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School City of Hobart |
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School City of Hobart Music |
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Music - Grade 2 |
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Standard 1
The learner will be able to
sing independently or in groups, on pitch and using the indicated rhythm and tempo. They sing with good diction, tone, and posture. Students also sing expressively through the use of proper dynamic contrasts. They sing ostinatos and a variety of songs from many styles and cultures from memory.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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2.1.1
The learner will be able to
sing with a clear, singing tone quality.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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2.1.2
The learner will be able to
sing acapella with appropriate dynamics and phrasing. Example: Sing with a group without instruments, matching dynamic levels and breathing together as a group.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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2.1.3
The learner will be able to
sing a memorized song in a foreign language.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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2.1.4
The learner will be able to
maintain a steady beat while singing or speaking an ostinato.
| Strand |
Source |
| Singing alone and with others |
IDOE |
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Standard 2
The learner will be able to
perform accurate pitches, rhythms, and dynamic levels with a steady tempo. They echo and perform easy rhythmic and melodic patterns accurately. They also perform a variety of repertoire, either alone or in groups.
| Strand |
Source |
| Playing an instrument |
IDOE |
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2.2.1
The learner will be able to
play a given pitch pattern.
| Strand |
Source |
| Playing an instrument |
IDOE |
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2.2.2
The learner will be able to
play an easy ostinato.
Example: Play a two-note repeated pattern on a keyboard instrument.
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| Strand |
Source |
| Playing an instrument |
IDOE |
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2.2.3
The learner will be able to
play a short melody using appropriate dynamic levels.
| Strand |
Source |
| Playing an instrument |
IDOE |
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2.2.4
The learner will be able to
maintain a steady beat on a percussion instrument.
| Strand |
Source |
| Playing an instrument |
IDOE |
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Reading, notating and interpreting music
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Standard 3
The learner will be able to
read basic rhythmic and melodic notation. They use a system (syllables, numbers or letters) to read simple pitch notation. They also use standard symbols to notate rhythms, pitches, articulations, and dynamics in simple patterns presented by the teacher.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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2.3.1
The learner will be able to
read and write half, quarter, and eighth notes in two or four-beat groupings.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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2.3.2
The learner will be able to
read and write quarter and half rests.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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2.3.3
The learner will be able to
identify pitch patterns using either syllables or numbers.
Example: Name the pitches of a melodic pattern using numbers or the solfege syllables do, re, mi, sol, and la.l
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| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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2.3.4
The learner will be able to
identify melodic lines that ascend, descend, or stay the same.
Example: Determine whether a short pitch pattern is moving up, down, or in the same direction on the board or the page.
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| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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2.3.5
The learner will be able to
identify the dynamic markings for crescendo and diminuendo, as well as the symbols for staccato, legato, repeat sign, and a tie.
| Strand |
Source |
| Reading, notating and interpreting music |
IDOE |
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Improvising melodies and accompaniments
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Standard 4
The learner will be able to
improvise "answers" to given rhythmic or melodic phrases. They improvise simple rhythmic and melodic accompaniments, using instruments, classroom or body sounds, and electronic sounds.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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2.4.1
The learner will be able to
respond on a melodic instrument to teacher given phrases.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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2.4.2
The learner will be able to
create a simple ostinato using an instrument or a sound from the classroom.
| Strand |
Source |
| Improvising melodies and accompaniments |
IDOE |
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Composing and arranging music
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Standard 5
The learner will be able to
create music to accompany readings or dramas. They create short melodic and rhythmic phrases with guidelines from the instructor and use a variety of sound sources when composing.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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2.5.1
The learner will be able to
create a short phrase or melody with the teacher's guidance, and record it either on tape or by using the student's invented notation.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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2.5.2
The learner will be able to
arrange a short piece using a variety of sounds from traditional or non-traditional sources.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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2.5.3
The learner will be able to
help create a piece that could accompany a poem or introduce a play.
| Strand |
Source |
| Composing and arranging music |
IDOE |
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Listening, analyzing, describing music
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Standard 6
The learner will be able to
discuss and describe aural examples of music of other cultures. They use proper terms to explain musical instruments and performances. They also identify the sounds of the families of stringed instruments heard in an orchestra. Students respond through movement to prominent musical events while listening to music.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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2.6.1
The learner will be able to
use movements to indicate changes in the music being heard.
Example: Use hand motions to indicate high or low pitch in the music.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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2.6.2
The learner will be able to
assemble a collection of musical terms and their meanings.
Example: As a group project, put the meanings of terms learned in music class into your own words. Record them or have them printed into a class music dictionary that can be expanded throughout the year.
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| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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2.6.3
The learner will be able to
identify by sight and sound the types of families of instruments.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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2.6.4
The learner will be able to
use movement to indicate what is meant by the terms crescendo, decrescendo, andante and allegro.
| Strand |
Source |
| Listening, analyzing, describing music |
IDOE |
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Understanding relationships
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Standard 7
The learner will be able to
identify similarities and differences in the meanings of common terms used in the various arts. They also identify similarities among different subject areas and the arts.
| Strand |
Source |
| Understanding relationships |
IDOE |
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2.7.1
The learner will be able to
tell how concepts such as repetition and contrast are used in the fine arts. .
| Strand |
Source |
| Understanding relationships |
IDOE |
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2.7.2
The learner will be able to
list common themes found in all subject areas.
Example: Talk about how repetition is found in music and in nature.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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2.7.3
The learner will be able to
show how the arts are studied in ways common to other subjects.
Example: Relate rhythmic groups in music to sets in mathematics.
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| Strand |
Source |
| Understanding relationships |
IDOE |
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Standard 8
The learner will be able to
identify familiar examples of music from various eras, styles, or cultures. They identify uses of music in daily life and describe the roles of musicians in many settings.
| Strand |
Source |
| Understanding music |
IDOE |
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2.8.1
The learner will be able to
name a piece of music that is from the current time-period and one from another time-period.
Example: Name Tchaikovsky's Nutcracker Suite as an example of ballet music, and name your favorite piece of music, noting the differences between the two.
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| Strand |
Source |
| Understanding music |
IDOE |
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2.8.2
The learner will be able to
compare and contrast two or more dances from various countries of the world.
| Strand |
Source |
| Understanding music |
IDOE |
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2.8.3
The learner will be able to
discuss suitable music for various occasions and rituals.
Example: After hearing four musical excerpts, name which one would be best for weddings, sports events, award ceremonies, or graduations.
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| Strand |
Source |
| Understanding music |
IDOE |
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2.8.4
The learner will be able to
discuss the roles of musicians in everyday settings.
Example: Talk about a musician recently seen and heard at an event and how the musician helped make the event more meaningful.
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| Strand |
Source |
| Understanding music |
IDOE |
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Standard 9
The learner will be able to
develop criteria for musical quality. They explain, using proper terminology, personal preferences for specific musical works and styles. They also understand the importance of proper concert behavior in a variety of concert settings.
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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2.9.1
The learner will be able to
compare two compositions.
Example: Discuss various features of two different works of music, using appropriate musical terms you have learned.
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| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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2.9.2
The learner will be able to
discuss proper audience behavior for different styles of music. .
| Strand |
Source |
| Evaluating music and music performances |
IDOE |
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