In each quarter of the school year, there are particular goals to cover specific skills and standards (TEKS). Here you will find a list of what 2nd Grade music will be covering each 9 weeks according to the district's aligned curriculum. It is important to note that the terminology used here is more sophisticated than how it is communicated to young children.
1st 9 Weeks
- Practice and identify previous voices; (adult/children singing voices)
- Review allegro/largo and piano/forte. Experience presto/moderato/andante and pp/ff;
- Experience songs with musical forms – aaba and abac
- Review quarter and paired eighth notes and quarter rest; Experience and label half note and half rest; Introduce 2/4 meter; Construct short rhythmic phrases using quarter note, eighth notes and quarter rest
- Review three tone melodies (so mi la) and place on musical staff; Experience pentatonic melodies; Construct short melodic phrases using s-m-l
- Read simple music (standard notation) including allegro/largo and forte/piano
- Sing or play instruments using folk song repertoire independently and/or in groups
- Experience music of diverse cultures through singing or playing instruments; Experience songs and games of various cultures (folk, patriotic and seasonal)
- Move to music using locomotor and non-locomotor
- Students perform 2, 4 or 8 beat rhythmic ostinato (chant, sing, body percussion and/or pitched/unpitched percussion instruments)
- Begin creating new musical ideas (new words, motions, instrument timbre, etc.)
- Build listening repertoire including local and diverse cultures; Respond to music verbally and/or through movement; Practice quiet, focused listening to music; Distinguish comparatives while listening to music
- Experience cross-curricular connections (rhymes, counting, patterns, turn taking)
- Recognize quarter and eighth notes and quarter rest as well as s-m in aural examples
2nd 9 Weeks
- Listen to and identify examples of choral voices; (unison/ensemble)
- Label presto/moderato/andante and pp/ff; Apply to informal performance
- Experience songs with musical forms – aaba and abac
- Practice half note and half rest and 2/4 meter; Construct short rhythmic phrases using quarter note, eighth notes and quarter rest and half note
- Prepare and label do; Construct short melodic phrases using s-m-l
- Read simple music (standard notation) including allegro/largo and forte/piano
- Sing or play instruments using folk song repertoire independently and/or in groups
- Experience music of diverse cultures through singing or playing instruments; Experience songs and games of various cultures (folk, patriotic and seasonal)
- Move to music using locomotor and non-locomotor
- Students perform 2, 4 or 8 beat rhythmic ostinato (chant, sing, body percussion and/or pitched/unpitched percussion instruments)
- Students improvise movement, words to known songs; experiment with a variety of instruments
- Build listening repertoire including local and diverse cultures; Respond to music verbally and/or through movement; Practice quiet, focused listening to music; Distinguish comparatives while listening to music
- Experience cross-curricular connections (rhymes, counting, patterns, turn taking)
- Recognize half note in selected musical examples
3rd 9 Weeks
- Listen to and identify examples of choral voices; (unison/ensemble)
- Identify instruments visually and aurally (Farkle McBride)
- Label presto/moderato/andante and pp/ff; Use basic tempo and dynamic markings in musical examples; Apply to informal performance
- Experience songs with musical forms – aaba and abac
- Prepare and label 4 sixteenth notes; Construct short rhythmic phrases using quarter note, eighth notes and quarter rest and half note
- Practice d-m-s-l and prepare re; Construct short melodic phrases using d-s-m-l
- Sing or play instruments using folk song repertoire independently and/or in groups
- Experience music of diverse cultures through singing or playing instruments; Experience songs and games of various cultures (folk, patriotic and seasonal)
- Move to music using locomotor and non-locomotor
- Students perform 2, 4 or 8 beat rhythmic ostinato (chant, sing, body percussion and/or pitched/unpitched percussion instruments)
- Students improvise movement, words to known songs; experiment with a variety of instruments
- Build listening repertoire including local and diverse cultures; Respond to music verbally and/or through movement; Practice quiet, focused listening to music; Distinguish comparatives while listening to music
- Experience cross-curricular connections (rhymes, counting, patterns, turn taking)
- Recognize half note in selected musical examples
4th 9 Weeks
- Listen to and identify examples of choral voices; (unison/ensemble)
- Identify instruments visually and aurally (Farkle McBride)
- Label presto/moderato/andante and pp/ff; Use basic tempo and dynamic markings in musical examples; Apply to informal performance
- Experience songs with musical forms – aaba and abac
- Prepare and label 4 sixteenth notes; Construct short rhythmic phrases using quarter note, eighth notes and quarter rest and half note; Add sixteenth notes
- Prepare and label re; Construct short melodic phrases using d-s-m-l
- Sing or play instruments using folk song repertoire independently and/or in groups
- Experience music of diverse cultures through singing or playing instruments; Experience songs and games of various cultures (folk, patriotic and seasonal)
- Move to music using locomotor and non-locomotor
- Students perform 2 or 4 beat vocal and/or instrumental ostinato (i.e. pentatonic)
- Students improvise movement, words to known songs; experiment with a variety of instruments
- Build listening repertoire including local and diverse cultures; Respond to music verbally and/or through movement; Practice quiet, focused listening to music; Distinguish comparatives while listening to music
- Experience cross-curricular connections (rhymes, counting, patterns, turn taking)
- Recognize four sixteenth notes in selected musical examples