• Second Grade Curriculum

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    Here is an overview of the key musical skills and concepts we will focus on this year. This is not an exhaustive list, but rather a curriculum outline for the year.
    After each concept is a letter in parentheses: 
    (I) indicates that this concept is being introduced for the first time this year; 
    (X) indicates that a concept, which has been introduced previously, is being further explored this year; 
    (M) indicates that this concept will be mastered this year. After a concept is mastered, it will be reviewed and used to introduce other, more challenging concepts.

    BEAT Students will:

    ·         demonstrate a steady beat on pitched and unpitched percussion instruments, body percussion, and through movement. (M) 

    ·         demonstrate a steady beat on pitched and unpitched percussion instruments while singing a song or speaking a rhyme. (X)


    RHYTHM Students will:

    ·         distinguish between slow and fast singing and playing. (M)

    ·         identify a "tie". (I)

    ·         perform two-part rhythm pieces (changing rhythm + ostinato). (I)

    ·         echo, read and compose simple rhythmic patterns using:

       second grade rhythms (I)


    METER Students will: 

    ·         demonstrate an understanding of phrase length. (M)

    ·         sing, move, and play pitched and unpitched percussion instruments in 2/4, 4/4 and 6/8 time. (M)


    FORM Students will:

    ·         find repetition and contrast in AB and ABA forms. (I) 

    ·         perform pieces in two-part form. (M). 

    ·         arrange pieces using contrasting sections. (M)

    ·         compose and perform sections using word chains. (M)


    MELODY Students will:

    ·         identify upward and downward melodic movement. (M)

    ·         improvise and compose melodies on pitched percussion instruments. (I)

    ·         sight-sing simple melodies using the solfege syllables "do", "re", "mi", "so" and "la". (I)

    ·         use Curwen-Glover hand signs for do", "re", "mi", "so" and "la". (I)


    HARMONY Students will:

    ·         experience singing two-part harmony (melody + ostinato). (I)

    ·         experience singing one melodic line, while playing simple borduns, drones and pedal points on pitched percussion instruments. (M)

    ·         experience singing one melodic line while playing an alternate bordun on pitched percussion instruments. (I)

    ·         perform group melodic improvisations on pitched percussion instruments. (X)


    EXPRESSION Students will: 

    ·         demonstrate forte (loud) and (piano) quiet singing and playing. (M)

    ·         demonstrate "crescendo", "diminuendo" and "fermata". (I)


    TIMBRE Students will:

    ·         identify pitched percussion instrument groups (xylophones, metalophones, glockenspiels, bass bars) by their sound alone. (M)

    ·         identify unpitched percussion instruments by their sound alone. (M)


    STYLE Students will:

    perform and move to cultivated and vernacular music from various historic periods and world cultures. (X)