacher in using music as an integrated activity in other disciplines by providing them with guidance and appropriate supplementary materials.

The middle school courses provide students with an opportunity to continue to develop their interests and musical skills.

The curriculum is structured to provide students with an enjoyable experience so music will always have a pleasant connotation to the learner. Throughout the general music program a correlation of art, drama, dance, literature, and other areas of learning are integrated through listening and performing.

Course Objectives:

General music education students in Elkhart Community Schools:

1. Employ critical thinking skills to evaluate all areas of music.2. Collaborate as members of a group to achieve a common musical goal.3. Relate music to their personal lives, to the other arts, and to areas outside of the arts.4. Apply basic notational reading and performance skills.5. Interpret and appreciate music from around the world.

Grade 2The Standards and Power Indicators

Power Indicators are Highlighted in Bold

Standard 1 – Singing Alone and with OthersStudents sing independently or in groups, on pitch and using the indicated rhythm and tempo. They sing with good diction, tone, and posture. Students also sing expressively through the use of proper dynamic contrasts. They sing ostinatos and a variety of songs from many styles and cultures from memory. 2.1.1 Sing with a clear, singing tone quality.2.1.2 Sing a capella with appropriate dynamics and phrasing.

Example: Sing with a group without instruments, matching dynamic levels and breathing together as a group.2.1.3 Sing a memorized song in a foreign language.2.1.4 Maintain a steady beat while singing or speaking an ostinato.Standard 2 – Playing an Instrument Alone and with OthersStudents perform accurate pitches, rhythms, and dynamic levels with a steady tempo. They echo and perform easy rhythmic and melodic patterns accurately. They also perform a variety of repertoire, either alone or in groups.2.2.1 Play a given pitch pattern.2.2.2 Play an easy ostinato.

Example: Play a two-note repeated pattern on a keyboard instrument.2.2.3 Play a short melody using appropriate dynamic levels.2.2.4 Maintain a steady beat on a percussion instrument.Standard 3 – Reading, Notating, and Interpreting MusicStudents in second grade read basic rhythmic and melodic notation. They use a system (syllables, numbers or letters) to read simple pitch notation. They also use standard symbols to notate rhythms, pitches, articulations, and dynamics in simple patterns presented by the teacher.2.3.1 Read and write half, quarter, and eighth notes in two or four-beat groupings.2.3.2 Read and write quarter and half rests.2.3.3 Identify pitch patterns using either syllables or numbers.

Example: Name the pitches of a melodic pattern using numbers or the solfege syllables do, re, mi, sol, and la.2.3.4 Identify melodic lines that ascend, descend, or stay the same.

Example: Determine whether a short pitch pattern is moving up, down, or in the same direction on the board or the page.

2.3.5 Identify the dynamic markings for crescendo and diminuendo, as well as the symbols for staccato, legato, repeat sign, and a tie.

Standard 4 – Improvising Melodies and AccompanimentsStudents improvise “answers” to given rhythmic or melodic phrases. They improvise simple rhythmic and melodic accompaniments, using instruments, classroom or body sounds, and electronic sounds.2.4.1 Respond on a melodic instrument to teacher given phrases.2.4.2 Create a simple ostinato using an instrument or a sound from the classroom.Standard 5 – Composing and Arranging Music within Specified GuidelinesStudents create music to accompany readings or dramas. They create short melodic and rhythmic phrases with guidelines from the instructor and use a variety of sound sources when composing.2.5.1 Create a short phrase or melody with the teacher’s guidance, and record it either on tape or by using the student’s invented

notation.2.5.2 Arrange a short piece using a variety of sounds from traditional or non-traditional sources.2.5.3 Help create a piece that could accompany a poem or introduce a play.Standard 6 – Listening to, Analyzing, and Describing MusicStudents discuss and describe aural examples of music of other cultures. They use proper terms to explain musical instruments and performances. They also identify the sounds of the families of stringed instruments heard in an orchestra. Students respond through movement to prominent musical events while listening to music.2.6.1 Use movements to indicate changes in the music being heard.

Example: Use hand motions to indicate high or low pitch in the music.2.6.2 Assemble a collection of musical terms and their meanings.

Example: As a group project, put the meanings of terms learned in music class into your own words. Record them or have them printed into a class music dictionary that can be expanded throughout the year.

2.6.3 Identify by sight and sound the types of families of instruments.2.6.4 Use movement to indicate what is meant by the terms crescendo, decrescendo, andanteStandard 7 – Understanding Relationships Between Music, the Other Arts, and Disciplines Outside the Arts.Students identify similarities and differences in the meanings of common terms used in the various arts. They also identify similarities among different subject areas and the arts.2.7.1 Tell how concepts such as repetition and contrast are used in the fine arts.

