2nd+grade+Standards

= __2nd Grade: __ =

=Standard #1 - Expression of Music = //**1. Expressively perform simple songs in small groups or independently **//  Prepared Graduates:


 * [|Employ musical skills through a variety of means, including singing, playing instruments, and purposeful movement]
 * [|Perform music with appropriate technique and level of expression at an appropriate level of difficulty in sight reading and prepared performance]
 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]

Evidence Outcomes: Students can:


 * 1) Perform two-part rounds using speech, body percussion, singing, movement, and instruments (DOK 1-3)
 * 2) Follow conductor's cues demonstrating dynamic changes, tempo changes, and fermata (DOK 1-3)

 Prepared Graduates:
 * // 2. Perform simple rhythmic, melodic, and harmonic patterns //**


 * [|Demonstrate the processes of development of musical literature from rehearsal to performance, exhibiting appropriate interpersonal and expressive skills, both individually and within ensembles]
 * [|Demonstrate the expressive elements of music - including melody, harmony, rhythm, style, genre, texture, voicing/instrumentation, mood, tonality, and form - through voice, musical instruments, and/or the use of electronic tools]

Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Perform four- and eight-beat patterns that include do, re, mi, sol, la pitches (pentatonic scale) and half notes, whole notes, half rests, and whole rests (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Play tonic chord accompaniments in simple keys (DOK 1-2)

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #2 - Creation of Music = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Create musical phrases in the form of simple question-and-answer alone and in small groups **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates:


 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Display instrumental or vocal improvisation skills by performing extemporaneously what is created in the mind]
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Improvise short instrumental phrases using the l-s-m-r-d tone-set (DOK 2-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Improvise question-and-answer phrases (DOK 2-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Create movements to express pitch, tempo, form and dynamics in music (DOK 2-4)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Improvise instrumentally and/or vocally over the I chord in simple keys (DOK 2-3)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Identify rhythmic and melodic notation patterns **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Create music by composing and/or arranging what is heard or envisioned, in notated or non-notated form, with or without the use of music technology, demonstrating originality and technical understanding]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Create patterns using learned rhythms on a treble clef staff (DOK 1-3)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Create patterns using learned pitches in a treble clef staff (DOK 1-3)

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #3 - Theory of Music = //**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Comprehension and use of appropriate music vocabulary for dynamics, tempo, meter and articulation **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use vocabulary for piano/forte, crescendo/decrescendo, and smooth/connected when describing music (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Demonstrate piano/forte, crescendo/decrescendo, and smooth/connected using movement, voice, and instruments (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Demonstrate accent, duple/triple meter, and fermata using movement, voice, and instruments (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Comprehend beginning notational elements and form in music **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Aurally identify ABA form and verse/refrain (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify notated examples of bar lines, double bar lines, and measures (DOK 1)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Aurally identify coda (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. Comprehension of vocal and instrumental tone colors **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Demonstrate melodic, harmonic, and rhythmic aural skills through identification, transcription, and vocalization or instrumental playback of aural musical examples]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify vocal sound groupings (high voices, low voices) (DOK 1)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify instrumental sound groupings (woodwinds, percussion, strings) (DOK 1)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">4. Comprehension of beginning melodic and rhythmic patterns **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Read and employ the language and vocabulary of music in discussing musical examples and writing music, including technology related to melody, harmony, rhythm, style, genre, voicing/orchestration, mood, tonality, expression, and form]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify and use step/skip/repeat, do, re, mi, sol, la pitches (pentatonic scale) (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify and notate, using half notes, whole notes, half rests and whole rests (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Visually identify a chord (space-space-space or line-line-line) (DOK 1)

=<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Standard #4 - Aesthetic Valuation of Music = <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates:
 * //<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">1. Demonstrate respect for individual, group, and self-contributions in a musical setting //**


 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Make informed, critical evaluations of the effectiveness of musical works and performances on the basis of aesthetic qualities, technical excellence, musicality, or convincing expression of feelings and ideas related to cultural and ideological associations]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Recognize and demonstrate appropriate audience behavior in a live performance (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Contribute to a group effort by of listening to and discussing music (DOK 1-3)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Contribute to a group effort by of making music and reflecting on the performance (DOK 1-3)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Articulate ideas about holding and respecting musical preferences (DOK 1-2)

//**<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">2. Articulate reactions to the elements and aesthetic qualities of musical performance using musical terminology and movement **// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates:


 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Demonstrate a nuanced understanding of aesthetics in music, appropriate to the particular features of given styles and genres, as it relates to the human experience in music]
 * <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Develop a framework for making informed personal musical choices, and utilize that framework in the making and defending of musical choices]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:
 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Use specific music terminology in discussing individual preferences for music (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Create developmentally appropriate movements to express pitch, tempo, form, and dynamics in music (DOK 2-4)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Identify how musical elements communicate ideas or moods (DOK 1-2)

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">3. //**Demonstrate increased awareness of music in daily life or special events**// <span style="color: #000080; font-family: 'Comic Sans MS',cursive;"> Prepared Graduates: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">[|Know the place of each of the participants in the performance environment and practice appropriate audience participation; recognize the place and importance of music in life]

<span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Evidence Outcomes: <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Students can:


 * 1) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Recognize and demonstrate interest in creating, performing, and moving to music (DOK 1-2)
 * 2) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Recognize and demonstrate interest in listening to several types of music (DOK 1-2)
 * 3) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Describe music from various cultures in general terms (DOK 1-2)
 * 4) <span style="color: #000080; font-family: 'Comic Sans MS',cursive;">Explain their own cultural and social interests in music (DOK 1-3