Grade 2 Music

National Core Arts Standards:

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

 PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.

• Know the difference between strong and weak beats.
• Know the patterns of strong and weak beats in a song.
• Know the definition of strong beat.
• Know the definition of weak beat
   

• Be able to find strong and weak beats in a song.
• Understand strong and weak beat patterns

• Recall the definition of beat.
• Recall the definition of steady beat.
• Identify objects that have a steady beat.
• Perform a steady beat in a song.
• Define a strong beat.
• Define a weak beat.
• Feel and find the strong and weak beats in a song.
   

• How does knowing how music is put together help us understand it better?
   

•  How do we identify and perform strong and weak beats?
   

• Non-Pitched Percussion
   

• Strong beat
• Weak beat
   

• Teacher claps a simple rhythmic pattern, emphasizing the beat. Then, students clap it back as an echo.
• Observe if students can accurately replicate the clapping pattern, focusing on whether they maintain a steady beat throughout.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

 PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.M.2.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
   

• Know the difference between meters of 2, 3, and 4.
• Know that meters can change with a song.
   

• Recognize and feel meters of 2, 3, and 4.

• Recognize that strong and weak beats help us feel meters of 2, 3, and 4.
• Recall that the beat remains steady when changing meters.
• Play and move to a simple piece of music using meters of 2, 3, and 4.
• Define medley.

•  How does the music’s structure affect the way it sounds?
   

1. How can we tell if a beat is in groups of 2?
2. How can we tell if a beat is in groups of 3?
3. How can we tell if a beat is in groups of 4?
    

• Drum
• Non-Pitched Percussion
   

• Meter
• Medley
   

• Teach students to clap different meter patterns (like 2/4, 3/4, and 4/4). Start by demonstrating a pattern, then have students clap it back.
• Observe their ability to accurately reproduce the clapping patterns and maintain the correct number of beats for each measure.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.M.2.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
   

• Know the feeling and pulse of a steady beat.
• Know the feeling and pattern of an ostinato.
   

• Feel and internalize rhythms through singing.
• Feel and internalize rhythms through moving.
• Feel and internalize rhythms by playing instruments.
   

• Improve students’ ability to feel and internalize rhythms through singing, moving, and playing instruments.
• Gain more experience creating, performing, and improvising over simple ostinatos.
• Feel, count, and perform rhythms along with a steady beat.
• Recall that strong and weak beats help us feel rhythms and keep a steady tempo.
• Recognize that rhythm can be felt best when we sing, play instruments, or move to music with a steady beat.
• Sing, play, and move to rhythms within a song.

• How do we feel and understand rhythms in our world?
   

•  How do we feel and experience rhythms through singing, moving, and playing instruments?
   

• Non-Pitched Percussion
   

• Rhythm
• Ostinato
   

• Start by clapping a simple rhythmic pattern. Ask students to listen and then clap it back to you.
• Observe if students can accurately replicate the rhythm, focusing on timing and consistency.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr6.1.2a Perform music for a specific purpose with expression and technical accuracy.

PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use basic elements and principles of music and movement.
• 9.1.M.2.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
   

• Know do-mi-sol(so)-la patterns.
• Know partner songs.
   

• Understand how to sing a partner song.
• Promote students' ability to control their breathing for best singing by using their diaphragm or tummy muscles.

• Initiate singing in harmony and strengthen note reading skills.
• Aurally and visually recognize do-mi-sol(so)-la patterns.
• Define and sing a partner song.
   

•   How do musicians improve the way the music sounds?
   

• How do we sing a partner song?
• How do we use proper technique to sing?
   

• Barred Metals (optional)
• Barred Woods (optional)
   

• Partner songs.
• Do-mi-sol(so)-la
   

• Sing short phrases that include do, mi, sol(so), and la, and ask students to echo back what they hear.
• Check for their ability to replicate the pitches accurately, assessing their listening skills and pitch recognition. Short Quiz

National Core Arts Standards:

• MU:Pr4.2.2b When analyzing selected music, read and perform rhythmic and melodic patterns using iconic or standard notation.

 PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.

• Know melody as a musical story.
• Know the definition of “phrase”.
• Know the sound of “re” within a key.
   

• Develop a deeper understanding of phrase and melody.

• Define phrase.
• Describe a song melody as a musical story containing phrases.
• Recognize that melodies can move by steps, skips, and repeated notes.
• Define melodic direction.
• Define skip, step, and repeated notes.
• Introduce re.
   

•  How do things like other arts, school subjects, and our daily life help us make, play, and understand music?
   

• How do we recognize and describe song melodies?
   

• Non-Pitched Percussion
• Barred Metals (optional)
• Barred Woods (optional)
• Non-Pitched Metals (optional)
   

• Phrase
• Melody
• “Re”
   

• Teach a short melody and have students sing it in phrases, encouraging them to breathe at the end of each phrase.
• Observe their ability to sing the melody smoothly and follow the phrasing. Listen for whether they naturally pause at phrase endings, showing an understanding of musical phrasing.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and      tempo) and how creators use them to convey expressive intent.

PA Arts and Humanities Standards:

• 9.1.M.3.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

• Know Baroque composers.
• Know hallmarks of the Baroque Period.

• Introduce students to the Baroque Period.

• Recognize the most notable Baroque composers as Bach, Vivaldi, and Handel.
• Recall that the Baroque orchestra was small, had no conductor, and featured the harpsichord.
• Recognize the Baroque Period as a time when music was very fancy.
• Name two famous Baroque composers.
• Define Composer.
   

•  How do individuals choose music to experience? 
   

•  How do I recognize the music of Bach, Vivaldi and Handel?
   

