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Second Grade MusicSecond grade will continue to read music on the treble clef staff. We will start to learn how to write their own music too. The first semester second grade works on songs that go with movements or games. The second semester we work on naming notes and composing our own music.
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1st Quarter |
"Pizza Daddy-o" (Call and Response song)
"Down Down Baby" (movement) "Riddle Ree" (movement) "Go Around the Corn Sally" (Rhythm) "Miss Mary Mack" (Tempo= the speed of music.) "Double Double" (Playing in an ensemble, how to play in a music group together.) |
2nd Quarter |
"Whacky Solfeg" (Melody)
"Down the Ohio" (Melody) "Way Down Yonder" (Verse and Refrain) "Gypsy" (Reading Music) "Alligator Pie" (Rhythm) "Presto Largo" (Tempo) "Thankful" (Theme) "The Turkey Game" |
3rd Quarter |
"Mr. Everybody's Musical Apartment" Book 2
We will learn how to read music on the treble clef staff. Our first graders will play all 6 songs from book one, on the xylophones and boomwhackers! |
4th Quarter |
I Can Statements
I can match 2-3 pitch melodies.
I can imitate what the teacher sings or plays
I can understand changes in music (soft-loud, high-low, fast-slow).
I can use correct position and technique to sing and play instruments.
I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments.
I can use improvisation to create simple rhythmic and melodic variations on familiar melodies.
I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.
I can use singing, playing, and/or moving to respond to a variety of musical ideas, prominent musical characteristics, or specific musical events.
I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo, and same/different sections of music.
I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.
I can illustrate melodic patterns, dynamics, and forms
I can differentiate various vocal timbres and instruments based on how their sounds are produced
I can imitate what the teacher sings or plays
I can understand changes in music (soft-loud, high-low, fast-slow).
I can use correct position and technique to sing and play instruments.
I can interpret three-pitch songs that use traditional music notation with voice and/or by playing pitched instruments.
I can use improvisation to create simple rhythmic and melodic variations on familiar melodies.
I can select a variety of traditional and non-traditional sound sources to accompany readings, stories, or dramatizations.
I can use singing, playing, and/or moving to respond to a variety of musical ideas, prominent musical characteristics, or specific musical events.
I can recognize contrasts in music, such as high/low pitch, loud/soft dynamics, fast/slow tempo, and same/different sections of music.
I can recognize melodic patterns, rhythmic patterns, dynamics, and forms when presented aurally.
I can illustrate melodic patterns, dynamics, and forms
I can differentiate various vocal timbres and instruments based on how their sounds are produced
