Music Curriculum Blueprint: 2nd Grade

First Nine Weeks 2nd 3rd 4th Essential Questions: Where do we find rhythm in everyday life? How can we work together to learn music? Why does each instrument have its own timbre?

Key Vocabulary: Accompaniment Active listening Adult voice Beat Call Child voice Composer Conductor

Head voice Instrument Lyrics Melody Membrane Metal Pitch Repeated note

Response Rhythm Shaker Staff Timbre Unpitched Wood

Standards, Scales and Learning Goals (#3): MU.2.C.1.1 Identify appropriate listening skills for learning about musical examples selected by the teacher.

4 I can describe listening skills and how they help us appreciate musical works.

What musical element can we focus on when listening to this piece of music?

How does focusing on certain elements help us appreciate the music?

What are some ways we can organize our observations of what we hear in the music (such as thinking maps, checklists, etc.)?

3 I can identify appropriate listening skills for learning about musical examples selected by the teacher.

What elements should we listen for when hearing a new piece of music?

How will we know the form of the music?

How will we recognize certain instruments when we hear them?

How can we use a double bubble map (or other thinking map) to show what we hear in (these two pieces of music)?

2 I can tell how my responses (movements, shared thoughts) when hearing music show that I am listening to certain elements of that music.

How did your movement match the song? How did you know to move in that way?

How did you feel when you heard (a certain part of a piece of music)? Why did you feel that way?

1 I can respond to specific, teacher-selected musical characteristics in a song or instrumental piece.

How can you move to show ______ in the song?

Can you make your arms move higher and lower with the melody?

Can your hands move wider when the music gets louder, and closer together when it gets softer?

Can you raise your hand when you hear (musical element) in the music?

MU.2.C.1.3 Classify unpitched instruments into metals, membranes, shakers, and wooden categories.

4 I can identify families of orchestral and band instruments.

Which instrument family features metal instruments that require buzzing on the mouthpiece?

Which instrument family includes instruments that the player strikes, scrapes, or shakes?

3 I can classify unpitched instruments into metals, membranes, shakers, and wooden categories.

What do triangles and finger cymbals have in common?

To which group does the tambourine belong? Why do you think so?

To which group do jingle bells belong? Why do you think so?

2 I can identify a variety of unpitched instruments.

The student can tell the name of the unpitched instruments contained in their classroom.

1 I can classify instruments into pitched and unpitched percussion families.

Is this instrument pitched or unpitched? How do you know?

Which of these, a xylophone or a wood block, is unpitched?

Is this hand bell pitched or unpitched? How do you know?

Why does a glockenspiel have different sized bars?

Music Curriculum Blueprint: 2nd Grade

Resources: MU.2.C.1.1: Making Music 2002: pp. 60 (“Down the Ohio”), 76-77 (The Entertainer, by Scott Joplin), 164 (“Clear the Kitchen”), 334-335 (“Ein Tanz von Rüpplein” from A Midsummer Night’s Dream, by Felix Mendelssohn) Marching/Skipping/Galloping songs and games MU.2.C.1.3: Making Music 2002: pp. 64 -67 (“Achshav,” (Israeli folk song), World of Drums Montage), 103 (“Ujan mas,” (Balinese Gamelan), by Gde Purana “The Happy Hedgehog Band” Book Lesson http://goo.gl/0DBLK “There Was an Old Lady Who Swallowed a Fly” Book Lesson http://goo.gl/IsSjK

Music Curriculum Blueprint: 2nd Grade

Second Nine Weeks 1st 3rd 4th Essential Questions: How is melody created? Why does each voice have its own timbre? How does a culture influence the music of its people?

Key Vocabulary: ABB ABC Accompaniment Aural Bordun Call and response Culture Do, mi, sol, la Dynamics

Folk/Traditional Music Form Half note Half rest Improvise Indigenous instruments Instrumentation Meter Notate

Ostinato Patriotic Phrase Seasonal Staff Timbre Tradition Voices: child, adult, male, female

Standards, Scales and Learning Goals: MU.2.C.1.4 Identify child, adult male, and adult female voices by timbre.

4 I can discriminate between unison and two-part singing.

How many parts do you hear being sung?

Is everyone singing the same thing?

Describe the different parts you hear.

3 I can identify child, adult male, and adult female voices by timbre.

Is this song being performed by a woman or a child? How can you tell?

