General Music
2nd Grade

NOTE:
Asterisks (*) have been used to identify standards and objectives that must be assessed by the local school district. All other skills may be assessed by the Oklahoma School Testing Program (OSTP).
Book icons () identify Information Literacy skills. Students are best served when these are taught in collaboration and cooperation between the classroom teacher and the library media specialist.

1st Quarter

Any 9 weeks session can be taught during any 9 week period

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify the elements of music:
  1. Melody (steps, leaps, and repeated tones, melody patterns, high and low, upward and downward, motives, repeated phrases).
  2. Harmony (accompaniment and no accompaniment, chord changes, ostinato patterns).
  3. Tone Color (classroom percussion instruments, identify trumpet, clarinet, violin, tympani, different tone quality of an individual or group).
  4. Rhythm (strong and weak beats, meter in 2/4 and 3/4, long and short sounds, rhythm patterns in songs and ostinatos).
  5. Form (introduction, coda, repetition/contrast, solo/chorus, AB), Pitch (higher and lower).
  6. Tempo (fast and slow, gradually faster and slower, suddenly faster and slower).
  7. Dynamics (loud and soft, gradually louder and softer, suddenly louder and softer).
• 1.2 Recognize basic rhythm patterns by using rhythm syllables (quarter note, eighth note, half note, whole note patterns and the corresponding rests).
• 1.3 Recognize basic features of familiar and unfamiliar songs:
  1.  Dynamics (loud and soft, gradual change of louder and softer).
  2. Tempo (fast and slow, gradual change of faster and slower).
  3. Styles (action songs, chants, rhymes, singing games of different cultures).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Recognize music from our country, work songs, holiday songs and music from different countries.
• 2.2 Sing and perform action songs, singing games and dances from a variety of cultures.

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 Participate in music through singing (echo singing) and/or playing instruments (body percussion and melodic ostinatos).
• 3.2 Match pitches, sing in tune (C-scale range) and use appropriate tone and expression.
• 3.3 Respond to the beat or rhythm in music by clapping, walking, running, skipping, galloping, hopping, sliding, playing classroom instruments, or chanting.
• 3.4 Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.
• 3.5 Play simple melodies by rote on instruments, such as bells or xylophones.
• 3.6 While listening to a musical piece, use directional hand movements to follow the melodic contour (sound or progression of single tones).
• 3.7 Respond to unfinished short melodic patterns using voice or classroom instruments.

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Discuss likes and dislikes of music of different styles.

2nd Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify the elements of music:
  1. Melody (steps, leaps, and repeated tones, melody patterns, high and low, upward and downward, motives, repeated phrases).
  2. Harmony (accompaniment and no accompaniment, chord changes, ostinato patterns).
  3. Tone Color (classroom percussion instruments, identify trumpet, clarinet, violin, tympani, different tone quality of an individual or group).
  4. Rhythm (strong and weak beats, meter in 2/4 and 3/4, long and short sounds, rhythm patterns in  songs and ostinatos).
  5. Form (introduction, coda, repetition/contrast, solo/chorus, AB), Pitch (higher and lower).
  6. Tempo (fast and slow, gradually faster and slower, suddenly faster and slower).
  7. Dynamics (loud and soft, gradually louder and softer, suddenly louder and softer).
• 1.2 Recognize basic rhythm patterns by using rhythm syllables (quarter note, eighth note, half note, whole note patterns and the corresponding rests).
• 1.3 Recognize basic features of familiar and unfamiliar songs:
  1. Dynamics (loud and soft, gradual change of louder and softer).
  2. Tempo (fast and slow, gradual change of faster and slower).
  3. Styles (action songs, chants, rhymes, singing games of different cultures).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Recognize music from our country, work songs, holiday songs and music from different countries.
• 2.2 Sing and perform action songs, singing games and dances from a variety of cultures.
• 2.3 Identify music and instruments from different cultures. (i.e. koto, maracas, Native American flute, African talking drum).

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 Participate in music through singing (echo singing) and/or playing instruments (body percussion and melodic ostinatos).
• 3.2 Match pitches, sing in tune (C-scale range) and use appropriate tone and expression.
• 3.3 Respond to the beat or rhythm in music by clapping, walking, running, skipping, galloping, hopping, sliding, playing classroom instruments, or chanting.
• 3.4 Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.
• 3.5 Play simple melodies by rote on instruments, such as bells or xylophones.
• 3.6 While listening to a musical piece, use directional hand movements to follow the melodic contour (sound or progression of single tones).
• 3.7 Respond to unfinished short melodic patterns using voice or classroom instruments.

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Discuss likes and dislikes of music of different styles.