2.7.2 List common themes found in all subject areas.Example: Talk about how repetition is found in music and in nature.

2.7.3 Show how the arts are studied in ways common to other subjects.Example: Relate rhythmic groups in music to sets in mathematics.

Standard 8 – Understanding Music in Relation to History and CultureStudents identify familiar examples of music from various eras, styles, or cultures. They identify uses of music in daily life and describe the roles of musicians in many settings.2.8.1 Name a piece of music that is from the current time-period and one from another time period.

Example: Name Tchaikovsky’s Nutcracker Suite as an example of ballet music, and name your favorite piece of music, noting the differences between the two.

2.8.2 Compare and contrast two or more dances from various countries of the world.2.8.3 Discuss suitable music for various occasions and rituals.

Example: After hearing four musical excerpts, name which one would be best for weddings, sports events, award ceremonies, or graduations.

2.8.4 Discuss the roles of musicians in everyday settings.Example: Talk about a musician recently seen and heard at an event and how the musician helped make the event more meaningful.

Standard 9 – Evaluating and Critiquing Music and Music PerformancesStudents develop criteria for musical quality. They explain, using proper terminology, personal preferences for specific musical works and styles. They also understand the importance of proper concert behavior in a variety of concert settings.2.9.1 Compare two compositions.

Example: Discuss various features of two different works of music, using appropriate musical terms you have learned.2.9.2 Discuss proper audience behavior for different styles of music.

Power Indicators are always subject to revision and improvement. They are not to be considered static or established for ever. Updated Fall 2006

Indiana Academic Standards

GRADE 2MUSIC CURRICULUM GUIDE

INDIANA ACADEMIC STANDARDS

SINGING ALONE AND WITH OTHERS

Standard 1: Students sing independently or in groups, on pitch and using the indicated rhythm and tempo. They sing with good diction, tone, and posture. Students also sing expressively through the use of proper dynamic contrasts. They sing ostinatos and a variety of songs from many styles and cultures from memory.

Indicator Example Instruction/Assessment Resource

2.1.1 Sing with a clear, singing tone quality.

Instructor: “What is your name”? (mi-mi-mi-sol)Student: “My name is Sally”(mi-mi-mi-sol).

Can be used to check attendance.

Match a given pitch and pattern.

Spotlight on Music. 2005. Macmillan McGraw-Hill.Page 1

Elkhart Community Schools Grade 2 Music Curriculum GuideNovember 2006 Standard Referenced






2.1.2 Sing a capella with appropriate dynamics and phrasing.

Sing with a group without instruments, matching dynamic levels and breathing together as a group using “Engine, Engine Number Nine”.

Students use rainbow hand phrasing to represent the different phrases and use expanding hands to represent differences in loud and soft.

“Spotlight on Music” (SOM) -2 page 13








2.1.3 Sing a memorized song in a foreign language.

Have students memorize, “Sorida.”

Use suggested hand motions to help students memorize the song.

SOM-2 page 96








2.1.4 Maintain a steady beat while singing or speaking an ostinato.

Using “Bate, Bate”, have students use a created verbal ostinato to perform with the music.

Learn the song and then isolate phrases that could be used as an ostinato.

SOM-2 page 242





PLAYING AN INSTRUMENT ALONE AND WITH OTHERS Standard 2: Students perform accurate pitches, rhythms, and dynamic levels with a steady tempo. They echo and perform

easy rhythmic and melodic patterns accurately. They also perform a variety of repertoire, either alone or in groups.


2.2.1 Play a given pitch pattern.

Use, “Say Your Name” to create melodic patterns using so and mi on melodic instruments.

Practice as a group. SOM -2 page 243








2.2.2 Play an easy ostinato. Play a two-note repeated pattern on a rhythmic or melodic instrument using pages 244 – 246.

Learn the song and show melodic patterns with hands and then practice with instruments.

SOM-2 pages 244-246








2.2.3 Play a short melody using appropriate dynamic levels.

Teach the first phrase to “Mary Had a Little Lamb” practicing using different dynamic levels each time they play.

Use flashcards that have dynamic levels representing loud and soft.

Teacher generated flash cards.








2.2.4 Maintain a steady beat on a percussion instrument.

Use the speech piece, “Loose Tooth” and have students work on keeping the steady beat in their lap while saying the piece. Then, have students practice keeping the steady beat using percussion instruments.

