Second Grade
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG2-1.1 Sing songs in a developmentally appropriate range using head tones, match pitch, echo short melodic patterns, and maintain a steady beat.
MG2-1.2 Speak, chant, and sing using an expressive voice and moving to demonstrate an awareness of beat, tempo, dynamics, and melodic direction.
MG2-1.3 Sing from memory age-appropriate songs representing various cultures and styles of music.
PERFORMING ON INSTRUMENTS
MG2-1.4 Play a variety of pitched and unpitched instruments and use other sound sources, including body percussion.
MG2-1.5 Echo and create short rhythmic patterns and echo melodic patterns using classroom instruments and other sound sources (for example, electronic devices, found objects).
MG2-1.6 Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating an awareness of beat, tempo, dynamics, and melodic direction.
MG2-1.7 Play instruments that are appropriate for accompanying songs and games from diverse cultures.
MG2-1.8 Play instrumental parts and begin to respond to the cues of a conductor when playing in ensemble groups (for example, starting, stopping, playing on the beat, playing louder or softer).
MG2-1.9 Play two or more complimentary rhythm patterns.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG2-2.1 Improvise songs and rhythm chants with words and syllables to accompany play activities.
MG2-2.2 Improvise instrumental accompaniments to songs, recorded selections, stories, and poems.
MG2-2.3 Use body percussion and classroom instruments to improvise simple rhythmic accompaniments.
MG2-2.4 Improvise simple songs and instrumental pieces.
COMPOSING AND ARRANGING
MG2-2.5 Demonstrate creativity by composing and using icons, invented symbols, and available technology (for example, MiDisaurus and Music Ace software).
MG2-2.6 Demonstrate creativity by composing and using icons, original graphics, and standard notation to represent musical sounds and ideas.
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG2-3.1 Read, write, and perform rhythmic notation using traditional, nontraditional, and invented symbols to represent beat, divided beat, and rest (quarter note, eighth note, and quarter rest).
MG2-3.2 Read and write melodic notation in pentatonic mode, using traditional (for example, solfège syllables for sol, mi, la, do), nontraditional, and invented symbols to represent pitch.
MG2-3.3 Identify basic means of music notation (for example, staff, bar line, double bar line, measure, repeat sign, symbols for dynamics).
MG2-3.4 Use available materials (for example, white boards, staff boards, teacher-made or electronic devices) to write simple notation for created measures with standard symbols for rhythm and pitch.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG2-4.1 Identify examples of musical forms including echo song, call and response, verse and refrain, AB, and ABA.
MG2-4.2 Use movement and personal and music vocabulary to describe music from diverse cultures.
MG2-4.3 Identify and describe basic elements of music, including pitch, notation, tempo, and dynamics.
MG2-4.4 Identify and describe a variety of sound sources, including common musical instruments; child, male, and female voices; and the natural environment.
MG2-4.5 Create and use body movement in response to pitch, dynamics, tempo, and style of music.
EVALUATING
MG2-4.6 Describe specific elements of musical works that evoke emotion and response.
MG2-4.7 Identify his or her preferences for specific musical works and performances.
MG2-4.8 Describe his or her own musical performance.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG2-5.1 Sing and play simple songs and music games from diverse cultures.
MG2-5.2 Use personal and music vocabulary to describe voices, instruments, notation, and stylistic differences of music from various genres and diverse cultures.
MG2-5.3 Identify uses of music in daily real-life experiences.
MG2-5.4 Compare and contrast audience behaviors in various settings (for example, those appropriate for sports, worship, indoor/outdoor concerts, and school/community events).
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG2-6.1 Compare and contrast a variety of music careers that are visible in society.
MG2-6.2 Recognize music as a part of everyday life.
MG2-6.3 Integrate music into storytelling and poetry (for example, create a musical motive to represent a character in a story).
MG2-6.4 Identify similarities between reading music and reading written text.
Music Performance
Standard 1: The student will sing and perform on instruments a variety of music, alone and with others.
Indicators
SINGING
MG2-1.1 Sing songs in a developmentally appropriate range using head tones, match pitch, echo short melodic patterns, and maintain a steady beat.
MG2-1.2 Speak, chant, and sing using an expressive voice and moving to demonstrate an awareness of beat, tempo, dynamics, and melodic direction.