2 I can tell the difference between adult male and adult female voices.

Is this song being performed by a man or a woman? How can you tell?

1 I can differentiate between music performed by one singer and music performed by a group of singers.

How many people are singing? How can you tell?

MU.2.S.1.1 Improvise short phrases in response to a given musical question.

4 I can make up (improvise) a four-beat response to a musical question sung or played by someone else.

Think of an answer and sing it back to me (make sure it is four beats): a. What did you eat for breakfast? b. When is your birthday? c. What’s your favorite color?

(sung to a familiar pattern such as so-mi-mi-so-mi, or so-mi-la-so-mi)

With a partner, play a four beat pattern with G and E. Your partner can play their own pattern back to you. Are both patterns the same length? Do they sound good together? If not, what would you change?

3 I can make up (improvise) a response to a musical question sung or played by someone else.

Same as level 4, but the length of the phrase does not matter; all that is required is a response

2 I can respond to simple singing or playing patterns.

Can you move to this pattern?

Can you make up a pattern like this one?

1 I can explore simple singing or playing patterns.

Can you clap/sing/play this pattern back to me?

Can you echo what you hear?

Music Curriculum Blueprint: 2nd Grade

MU.2.S.2.1 Sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.

4 I can identify patterns in songs to aid the development of sequencing and memorization skills.

How many times does this pitch pattern happen in the song?

Which phrase of the song is different from all the others?

How many times does this rhythm repeat?

3 I can sing or play songs, which may include changes in dynamics, lyrics, and form, from memory.

Can you sing all the verses of the song? Can you remember when to get softer/louder?

2 I can sing or play songs from memory if my teacher reminds me about the changes in the lyrics/dynamics/form.

Do you remember how the lyrics change in verse 2?

After which section does the interlude happen?

1 I can sing or play songs, which may include changes in verses or repeats, from memory.

Can you sing/play all the verses and repeats of the song?

MU.2.S.3.1 Sing songs in an appropriate range, using head voice and maintaining pitch.

4 I can sing rounds, canons, or ostinati in an appropriate range, using head voice and maintaining pitch.

3 I can sing songs in an appropriate range, using head voice and matching pitch.

2 I can sing from do to la using my head voice and matching pitch.

1 I can sing simple songs in a group, using my head voice and matching pitch.

MU.2.S.3.2 Play simple melodies and/or accompaniments on classroom instruments.

4 I can play melodies and layered ostinati, using proper instrumental technique, on pitched and unpitched instruments.

3 I can play simple melodies and/or accompaniments on classroom instruments.

2 I can play simple melodies and/or accompaniments, with help.

1 I can play three- to five-note melodies and/or accompaniments on classroom instruments.

MU.2.S.3.3 Sing simple la-sol-mi-do patterns at sight.

4 I can sing simple la-sol-mi-re-do patterns at sight.

3 I can sing simple la-sol-mi-do patterns at sight.

2 I can sing la-so-mi-do patterns, with help from my teacher or a classmate.

1 I can sing simple la-sol-mi patterns at sight.

MU.2.S.3.4 Compare aural melodic patterns with written patterns to determine whether they are the same or different.

4 I can compare simple patterns that I hear with written patterns to see if they are the same or different, in 2/4, ¾, or 4/4 time.

3 I can compare simple patterns that I hear with written patterns to see if they are the same or different.

2 I can look at written rhythms and tell how they are different from one another.

1 I can find a matching written pattern the first time I hear a rhythm.

MU.2.S.3.5 Show visual, gestural, and traditional representation of simple melodic patterns performed by someone else.

4 I can use standard music symbols to show notate simple rhythmic and melodic patterns.

3 I can move, draw, or write music notes to show simple melodic patterns performed by someone else.

2 I can hear a melody or rhythm and identify the picture or notation that matches it.

1 I can move, draw, or use manipulatives to show melodic patterns performed by someone else.

Music Curriculum Blueprint: 2nd Grade

MU.2.O.1.1 Identify basic elements of music in a song or instrumental excerpt.

4 I can identify, using correct music vocabulary, any of the elements in a musical work.

What element is changing when the notes change from sounding smooth to sound separated?

What element is changing when the song changes from one part being sung, to two?

3 I can name the elements of music I hear in a song or a piece of instrumental music.

Which element of music is changing when the notes get higher in the song?