• My Baroque Day worksheet (optional)
• Baroque Period Assessment Response sheet
   

• Baroque Period
• Composer
• Orchestra
   

• Give students a matching activity or a simple quiz to see if they can recognize and name Baroque instruments when shown in pictures or listening examples.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr4.2.2a Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.

PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.

• Know the notation for a half note.
• Know the notation for a half rest.
• Know the notation for a beamed eighth note.
• Know the notation for an eighth rest.
   

• Recognize and use notes and rests correctly through listening and reading notation.

• Notate half, quarter, and beamed eighth notes and rests.
• Listen to, then write two measures of rhythms consisting of half, quarter, and beamed eighth notes and rests.
• Define accent mark.
   

•  How does the way music is shared and where it’s played affect how people feel about it?
   

•  How do we use music notation correctly when listening and reading music?
   

• Clap a Rhythm worksheet (optional)
• Notes and Rests Assessment Response sheet
• Instruments
  • Non-Pitched Percussion
     

• Half note
• Half rest
• Quarter note
• Quarter rest
• Eighth note
• Eighth rest
   

• Assign each note value a different body percussion sound (e.g., clap for quarter notes, snap for eighth notes, stomp for whole notes). Have students follow patterns you demonstrate or create their own patterns with these movements.
• Observe their consistency and understanding of each note’s duration through their movements and transitions.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

 PA Arts and Humanities Standards:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.M.3.C Integrate and apply advanced vocabulary to the arts forms.

• Know the meaning of crescendo.
• Know the meaning of decrescendo.

• Strengthen students’ understanding of the need for dynamics in music.

• Define crescendo and decrescendo.
• Aurally recognize crescendo and decrescendo in music.
• Recall that composers use dynamic contrasts to make music more interesting.
• Recognize that dynamics can affect how music makes us feel.

•  How do we strengthen our understanding of the use of dynamics in music?
   

• How does crescendo and decrescendo make music more interesting?
   

• Rhythm Sticks
• Non-Pitched Percussion (optional
   

• Decrescendo
• Crescendo
• Dynamics
   

• Play short musical excerpts that include clear crescendos and decrescendos. Ask students to raise their hands or make a specific gesture (like spreading arms wider) when they hear a crescendo, and bring their hands together when they hear a decrescendo.
• Observe their ability to recognize dynamic changes in volume, showing their understanding of crescendo and decrescendo through their gestures.
• Short Quiz
   

National Core Arts Standards:

• MU:Pr4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

 PA Arts and Humanities Standards:

• 9.1.M.3.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.M.3.C Integrate and apply advanced vocabulary to the arts forms.
   

• Know what a trumpet is.
• Know what a trombone is.
• Know what a french horn is.
• Know what a tuba is.
   

• Discern the musical creators’ and performers’ expressive intent.

• Recognize the relationship between the length, size, and thickness of an instrument's materials and its pitch.
• Describe the difference in sound production between a barred classroom instrument and a trumpet.
• Name the four main brass instruments.
   

• How can we tell what the composers and performers are trying to express in their music?
   

•  How do we learn /reinforce the four families of instruments and learn the instruments in the brass family?
   

• Keyboard (optional)
• Trumpet (optional)
   

• Brass family
• Trumpet
• Tuba
• Trombone
• French Horn
   

• Show pictures or real examples of brass instruments like the trumpet, trombone, tuba, and French horn. Discuss their appearance and unique features, then ask students to identify each instrument in a lineup.
• Check their ability to correctly identify each instrument by name and recognize its physical characteristics, like the tubing, bell, and mouthpiece.
• Short Quiz

National Core Arts Standards:

• MU:Pr 4.3.2a Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

 PA Arts and Humanities Standard:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.M.3.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

• Know the building blocks of a melody.
• Know pitches do,mi, and sol
   

• Improve students’ ability to compose and perform a simple melody.

• Define lyrics.
• Compose lyrics to fit eight measures of rhythm and melody.
• Define melody.
• Compose a melody using pitches do, mi, and sol to fit with eight measures of rhythm.

•  How do we judge the quality of musical work(s) and performance(s)?
   

•  How do we improve our ability to compose and perform a simple melody?
   

• Barred Metals
• Barred Woods
• Non-Pitched Percussion
   

• Lyrics
• Compose
• Melody
• Do,mi,sol
   

•  Provide a few note patterns as examples (like "do-re-mi" or "mi-so-la") and let students create a short melody using one or more of these patterns.
• Check if they can follow the pattern, demonstrating an understanding of pitch order and simple melodic structure. You can assess their ability to stay within these structures while creating something unique.
• Short Quiz
   

National Core Arts Standards:

• MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for music that represent expressive intent.

PA Arts and Humanities Standard:

• 9.1.M.2.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.M.3.C Integrate and apply advanced vocabulary to the arts forms.
   

• Know what makes Rondo form.

• Build on previously taught forms to help students gain an understanding of Rondo form.

• Recall that ABACA form (or Rondo form) was popular during the Baroque period.
• Describe Rondo form.
• Recall that ABA is another simple, yet common musical form.
• Analyze and describe ABA form.
   

• How does knowing how music is put together and where it comes from help us understand it better?
   

•  How do we build on previously taught forms to gain an understanding of Rondo form?
   

• Rhythm Sticks
• Found Sounds
• Percussion Instruments
• Barred Metals (optional)
• Barred Woods (optional)
• Non-Pitched Percussion (optional)
   

• ABACA Form
• ABA Form
• Rondo Form
   

• Play short musical pieces that clearly demonstrate forms like ABA or verse-chorus. Ask students to listen and indicate when each section changes, perhaps by raising their hands or showing colored cards for each section.
• Observe if they correctly identify each section, showing an ability to distinguish between different musical parts and recognize the form through listening.
• Short Quiz