Teacher generated assessment SOM-2 page 28





READING, NOTATING, AND INTERPRETING MUSIC

Standard 3: Students in second grade read basic rhythmic and melodic notation. They use a system (syllables, numbers or letters) to read simple pitch notation. They also use standard symbols to notate rhythms, pitches, articulations, and dynamics in simple patterns presented by the teacher.


2.3.1 Read and write half, quarter, and eighth notes in two or four-beat groupings.

Use “Thank You” to introduce half notes. Have students practice reading quarter and half note patterns. Then, using color coded popsicle sticks to create rhythms on the floor or on the desk.

Teacher generated assessment SOM-2 page 349

GRADE 2



MUSIC CURRICULUM GUIDEINDIANA ACADEMIC STANDARDS




2.3.2 Read and write quarter and half rests.

Use purchased or teacher generated flash cards to introduce and practice reading quarter and half rests. Then, students could practice writing quarter and half rests on the board.

Teacher generated assessment








2.3.3 Identify pitch patterns using either syllables or numbers.

Name the pitches of a melodic pattern using numbers or the solfege syllables so, mi, and la.

Use written notes on the board and hand signs.

“The Mill Song” SOM-2 page 52 and “Doggie, Doggie” page 59 and “Pizza, Pizza, Daddy-o” page 62.








2.3.4 Identify melodic lines that ascend, descend, or stay the same.

Determine whether a short pitch pattern is moving up, down, or in the same direction on the board or the page.

Students use hand signs to move to the melodic direction of the song and ID the patterns in relationship to the words in the book.

“I Saw Three Ships” page 359 from SOM-2 and “Skinnamarink” page 368 and “You Are My Sunshine” page 369








2.3.5 Identify the dynamic markings for crescendo and diminuendo, as well as the symbols forstaccato, legato, repeat sign, and a tie.

Crescendo = “Sheep Shearing” song

Diminuendo = “ Paul Winter’s Antarctica”

Staccato = “Pick a Pumpkin” Taking a phrase from the song and adding staccato marks on the board.

Legato = “Skating”

Repeat sign = “Step in Time”

Tie = “Martin Luther King”

Sing each song pointing out in the books each symbol. Havesymbols written on the board and after singing each song, have students match songs and symbols together.

SOM – 2 page 102, 110-111,347,350, 6, 364





IMPROVISING MELODIES AND ACCOMPANIMENTS

Standard 4: Students improvise “answers” to given rhythmic or melodic phrases. They improvise simple rhythmic and melodic accompaniments, using instruments, classroom or body sounds, and electronic sounds.


2.4.1 Respond on a melodic instrument to teacher given phrases.

When the teacher plays a short phrase on a xylophone or keyboard, make up a phrase to play back to the teacher.

Set guidelines stating that their answers must be 4 beats long using quarters and eighth notes.

Teacher generated.





IMPROVISING MELODIES AND ACCOMPANIMENTS

Standard 4: Students improvise “answers” to given rhythmic or melodic phrases. They improvise simple rhythmic and melodic accompaniments, using instruments, classroom or body sounds, and electronic sounds.


2.4.2 Create a simple ostinato using an instrument or a sound from the classroom.

Use the rhythms from the song, “Going Over the Sea” and have students create answers on their lap answering your phrases.

Teacher listens for accuracy of rhythm patterns.

SOM-2 page 216





COMPOSING AND ARRANGING MUSIC WITHIN SPECIFIED GUIDELINES

Standard 5: Students create music to accompany readings or dramas. They create short melodic and rhythmic phrases with guidelines from the instructor and use a variety of sound sources when composing.


2.5.1 Create a short phrase or melody with the teacher’s guidance, and record it either on tapeor by using the student’s invented notation.

Use the song, “She’ll Be Coming Around the Mountain” and have students create new verses with teacher’s guidance.

Tape record their new verses. SOM-2 page 33








2.5.2 Arrange a short piece using a variety of sounds from traditional or non-traditional sources.

Using the poem, “City Traffic”, have students experiment with suggestions in the book and create their own ideas for appropriate sounds to go with the poem.

Explore non-traditional sounds to go with the poem.

SOM-2 page 328ESC video “Stomp Out Loud”








2.5.3 Help create a piece that could accompany a poem or introduce a play.

Use the song, “Hakuna Matata” and add an accompaniment to go along with the music.

Discuss appropriate instrumental sounds and discuss the use of African instruments with the song.

SOM-2 page 292





LISTENING TO, ANALYZING, AND DESCRIBING MUSIC

Standard 6: Students discuss and describe aural examples of music of other cultures. They use proper terms to explain musical instruments and performances. They also identify the sounds of the families of stringed instruments heard in an orchestra. Students respond through movement to prominent musical events while listening to music.