Which element of music is changing when the music gets faster?

2 I can name the changes I hear in the music, but need reminders about which term to use to describe them.

What word do we use to describe the music getting faster/slower, softer/louder, higher/lower?

1 I can show changes I hear in the music.

How can you move to show the fast/slow parts in the song?

How can you move to show when the music is getting louder/softer?

How can you move to show that the music changed from smooth to separated (or vice versa)?

MU.2.H.1.1 Perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.

4 I can compare indigenous instruments of specified cultures.

How are a panpipe and a shakuhachi similar?

What do a koto and a dulcimer have in common?

What do a djembe and a conga have in common?

3 I can perform songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.

How many times do we sing the word/phrase “________” in this (ex. Hebrew, Spanish, Chinese) song?

Perform a half note bordun on Orff instruments while singing/listening to (song from another culture).

Perform a rhythmic ostinato while singing/listening to (song from another culture).

2 I can respond to songs, musical games, dances, and simple instrumental accompaniments from a variety of cultures.

How can you show the beat of this (ex. Arabian, African, Australian) song?

Can you clap this rhythm over and over (ostinato) as you listen to this song?

What makes this folk song sound like it is from the _____ culture?

1 I can perform simple songs, dances, and musical games from a variety of cultures.

Can you follow the steps in this folk dance?

What do we do first in this game? Second?

MU.2.H.1.2 Identify the primary differences between composed and folk music.

4 I can identify significant information about specified composers and one or more of their musical works.

Where did Tchaikovsky live? What type of music is The Nutcracker?

What challenge did Beethoven face as a composer? What type of music is “Ode to Joy”?

In which era did Bach compose?

3 I can tell differences between composed and folk music.

How can you tell that _______ is a folk song?

What makes The Nutcracker NOT sound like a folk song?

2 I can respond to contrasts in (age appropriate) composed and folk music.

How can you show that the music is getting louder? Softer?

How will you move to show the tempo of the music changing?

What makes this folk song sound like it is from the _____ culture?

1 I can tell what a (age appropriate) piece of music represents.

What does the French horn stand for in Peter and the Wolf?

Why are the notes “choppy” in “Fossils” from Carnival of the Animals?

Why does “In the Hall of the Mountain King” (from Peer Gynt Suite) get louder and faster?

Music Curriculum Blueprint: 2nd Grade

MU.2.H.2.1 Discuss how music is used for celebrations in American and other cultures.

4 I can discuss how music in America was influenced by people and events in its history.

How did slavery affect spirituals?

How were freedom songs a part of, and influenced by, the Civil Rights movement?

What kinds of events took place as work songs were sung?

3 I can discuss how music is used for celebrations in American and other cultures.

Why do we sing patriotic songs on Veteran’s Day?

How is Native American music related to Thanksgiving?

What are ways music is used when celebrating religious holidays?

2 I can identify music used for celebrations in American and other cultures.

Name a song you might hear on July 4.

Does your family use music to celebrate birthdays? If so, what song(s) do they sing/play?

1 I can identify and perform folk music used to remember and honor America and its cultural heritage.

What song begins with the words, “My Country, ‘Tis of Thee?” Can you sing it?

Why is “This Land is Your Land” a patriotic song?

