| Grade 2: Music |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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| •demonstrate an understanding of the basic elements of
music specified for this grade (see below) through listening to, performing,
and creating music; |
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| •recognize a variety of sound sources and use some in
performing and creating music; |
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| •use correctly the vocabulary and musical terminology
associated with the specific expectations for this grade; |
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| •identify and perform music from various cultures and
historical periods; |
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| •communicate their response to music in ways appropriate
for this grade (e.g., through visual arts, drama, creative movement, language). |
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Specific Expectations
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| Knowledge of Elements |
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| •identify examples of beat in their environment and in
music (e.g., ticking of clocks, steady pulse in rhymes or songs); |
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| •identify rhythmic patterns (e.g., clap the pattern of
syllables in nursery rhymes); |
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| •distinguish between beat and rhythm in a variety of
pieces of music; |
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| •identify higher- and lower-pitched sounds in a familiar
melody; |
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| •reproduce specific pitches in call-and-response activities
(e.g., singing games); |
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| •identify examples of dynamics in pieces of music and
describe how the loudness and softness are achieved (e.g., loudness results
when a drum is struck with more force); |
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| •identify the tempo of various pieces of music; |
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| •identify the four families of orchestral instruments
(strings, woodwinds, brass, percussion). |
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| Creative Work |
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| •sing music from a variety of cultures and historical
periods (e.g., folk songs); |
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| •create rhythmic and melodic patterns (e.g., ostinati),
using a variety of sounds (e.g., vocal and instrumental sounds); |
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| •create simple patterned movement to familiar music,
using their knowledge of beat and rhythm; |
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| •sing simple, familiar songs in tune in unison; |
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| •sing expressively, showing an understanding of the text; |
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| •accompany songs in an expressive way, using appropriate
rhythm instruments, body percussion, or "found" instruments; |
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| •create and perform musical compositions, applying their
knowledge of the elements of music and patterns of sound; |
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| •create short songs and instrumental pieces, using a
variety of sound sources; |
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| •produce a specific effect (e.g., create a soundscape
as background for a story or poem), using various sound sources (e.g.,
the voice, the body, instruments). |
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| Critical Thinking |
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| •express their response to music from a variety of cultures
and historical periods (e.g., “Largo al factotum della città” from
The Barber of Seville by Rossini, “Lunatic Menu” by Ippu Do); |
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| •communicate their thoughts and feelings about the music
they hear, using language and a variety of art forms and media (e.g., create
a dance, dramatize a song); |
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| •recognize that mood can be created through music (e.g.,
in a work such as Carnival of the Animals by Saint-Saëns); |
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| •explain, using basic musical terminology, their preference
for specific songs or pieces of music; |
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| •recognize and explain the effects of different musical
choices (e.g., slow music that is loud can be dramatic or ceremonial whereas
slow music that is soft can suggest thoughtfulness). |
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| Student Name: |
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