2.6.1 Use movements to indicate changes in the music being heard.

Use hand or body movements to depict the changes in the song.

Model each change for the students and then have them move on their own.

SOM-2 page 5 “Dance, Dance, Dance!”








2.6.2 Assemble a collection of musical terms and their meanings.

As a group project, put the meanings of terms learned in music class into your own words. Record them or have them printed into a class music dictionary or word wall that can be expanded throughout the year.

Teacher identifies terms throughout the year and provides a resource to record them on for student use.

Glossary of instruments page 384 and terms on page 390 (SOM)








2.6.3 Identify by sight and sound the types of families of instruments..

Lesson on page 228 and 229 Read, discuss and listen to examples of the families of instruments. Concentrate on the string family.

SOM-2 page 424 for list of string examples








2.6.4 Use movement to indicate what is meant by the terms crescendo, decrescendo, andanteand allegro.

Crescendo = page 110Decrescendo= page 110Andante = page 116Allegro = page 108

Sing and/or listen to each song identifying each term and writing it on the board. Show meanings of each term with arm movements.

Play Charades by handing one- three students a card and have them act out the word on the card.

SOM-2





UNDERSTANDING RELATIONSHIPS BETWEEN MUSIC, THE OTHER ARTS, AND DISCIPLINES OUTSIDE THE ARTS

Standard 7: Students identify similarities and differences in the meanings of terms used in more than one art form. They also identify similarities among different subject areas and the arts.


2.7.1 Tell how concepts such as repetition and contrast are used in the fine arts.

Use the picture on page 77 to discuss concepts such as repetition and contrast and mirror image (form).

Review appropriate terms on the word wall.

SOM-2 page 77








2.7.2 List common themes found in all subject areas.

Talk about how repetition is found in music and geographical photography found around the world as seen on page 116 – 117, “He’s Got the Whole World in His Hands.”

Chart the themes found in the music and photography.

SOM-2 pages 116-117








2.7.3 Show how the arts are studied in ways common to other subjects.

Relate rhythmic groups in music to sets in mathematics.

Relate form (ABC) to beginning, middle, and end of a story.

Always be looking for ways to relate what is being taught in music to disciplines outside of music.

Use cumulative songs list on page 423.





UNDERSTANDING MUSIC IN RELATION TO HISTORY AND CULTURE

Standard 8: Students identify familiar examples of music from various eras, styles, or cultures. They identify uses of music in daily life and describe the roles of musicians in many settings.


2.8.1 Name a piece of music that is from the current time-period and one from another time period.

Name Tchaikovsky’s Nutcracker Suite as an example of ballet music, and “Check it Out.”

Chart comparisons between past and present forms of music.

SOM-2 page 10 “Check it Out”And page 426 for listing of Nutcracker Suite selections.








2.8.2 Compare and contrast two or more dances from various countries of the world.

“Shake the Papaya Down” a Calypso song and “Shoo Fly.”

Chart and show contrasting movements.

SOM-2page 91 page 222








2.8.3 Discuss suitable music for various occasions and rituals.

Use selections from the Holiday and Seasonal Music section of the book (index on page 424.

Throughout the year, make a booklet or a poster that has music for various occasions. Discuss why certain songs are suitable for different occasions at the end of the year.








2.8.4 Discuss the roles of musicians in everyday settings.

Discuss times and occasions that you hear music and then discuss the roles that the musicians play in creating or performing that music.

Use personal experiences and experiences of other performers and composers.

Use media and personal stories to create a unit.





EVALUATING AND CRITIQUING MUSIC AND MUSIC PERFORMANCES

Standard 9: Students develop criteria for musical quality. They explain, using proper terminology, personal preferences for specific musical works and styles. They also understand the importance of proper concert behavior in a variety of concert settings.


2.9.1 Compare two compositions.

Discuss various features of two different works of music, usingappropriate musical terms you have learned.

Use selections from the book or from your own personal collections that have a student recording and a professional recording.

Create a chart that shows the comparisons and contrasts in the compositions.

“I Bought Me a Cat” page 14 (SOM-2)

Songs from personal resources.





EVALUATING AND CRITIQUING MUSIC AND MUSIC PERFORMANCES

Standard 9: Students develop criteria for musical quality. They explain, using proper terminology, personal preferences for specific musical works and styles. They also understand the importance of proper concert behavior in a variety of concert settings.


2.9.2 Discuss proper audience behavior for different styles of music.

Watch the video showing proper and improper concert etiquette.

Discuss the proper and improper behaviors observed.



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