Resources: MU.2.C.1.4: Making Music 2002: pp. 58 (“I See the Moon”), 234-235 (“A-Tisket, A-Tasket”, folk song and Ella Fitzgerald recording), 294 (“Rabbit Footprints” by David Eddleman), 369 (“Ner li”, Chanukah song) “Super Singers” Almeida’s Proficiency Pack 10 “The Crabfish” book by John M. Feierabend So-Mi name singing: “My name is ____.” So-mi-mi-so-mi MU.2.S.1.1: Making Music 2002: pp. 259 (“Che che koolay,” Ghanaian folk song), 290-291 (“Der sad to katte,” Danish folk song) MU.2.S.2.1: Making Music 2002: pp. 123 (“Frère Jacques”, 174-175 (“When the Saints Go Marching In,” spiritual and Louis Armstrong recording), 176-177 (“Cheki, morena”, Puerto Rican folk song), 298-299 (“I Bought Me a Cat”), Grade 3 p. 7 (“Supercalifragilisticexpialidocious”), 102 (“Alabama Gal”) “Down by the Bay” “Peanut Butter and Jelly” “My Aunt Came Back” MU.2.S.3.1: Making Music 2002: pp. 245 (“Duck Dance,” Native American dance song), 156 (“Hua jia qü”, Chinese folk song), 236 (“We’re All Gonna Shine Tonight”), 315 (“Let’s Go Fly a Kite”) “Little Melody Walk” Use melody as refrain to sing as students step quarter note steady beat around room. When they stop, they will sing familiar songs one cure cards or powerpoint: http://www.artiealmeida.com/teacher-resources/teacher-downloads MU.2.S.3.2: Making Music 2002: pp. 27 (“Lucy Locket”), 56 (“Clouds of Gray” by Katrinka S. Daniel), 234 (“A-Tisket, A-Tasket”) “Hot Cross Buns” Mallet Madness/Strikes Again (Almeida) Orff: Kriske/de Lelles books MU.2.S.3.3: Making Music 2002: pp. 56 (“Clouds of Gray”), 128 (“Plant Four Seeds”), 245 (“Duck Dance”) “Teddy Bear,” “Ring Around the Rosie,” “Bow Wow Wow,” “Rocky Mountain,” “Mother Mother” Body levels to show melody MU.2.S.3.4: Making Music 2002: pp. 94-95 (“Bow Wow Wow”) “I Hope” GamePlan 1, p. 63 MU.2.S.3.5: Making Music 2002: pp. 56-57 (“Clouds of Gray”), 58-59 (“I See the Moon”) “Direction Dots” Mallet Madness Strikes Again (Almeida), p. 58 Listening maps

Music Curriculum Blueprint: 2nd Grade

MU.2.O.1.1: Making Music 2002: pp. 6 (“Heigh-Ho”), 52 (“Good Mornin’ Blues”), 92-93 (“Allá en la Fuente”), 148-149 (“Fanfarre (Allegro Marziale)” from Concierto Madrigal for Two Guitars and OrchestraI by Joaquin Rodrigo), 228 (“Bob-a-Needle”) MU.2.H.1.1: Making Music 2002: pp. 14 (“Xiao yin chuan” (Chinese folk song)), 21 (“Lone Star Trail”), 64 (“Achshav” (Israeli folk song)), 80 (“Tideo”) , 106-107 (“Abiyoyo”), 189 (“Caballito blanco” (Mexican folk song)), Grade 3 p. 102 (“Alabama Gal”) Chimes of Dunkirk (Amidon Music) GamePlan 4, p. 123 “Noble Duke of York” GamePlan 2, p. 53 MU.2.H.1.2: Making Music 2002: pp. 64 (“Achshav” (Israeli folk song)), 84 (Symphony in G, by Franz Joseph Haydn), 90-91 (“Ein Männlein steht im Walde” (German folk song)) MU.2.H.2.1: Making Music 2002: pp. 174 (“When the Saints Go Marching In”), 376 (“A Kwanzaa Carol”), 386 (“America, I Hear You Singing”), 387 (“America”), 388 (“Yankee Doodle”) Making Music Video: “Music for Special Occasions” Safari Montage

Music Curriculum Blueprint: 2nd Grade

Third Nine Weeks 1st 2nd 4th Essential Questions: How is music organized? How can music express feelings? How do people use music to describe the world around them?

Key Vocabulary: ABB Characteristic Composed music Dynamics

Folk music Interpretation Melodic pattern Pattern

Poetry Repetition Tempo

Standards, Scales and Learning Goals: MU.2.C.1.2 Respond to a piece of music and discuss individual interpretations.

4 I can respond to a piece of music and compare my opinion with a classmate’s.

What words would you use to describe this music, and how are they the same or different from the words your neighbor uses to describe the music?

What story do you think this song is telling? What story does your neighbor think the song is telling? How are they the same? Different? What musical elements explain those similarities/differences?

3 I can respond to a piece of music and talk about how what I think is different from what someone else thinks.

What does your shoulder partner think is happening in the song? Do you agree? Why or why not?

What story do you think this song is telling? Does your neighbor agree? Why or why not?

2 I can move with the changes in the song and notice how my classmates move in the same way, or a different way.

How did you show (change in the music)? Did you notice how others showed that change? What did they do that was different? Do they both show (change in the music) just as well as the other?

1 I can move with the changes in the music, draw a picture, or talk about the changes I hear.

Why did you move to the music in that way?