3rd Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify the elements of music.
  1. Melody (steps, leaps, and repeated tones, melody patterns, high and low, upward and downward, motives, repeated phrases).
  2. Harmony (accompaniment and no accompaniment, chord changes, ostinato patterns).
  3. Tone Color (classroom percussion instruments, identify trumpet, clarinet, violin, tympani, different tone quality of an individual or group).
  4. Rhythm (strong and weak beats, meter in 2/4 and 3/4, long and short sounds, rhythm patterns in songs and ostinatos).
  5. Form (introduction, coda, repetition/contrast, solo/chorus, AB), Pitch (higher and lower).
  6. Tempo (fast and slow, gradually faster and slower, suddenly faster and slower).
  7. Dynamics (loud and soft, gradually louder and softer, suddenly louder and softer).
• 1.2 Recognize basic rhythm patterns by using rhythm syllables (quarter note, eighth note, half note, whole note patterns and the corresponding rests).
• 1.3 Recognize basic features of familiar and unfamiliar songs:
  1. Dynamics (loud and soft, gradual change of louder and softer).
  2. Tempo (fast and slow, gradual change of faster and slower).
  3. Styles (action songs, chants, rhymes, singing games of different cultures).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Recognize music from our country, work songs, holiday songs and music from different countries.
• 2.2 Sing and perform action songs, singing games and dances from a variety of cultures.
• 2.3 Identify music and instruments from different cultures. (I.e. koto, maracas, Native American flute, African talking drum).

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 Participate in music through singing (echo singing) and/or playing instruments (body percussion and melodic ostinatos).
• 3.2 Match pitches, sing in tune (C-scale range) and use appropriate tone and expression.
• 3.3 Respond to the beat or rhythm in music by clapping, walking, running, skipping, galloping, hopping, sliding, playing classroom instruments, or chanting.
• 3.4 Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.
• 3.6 While listening to a musical piece, use directional hand movements to follow the melodic contour (sound or progression of single tones).

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Discuss likes and dislikes of music of different styles.

4th Quarter

Standard 1: Language of Music – The student will read, notate and interpret music.

• 1.1 Identify the elements of music:
  1. Melody (steps, leaps, and repeated tones, melody patterns, high and low, upward and downward, motives, repeated phrases).
  2. Harmony (accompaniment and no accompaniment, chord changes, ostinato patterns).
  3. Tone Color (classroom percussion instruments, identify trumpet, clarinet, violin, tympani, different tone quality of an individual or group).
  4. Rhythm (strong and weak beats, meter in 2/4 and 3/4, long and short sounds, rhythm patterns in songs and ostinatos).
  5. Form (introduction, coda, repetition/contrast, solo/chorus, AB), Pitch (higher and lower).
  6. Tempo (fast and slow, gradually faster and slower, suddenly faster and slower).
  7. Dynamics (loud and soft, gradually louder and softer, suddenly louder and softer).
• 1.2 Recognize basic rhythm patterns by using rhythm syllables (quarter note, eighth note, half note, whole note patterns and the corresponding rests).
• 1.3 Recognize basic features of familiar and unfamiliar songs:
  1. Dynamics (loud and soft, gradual change of louder and softer).
  2. Tempo (fast and slow, gradual change of faster and slower).
  3. Styles (action songs, chants, rhymes, singing games of different cultures).

Standard 2: Music History and Culture – The student will recognize the development of music from an historical and cultural perspective.

• 2.1 Recognize music from our country, work songs, holiday songs and music from different countries.
• 2.2 Sing and perform action songs, singing games and dances from a variety of cultures.

Standard 3: Music Expression – The student will perform, imitate, compose a variety of music within specific guidelines.

• 3.1 Participate in music through singing (echo singing) and/or playing instruments (body percussion and melodic ostinatos).
• 3.2 Match pitches, sing in tune (C-scale range) and use appropriate tone and expression.
• 3.3 Respond to the beat or rhythm in music by clapping, walking, running, skipping, galloping, hopping, sliding, playing classroom instruments, or chanting.
• 3.4 Play simple rhythmic patterns using sounds and silences on classroom percussion instruments to accompany songs and rhythm activities.
• 3.6 While listening to a musical piece, use directional hand movements to follow the melodic contour (sound or progression of single tones).
• 3.8 Perform solos and in groups.

Standard 4: Music Appreciation – The student will learn to appreciate music and expand their listening beyond music currently familiar to the student.

• 4.1 Recognize and practice appropriate audience or performer behavior appropriate for the context and style of music performed.
• 4.2 Demonstrate respect for music performed by the student and by other students and professional performers.
• 4.3 Discuss likes and dislikes of music of different styles.

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