District OverviewThe 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 DescriptionGrade 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 the foundation for developing the follow ing 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 2 Units:

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

Unit Title: RHYTHMUnit 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.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.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.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.G Recognize 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 2/4 meter place 2 meter sign, bar line, double bar

line, measure in notated music

Competencies/Skills: memorize 8-beat rhythm pattern chart clap, read and write meter exercises memorize 16-beat rhythm pattern chart count, march, conduct with simple meter

Description of Activities: echo rhythm patterns reading written notation/flashcards playing rhythm patterns with rhythm

instruments

counting in 2 with beat icon, ta only, ti ti 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 aural dictation using known rhythms

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

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 quizzesInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: MELODYUnit 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.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.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.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.G Recognize 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 singing with known melodic syllables: 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 aural dictation using felt staves, then pencil

and paper inner hearing from notation or solfege using

hand staff visual identification of known songs using

melodic and rhythmic skills Pentatonic scale: do, re, mi, sol, la

Competencies/Skills: 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

Description of Activities: 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 skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: HARMONYUnit 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.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.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.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.G Recognize 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 soundsConcepts/Content:Review Harmony Foundations from Grade 1

songs with rhythmic ostinati by rote; later by reading

pitched ostinati, often at P5 or octave broken borduns on

xylophone/metallophone polyphonic (2-part rhythm exercises,

speech rounds, rote canons or rounds)

Competencies/Skills: layer rhythmic or melodic ostinati with

melody of known songs accompany songs with pitched percussion perform two equal rhythmic or melodic

parts simultaneously

Description of Activities: 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 singingInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: FORMUnit 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 label and 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.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.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.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.G Recognize 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 recognize same, similar, and different variation 1st and 2nd endings, repeat, coda simple 2-part rounds/canons AB (verse/refrain) and ABA form

Competencies/Skills: recognize that songs are built of phrases identify AB vs ABA form indicate understanding of first and

second endings, coda, repeat sign

Description of Activities: 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 booksInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: EXPRESSIONUnit 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 2 students 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 instrumentsConcepts/Content:Review Expression Foundations from Grade 1 Dynamics

crescendo and decrescendo symbols pianissimo (pp) and fortissimo (ff)

Tempo ritardando (rit) and accelerando (accel) presto (very fast) and largo (very slow)

Timbre (Tone Color) Brass Family: trumpet, French horn, trombone, tuba increase complexity and variety in Orff arrangements use body percussion, non-pitched, and pitched percussion

Competencies/Skills: compare very loud and very

soft; use labels compare very fast and very

slow; use labels identify and label gradual

changes in tempo and dynamics

identify timbre of Brass Family instruments

Description of Activities: wide variety of song material and listening

selections that illustrate nuances of dynamics and tempo

illustrated posters of range of tempi movement to imitate dynamic and tempo

differences posters and soundtracks of Brass Family instrument identification games

Assessments: Teacher observation of student performances incorporating variety of dynamics and tempi.Picture worksheets and quizzes of brass family instruments.Listening quiz of brass family instruments.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: MOVEMENT

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: MOVEMENT. How do I mirror movements of others? How do I find my space in the circle? How do chase games/dances use the circle? How do I move within a moving circle? How do I play a passing game? What is a folk dance?Unit Objectives:Grade 2 students will participate in a variety of movement formations.Grade 2 students will incorporate choreography into performances of songs.Grade 2 students will perform proper sequence in singing games and folk line dances.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.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.G Recognize 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: 9.2.G Relate works in the arts to geographic regions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts.Misconceptions:Difficulty sequencing movement in dance or song games.Concepts/Content:Review Movement Foundations from Grade 1 singing games, play parties, American and

international folk dances partner and group work short choreographed motifs expressing

style and form

Competencies/Skills: learn variety of movement formations use choreography to interpret/express

music able to work with a partner

Description of Activities: Mirroring Stationary circle to Moving Circle Circle Chase games Line Folk Dance partner games

Assessments: Teacher observation of student’s physical responses to dance sequencesInterdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: COMPOSITIONUnit 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: COMPOSITION. Can I write a rhythmic or melodic pattern I hear? Can I compose a chant using ta, ti ti and rest? Can I compose a melody using the pitches do-re-mi? Unit Objectives:Grade 2 students will write melodic and rhythmic patterns from dictation or memory.Grade 2 students will improvise rhythm patterns of varying lengths.Grade 2 students will compose and perform 8-measure chants and songs.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.9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.Important Standards Addressed in this Unit: 9.1.F Identify works of others through a performance or exhibition.9.1.G Recognize the function of rehearsals and practice sessions.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:Students can feel uncomfortable with the risk of creating and sharing their own unique musical ideas.Concepts/Content:Review Composition Foundations from Grade 1 read and write rhythmic patterns from dictation

or memory (4 to 8 beats) read known and new melodic syllables (stick and

staff notation) compose 8-measure chant using ta, ti ti, rest compose 8-measure song that uses do-re-mi

Competencies/Skills: write rhythmic dictation write melodic dictation write 8-measure chant write 8-measure song

Description of Activities: model improvisation in singing and playing an

instrument rhythm writing activities melody writing activities dictation “finish the song” phrase

Assessments: Teacher observation of unique student creative expressions Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: PERFORMANCEUnit 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: PERFORMANCE. How is preparation for a public performance different/similar to the use of music in regular music classroom activities?What skills are needed to perform effectively for an audience? What is the role of the director? What do the different hand signals of the director mean? What is the role of the audience? What is an accompaniment? How effective was Night of Music based on your experience? On audience response? What was your favorite song? Why? What did you learn through the rehearsal/performance experience?Unit Objectives:Grade 2 students will perform songs as solos and in a group.Grade 2 students will perform with classroom instruments using a proper technique.Grade 2 students will perform in a public performance/concert with age-appropriate performance skills.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.D Use knowledge of varied styles within each art form through a performance or exhibition of unique work.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.F Identify works of others through a performance or exhibition (e.g., exhibition of student paintings based on the study of Picasso).9.1.G Recognize the function of rehearsals and practice sessions.9.1.H Handle materials, equipment and tools safely at work and performance spaces.