How can you draw what is happening in the music?

What are some things that you hear changing in the song?

What do you think is happening in the song?

MU.2.C.3.1 Discuss why musical characteristics are important when forming and discussing opinions about music.

4 I can identify musical characteristics and elements within a piece of music when discussing the value of the work.

What musical elements make this a “good” piece of music? Why do you think so?

How do the (tempo, dynamics, timbre, melody, etc.) make you like or dislike this song?

3 I can discuss why musical elements are important when I make and discuss what I think about a piece of music.

What do you like about this song? (use music vocabulary)

Why do you like songs with _________ (a particular musical element)?

Why should we think about (tempo, dynamics, etc.) when telling why we like a piece of music?

2 I can name musical elements that may affect how someone feels about a piece of music.

What are some characteristics about this piece of music that make you want to hear it again?

What do you think a person wants to hear when listening to a musical work?

1 I can tell other thoughts I have about songs, and tell what another person might think about a song.

Why do you think this song sounds (happy, sad, scary), and does your neighbor agree with you? What do they think?

What is the same about what your neighbor thinks about the song, and what is different?

Music Curriculum Blueprint: 2nd Grade

MU.2.O.1.2 Identify the form of a simple piece of music.

4 I can identify and describe the musical form of a familiar song.

What is the form of this song and how do you know?

How is the A part different from the B part?

3 I can identify the form of a simple piece of music.

Which part of the song is the A part? The B part?

How many times does the A part happen? The B part?

Does this song have an AB form? ABA? ABAB?

2 I can identify patterns in a simple piece of music (longer than four measures).

Which two parts of this piece are the same? Which part(s) are different?

Which parts have the same rhythm? The same melody?

1 I can identify patterns of a simple, four-measure song or speech piece.

Which two parts of the song are the same? Which part is different?

Which two sentences in (speech piece) have the same rhythm?

MU.2.O.3.1 Describe changes in tempo and dynamics within a musical work.

4 I can describe how tempo and dynamics can change the mood or emotion of a piece of music.

How does the change in dynamics toward the end of this song affect the mood of the song?

When the tempo gets faster, does it change the way the music makes you feel? In what way?

3 I can describe changes in tempo and dynamics within a musical work.

What is happening to the tempo in this section of the song?

What is happening to the dynamics toward the end of this song?

2 I can tell when the music is getting louder/softer, or faster/slower.

What are some things that you hear changing in the song?

What is happening to the music in (this section)?

What word do we use to describe the music getting faster/slower, softer/louder?

1 I can respond to changes in tempo and/or dynamics within musical examples.

How can you move to show the fast/slow parts in the song?

How can you show that the music is getting louder/softer?

MU.2.H.3.1 Perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes to gain a foundation for exploring patterns in other contexts.

4 I can experience and discuss, using correct vocabulary, similarities in the use of pattern, line, and form in music and other teacher-selected contexts.

How is practicing a song over and over similar to practicing a reading passage over and over? (Both help develop fluency)

Why is fluency important in music?

Why are rhythm and beat important to dancers?

What similarities do you see between form in music and form in art?

3 I can perform and compare patterns, aurally and visually, found in songs, finger plays, or rhymes.

What phrases do you see repeated in this story? Which instrument should we use to play them?

What rhythm do you hear in this rhyme? Can you clap it? Can you play it on a drum? How is it similar to/different from the rhythm in (a different rhyme)?

2 I can recognize patterns found in songs, finger plays or rhymes.

What phrases do you see repeated in this story?

What rhythm do you hear in this rhyme?

Which two lines of this poem have the same rhythm?

1 I can use instruments and vocal sounds to replace or enhance chosen words or phrases in songs, poems, stories, and/or chants.

What instrument would make a good sound effect for (ex. The wind)?

Can you play the triangle only on the rhyming words?

Play the xylophone only on the number words in “1-2, Buckle My Shoe.”