MG2-1.3 Sing from memory age-appropriate songs representing various cultures and styles of music.
PERFORMING ON INSTRUMENTS
MG2-1.4 Play a variety of pitched and unpitched instruments and use other sound sources, including body percussion.
MG2-1.5 Echo and create short rhythmic patterns and echo melodic patterns using classroom instruments and other sound sources (for example, electronic devices, found objects).
MG2-1.6 Play simple melodies and accompaniments on pitched and unpitched instruments, demonstrating an awareness of beat, tempo, dynamics, and melodic direction.
MG2-1.7 Play instruments that are appropriate for accompanying songs and games from diverse cultures.
MG2-1.8 Play instrumental parts and begin to respond to the cues of a conductor when playing in ensemble groups (for example, starting, stopping, playing on the beat, playing louder or softer).
MG2-1.9 Play two or more complimentary rhythm patterns.
Creating Music
Standard 2: The student will improvise, compose, and arrange music within specified guidelines.
Indicators
IMPROVISING
MG2-2.1 Improvise songs and rhythm chants with words and syllables to accompany play activities.
MG2-2.2 Improvise instrumental accompaniments to songs, recorded selections, stories, and poems.
MG2-2.3 Use body percussion and classroom instruments to improvise simple rhythmic accompaniments.
MG2-2.4 Improvise simple songs and instrumental pieces.
COMPOSING AND ARRANGING
MG2-2.5 Demonstrate creativity by composing and using icons, invented symbols, and available technology (for example, MiDisaurus and Music Ace software).
MG2-2.6 Demonstrate creativity by composing and using icons, original graphics, and standard notation to represent musical sounds and ideas.
Music Literacy
Standard 3: The student will read and notate music.
Indicators
MG2-3.1 Read, write, and perform rhythmic notation using traditional, nontraditional, and invented symbols to represent beat, divided beat, and rest (quarter note, eighth note, and quarter rest).
MG2-3.2 Read and write melodic notation in pentatonic mode, using traditional (for example, solfège syllables for sol, mi, la, do), nontraditional, and invented symbols to represent pitch.
MG2-3.3 Identify basic means of music notation (for example, staff, bar line, double bar line, measure, repeat sign, symbols for dynamics).
MG2-3.4 Use available materials (for example, white boards, staff boards, teacher-made or electronic devices) to write simple notation for created measures with standard symbols for rhythm and pitch.
Critical Response to Music
Standard 4: The student will listen to, describe, analyze, and evaluate music and music performances.
Indicators
ANALYZING
MG2-4.1 Identify examples of musical forms including echo song, call and response, verse and refrain, AB, and ABA.
MG2-4.2 Use movement and personal and music vocabulary to describe music from diverse cultures.
MG2-4.3 Identify and describe basic elements of music, including pitch, notation, tempo, and dynamics.
MG2-4.4 Identify and describe a variety of sound sources, including common musical instruments; child, male, and female voices; and the natural environment.
MG2-4.5 Create and use body movement in response to pitch, dynamics, tempo, and style of music.
EVALUATING
MG2-4.6 Describe specific elements of musical works that evoke emotion and response.
MG2-4.7 Identify his or her preferences for specific musical works and performances.
MG2-4.8 Describe his or her own musical performance.
History and Culture
Standard 5: The student will examine and perform music from a variety of stylistic and historical periods and cultures.
Indicators
MG2-5.1 Sing and play simple songs and music games from diverse cultures.
MG2-5.2 Use personal and music vocabulary to describe voices, instruments, notation, and stylistic differences of music from various genres and diverse cultures.
MG2-5.3 Identify uses of music in daily real-life experiences.
MG2-5.4 Compare and contrast audience behaviors in various settings (for example, those appropriate for sports, worship, indoor/outdoor concerts, and school/community events).
Making Connections
Standard 6: The student will make connections between music and other arts disciplines, other content areas, and the world.
Indicators
MG2-6.1 Compare and contrast a variety of music careers that are visible in society.
MG2-6.2 Recognize music as a part of everyday life.
MG2-6.3 Integrate music into storytelling and poetry (for example, create a musical motive to represent a character in a story).
MG2-6.4 Identify similarities between reading music and reading written text.