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General Music: 2nd Grade: Standard 1.0 Singing
General Music: 2nd Grade: Standard 1.0 Singing
The students will sing alone and with others, a varied repertoire of music.
Learning Expectations
• 1.1 Develop skill in singing songs in major, minor, and pentatonic tonalities.
• 1.2 Use smooth and detached articulation accurately when singing.
• 1.3 Develop skill in singing simple ostinati to produce harmony.
Level 1
Level 2
Level 3
The students will sing an ostinato with the word “boom-dah” on a single pitch (do) while the
teacher sings a song, such as “Sarasponda.” (Most pentatonic songs can be performed in this
way.) The teacher will observe whether the students can maintain the ostinato pattern
independently.
Integration/Linkages
Language Arts, Science.
Students will perform on instruments, alone and with others, a varied repertoire of music.
Learning Expectations
Level 1
Level 2
Level 3
• Play on all beats in duple and triple meter, accenting each strong beat.
• Play smooth or detached articulation on selected instruments.
• Perform patterns from rhythmic notation that include quarter notes, eighth notes, half
notes and rests.
• Perform, on melody instruments, short patterns incorporating steps, skips and repeated
tones.
• Play ostinati incorporating quarter notes and eighth notes to accompany a song being
sung by the class.
The students will play the melodic pattern contained in the song “Hot Cross Buns” on classroom
melody instruments. (The pattern mi, re, do and rest occurs three times in the song.) The teacher
will assess for technique and accuracy based on observation of small groups or individuals.
Integration/Linkages
Learning Expectations
Level 1
• Improvise a melody based on word rhythms associated with icons. (e.g., ma-ple, oak, sy-
ca-more).
Level 2
• Echo phrases of songs or poems, choosing pitches from the pentatonic scale.
Level 3
• Play word rhythms of familiar short songs or poems, using the pentatonic scale.
The students will select from the pitches in a pentatonic scale to play the word rhythm of the
poem “Engine, Engine, Number Nine.” They will then respond to phrases of the poem by
playing an improvised response. The teacher will assess for understanding by evaluating the
rhythmic response.
Integration/Linkages
Language Arts.
Learning Expectations
4.1 Compose short melodies using pitches from the pentatonic scale.
Level 1
• Arrange pitches using visual prompts to create short melodies (e.g., icons displayed on
flannel board).
Level 2
• Assign pitches from the pentatonic scale to a given eight-beat rhythmic phrase.
Level 3
• Create and notate short (sixteen-beat) melodies using notes from the pentatonic scale.
The students will assign pitches in the pentatonic scale to each syllable in the word rhythm of a
familiar song or poem, such as “Rain, Rain, Go Away” or “Two, Four, Six, Eight, Meet Me at
the Garden Gate.” This will create a new melody to a familiar poem or song. The teacher will
assess for understanding by evaluating the melodic response.
Integration/Linkages
Performance Indicators
Level 1
• Perform, accurately, rhythms read from icons that represent quarter notes, eighth notes
and quarter rests.
• Perform, accurately, vocal and instrumental sounds read from visuals representing up,
down, and same.
Level 2
• Perform, accurately, traditional notation for quarter notes, eighth notes, half notes and
quarter rests.
• Sing or play notated patterns that consist of so, mi, and la.
Level 3
Students will read quarter notes, eighth notes, half notes and quarter rests from traditional
notation. The notation need not be on a staff and may be presented on flash cards. Students will
express the rhythms by speaking given words or syllables or by playing classroom instruments.
The teacher will assess by observing responses.
Integration/Linkages
Learning Expectations
The student will
Level 1
Level 2
Level 3
The students will listen to a recording of “In the Hall of the Mountain King” from the Peer Gynt
Suite by Edvard Grieg. As they listen, they move their arms as if they are driving a car (a paper
plate makes a great steering wheel). They will express the changes in tempo and dynamics with
movement. Students will describe the changes in tempo and dynamics. The teacher will assess
understanding based on individual responses.
Integration/Linkages
Learning Expectations
Level 1
• Evaluate classroom performances based on stopping and starting together, balance, and
accuracy.
Level 2
Level 3
The students will sing and play a familiar song while being recorded. Then, as the tape is
played, students will use appropriate vocabulary to critique their performance based on
guidelines given by the teacher. Assessment will be based on individual student responses.
Integration/Linkages
Understanding relationships between music, the other arts and disciplines outside the arts.
Learning Expectations
Level 1
• Explore the relationship between story and song sequencing (e.g., beginning, middle and
ending).
• Identify the source of vibrations in classroom instruments.
Level 2
Level 3
• Explore the connection between folk tales in children’s literature and folk songs.
• Anticipate, correctly, the sounds that will be produced by instruments of different sizes.
The students will classify instruments according to the method of sound production. Each
student is given a picture of a musical instrument. Students will move to a place in the room that
has been designated for pictures of either string instruments, wind instruments, or percussion
instruments. The teacher will assess each student's understanding by the appropriate placement
of his picture.
Integration/Linkages
Learning Expectations
Level 1
• Identify songs and singing games from different time periods and cultures in America.
Level 2
• Identify and perform dances and/or singing games from different countries and time
periods.
Level 3
• Compare selected examples of contrasting music from different time periods or countries.
The students will learn a folk dance to “The Irish Washerwoman” (or “The Rakes of Mallow.”)
They will then listen to an early American fiddle or bluegrass tune, such as “Cripple Creek” and
compare it to “The Irish Washerwoman." The teacher will assess for understanding by
observing the appropriateness of student participation and individual responses.
Integration/Linkages