Resources: MU.2.C.1.2: Making Music 2002: pp. 22 (“Lone Star Trail”, Buckaroo Holiday by Aaron Copland), 117 (“Saudação” from Concerto for Marimba and String Orchestra by Ney Rosauro), 164-167 (“Clear the Kitchen,” “Dinosaur Dance”), 204-205 (“See-saw Sacradown”), 208-209 (Free Music #1 by Percy Grainger) “Yankee Doodle” GamePlan 1 p. 28

Music Curriculum Blueprint: 2nd Grade

“The Star Spangled Banner” “Puff the Magic Dragon” Making Music pg 336 textbook version compared to Peter, Paul, and Mary “A-Tisket, A-Tasket” Making Music pg 234 (Ella Fitzgerald) MU.2.C.3.1: Making Music 2002: pp. 70-71 (“Ayelivi,” Ghanaian folk song), 318-319 (“Zip-a-Dee-Doo-Dah”) “High, Middle, and Low” from Sesame Street, http://www.youtube.com/watch?v=JECF2EB3LXU MU.2.O.1.2: Making Music 2002: pp. 52-53 (“Good Mornin’, Blues,” “When a Man’s a Long Way from Home”), 124-125 (“A Song That’s Just for You”), 164-167 (“Clear the Kitchen,” “Dinosaur Dance”), 196 (“Shoo, Fly”), 258 (“Che che koolay”) Form Cards MU.2.O.3.1: Making Music 2002: pp. 7 (“Heigh-Ho”), 228 (“Bob-a-Needle”), 256 (“Interview and Greeting Prelude” by Igor Stravinsky); Grade 3 p. 49 (“Black Snake”) “I Let Her Go, Go” from Down in the Valley (Amidon Music) MU.2.H.3.1: Making Music 2002: pp. 70 (“Ayelivi,” Ghanaian folk song), 79 (“Two Little Sausages”), 83 (“Jelly in a Dish”), 123 (“Frère Jacques”), 348 (“The Crocodile”) Poetry Patterns Math patterns

Music Curriculum Blueprint: 2nd Grade

Fourth Nine Weeks 1st 2nd 3rd Essential Questions: What skills are necessary for a musician to be successful? How can I create music? How can we improve a performance?

Key Vocabulary: Accompaniment Collaboration Compose Critique Evaluate Improvise

Literature Movement Ostinato Performance Poem Sound effects

Soundtrack Story Technique Technology Time line

Standards, Scales and Learning Goals: MU.2.C.2.1 Identify strengths and needs in classroom performances of familiar songs

4 I can evaluate performances of familiar music using criteria given by my teacher.

(Using a rubric) Which element did you rate highest in this performance? Why did you feel it deserved that rating?

Which element did you rank lowest? Why did you feel it deserved that rating? What do you think needed to improve?

3 I can identify strengths and needs in classroom performances of familiar songs.

What was the best thing about how we performed this song?

What could we improve?

What are we doing well?

2 I can tell how two classroom performances are alike and different.

How did we sing the song differently the first time?

How did our playing of this song change the second time we played it?

1 I can tell what is alike and different, about two performances of a song I know.

How are the two performances alike? How are they different?

Which performance did you prefer, and why?

MU.2.S.1.2 Create simple ostinati to accompany songs or poems.

4 I can make a new ending for a song I know.

How would you change the words of (song) to make a different ending? How does that change the mood of the song, or its effect on the listener?

How would you change the pitches in the end of the song? How does that change the mood of the song, or its effect on the listener?

3 I can write and perform a repeating pattern that goes with a song or poem.

What word pattern would best fit (name of song)?

Which rhythm symbols match that word pattern?

Why do you think that word pattern is best? Can you think of ways to improve your pattern? If not, can you tell WHY you think your pattern is perfect as an ostinato for this song?

2 I can perform a repeating pattern/ostinato (given by my teacher) while others are singing or reading a poem, and tell why that pattern is a good choice for that song or poem.

Can you perform this repeating (speech phrase, rhythm, or short melody)?

Why do you think (the teacher) chose this pattern? What connection does it have to the song/poem?

Can you think of a better pattern? Why is your pattern a better fit?

1 I can write/make a four beat rhythm, and a melody that uses so, la, and mi (teachers can use other guidelines to suit their own classrooms).

(Using “beat box” diagrams) What kind of notes can you place in each box to make a four beat rhythm?

How can you use (manipulatives) to make your own four-beat rhythm?

How can you use (manipulatives) to show your own three-note melody pattern?

Music Curriculum Blueprint: 2nd Grade

MU.2.F.1.1 Create a musical performance that brings a story or poem to life.

4 I can enhance the meaning of a story or poem by creating a musical interpretation using voices, instruments, movement, and/or found sounds.