9.1.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.Important Standards Addressed in this Unit: 9.1.I Identify arts events that take place in schools and in communities.9.3.A Recognize critical processes used in the examination of works in the arts and humanities.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts .Misconceptions:Overcoming self-consciousness and stage fright when performing in front of peers or an audience.Concepts/Content:Review Performance Foundations from Grade 1Vocal Performance

Night of Music performance vocabulary: auditorium, stage, rehearsal,

risers, etc. Night of Music Order, Posture and Manners memorize song lyrics incorporate choreography, sign language

and dance into singing evaluate oneself as a performer

Instrumental Performance Boomwhackers, Rhythm Circles Mallet Madness II 4-bar accompaniment on

unpitched/pitched percussion instruments

Competencies/Skills: sing simple songs as a solo with fluencyNight of Music Performance learn songs by rote identify and demonstrate understanding

of performance posture, presence and manners

identify and demonstrate understanding of rehearsal techniques

learn choreography, sign language and motions by process of mirroring

master song material through repetition, use of song sheets, memorization

follow director’s rehearsal and choral conducting techniques

master skill of singing songs accompanied by soundtracks, piano or student instrumental ensembles

perform dress rehearsal and concert view and discuss video of performance complete written self-evaluation graph favorite songs by class for display Instrumental Performance imitate technique of playing wide variety

of pitched and unpitched percussion

Description of Activities: singing wide variety of simple songs play classroom instruments with songs and

listening selections see Night of Music skills

Assessments: Teacher observation of accurate replication of pitches of known songs, individually and in a group, with or without accompaniment.Teacher observation of mastery of performance process and concert readiness.

Self-assessment and performance rubric to analyze performance. Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive 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: MUSIC APPRECIATIONUnit 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: MUSIC APPRECIATION. What is the purpose of patriotic songs? How does music help us celebrate holidays? What is a conductor? What tools does a conductor use? How does music share important messages?  What does the music of different cultures sound like? What is Jazz?Unit Objectives:Grade 2 students will sing a wide variety of songs that celebrate life events and holidays.Grade 2 students will learn patriotic songs to create pride in our country.Grade 2 students will conduct songs in 2-meter pattern.Grade 2 students will identify that there is a wide variety of musical styles, including Jazz.Focus Standards Addressed in this Unit: 9.1.C Recognize and use fundamental vocabulary within each of the arts forms.9.2.A Explain the historical, cultural and social context of an individual work in the arts.9.2.B Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).9.2.C Relate works in the arts to varying styles and genre and to the periods in which they were created.9.2.F Know and apply appropriate vocabulary used between social studies and the arts and humanities.9.2.G Relate works in the arts to geographic regions.9.2.J Identify, explain and analyze historical and cultural differences as they relate to works in the arts.9.2.G Relate works in the arts to geographic regions.9.3.B Know that works in the arts can be described by using the arts elements, principles and concepts. 9.4.B Know how to communicate an informed individual opinion about the meaning of works in the arts (e.g., works of an artist of the month).Important Standards Addressed in this Unit: 9.2.D Analyze a work of art from its historical and cultural perspective.9.2.E Analyze how historical events and culture impact forms, techniques and purposes of works in the arts.

9.2.K Identify, explain and analyze traditions as they relate to works in the arts.9.2.L Identify, explain and analyze common themes, forms and techniques from works in the arts.9.3.G Know and demonstrate what a critic's position or opinion is related to works in the arts and humanities.9.4.C Recognize that the environment of the observer influences individual aesthetic responses to works in the arts (e.g., the effect of live music as opposed to listening to the same piece on a car radio).Misconceptions:Connecting student’s concrete developmental level with abstractness of musical styles and repertoire.Concepts/Content:Introduction to Music Book: format and skills

folk and traditional song repertoire music as celebration: seasons, holidays and life

events role of conductor; conduct music in 2 meter Composer of the Month – emphasis on famous

American composers World Music Jazz Appreciation Month (April)

Competencies/Skills: learn to use a music book learn to follow the musical map of song notation active listening to music of various periods and

cultures identify the ways music can tell a story identify folk and jazz styles identify the role of a conductor

Description of Activities: trace notation in a music book music reading skill building

activities Patriotic songs Holiday songs Jazz songs and artist stories Composer of the Month activities;

listening and biographical info

Assessments: Teacher observation of students engaging in the uses and styles of musical expression. Teacher observation of student’s use of a music book and following written notation.Interdisciplinary Connections:Language Arts: symbol/sound, left to right, rhyming, aural/verbal skillsMath: pattern, sequenceSocial Studies: historical context of songs and rhymes; holidays; cultureScience: physics of sound production/timbre, seasons

Additional Resources:The Music Connection basal seriesEarly Childhood Music resourcesMusic K-8 and Activate! – music education magazinesTeacher-developed materialsExtensive collection of classroom instruments, visuals, recordings