What sound will you choose to represent ______ from the story?

How can you use your voices to help enhance the story?

How can your movements help tell the story?

3 I can create a musical performance that brings a story or poem to life.

Why is it important for my performance to be enthusiastic?

What part did I play in bringing this performance to life?

How can I use my facial expressions to help tell the story?

2 I can, with my teacher’s support, use instruments, singing, and/or movement to help tell a story or poem.

When I play the instrument my teacher gave me, what part of the story will I be helping to tell?

When I move the way my teacher suggested, what part of the story will I be helping to tell?

1 I can create sounds or movement freely with props, instruments, and/or found sounds in response to various music styles and/or elements.

Can you “paint the sounds” in the air as you listen?

Can you use instruments to make sound effects like (rain, the jungle, a city, etc.)?

How will you move to this music?

MU.2.F.2.1 Describe how people participate in music.

4 I can identify musicians in the school, community, and media.

(when appropriate) What is the name for a music leader in a place of worship? (cantor, choir director, worship leader, etc.)

What kinds of musical groups have you seen? Do we have musical groups in our school?

What musical groups do we have in our community (if any)?

Who creates the music that you hear on TV/in movies, video games?

3 I can describe how people (in general) participate in music.

What are ways people make/play/sing/create music? (possible examples: singing with family or friends, school music classes, live concerts, parades, sound recordings, video games, movie soundtracks, television and radio commercials, etc.)

How do the activities you mentioned help music reach more people?

2 I can recognize other ways that people participate in music, other than my favorite ways to participate.

What are ways that you have seen or heard people make music, that you DON’T like to do, or haven’t done yet? Do you think they enjoy making music in those ways as much as you enjoy making music in your favorite ways?

1 I can describe how I like to participate in music.

What musical things do you like to do? Why do you like to do them?

What is your favorite way to make music?

How do you participate in music at home?

Music Curriculum Blueprint: 2nd Grade

MU.2.F.3.1 Collaborate with others in a music presentation and discuss what was successful and what could be improved.

4 I can work with other students to create a performance and tell what specific students added to make the performance a success.

Who helped the most in this performance? Why were they important?

Who were the leaders in this performance?

Which other students helped me perform well?

3 I can work with other students to create a performance and tell its strengths and weaknesses.

What went well in this performance? What needs to be fixed?

What part did I play in this performance? In making it a success?

2 I can work with other students to create a performance, and tell what went well.

What was your favorite part of this performance? Why?

What did YOU do well in this performance?

1 I can take turns, share, be a good listener, be respectful, and display good manners, and act as a member of a team when I am in the music classroom.

Why is it important to take turns?

What are ways to show respect to other students?

What manners are important in the music room?

How does a good teammate behave?

Resources: MU.2.C.2.1: Making Music 2002: pp. 32-33 (“Down, Down Baby”), 68-69 (“Oya” from Primitive Fire by Babatunde Olatunji) Record class performance and critique Self-evaluations MU.2.S.1.2: Making Music 2002: pp. 12 (“Go Around the Corn, Sally”), 27 (“Lucy Locket”), 42 (“Miss Mary Mack”), 62 (“Shenandoah” listening example), 210-211 (“Rosie, Darling Rosie”), 212-215 (“Kou ri lengay,” Tanzanian folk song) MU.2.F.1.1: Making Music 2002: pp. 67 (“De Beat” by Grace Nichols), 70 (“Ayelivi”), 212 (“Kou ri lengay”), 224 (“Glad to Have a Friend Like You”), 338-339 (“Kibungo, Beast of the Forest”), 344 (“She’ll Be Comin’ Round the Mountain”) “carpet of sound” example: “Sunset on the Great Dunes” “What a Wonderful World” Act out book with scarves and props, incorporates vocabulary/movement MU.2.F.2.1: Making Music 2002: pp. 11 (interview with Liam Burke), 139 (biography of fiddler Eileen Ivers), 235 (biography of Ella Fitzgerald), 311 (biography of Navajo songwriter Sharon Burch) Class discussion (Kagan groups): Composer, performer, musical theatre, parades, celebrations, audience member MU.2.F.3.1: Making Music 2002: pp. 174-175 (“When the Saints Go Marching In”), 176-177 (“Cheki, morena”), 387 (“America”) Small group performances (movement, song, chant, etc) with positive feedback Recorded school performances