AE17.MU.2.10

Arts Education (2017) Grade(s): 2 - Music

AE17.MU.2.10
Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.

Unpacked Content

Essential Questions

EU: Performers make interpretive decisions based on their understanding of context and expressive intent
EQ: How do performers interpret musical works?

Skills Examples

Performing

Perform age-appropriate music with attention to expressive markings indicated in the printed music.

Creating

Perform an improvised interlude to a known song, matching expression and rhythmic/melodic themes.

Reading/ Writing

Identify expressive markings in printed music.
Identify meter marking in printed music.

Responding/ Evaluating

Notate from dictation 8-beat rhythm patterns using standard notation.
Perform short melodic patterns from standard or iconic notation.

Vocabulary

Rhythm

Eighth note, eighth rest, half note, half rest, whole note, whole rest
Strong/ weak beat — 2/4; 3/4 meter
Accelerando/ ritardando

Melody

Pitch Set: Do , Re, Mi, So, La
Five-line staff
Treble clef
Names of lines/ spaces (treble staff)

Harmony

Melodic ostinati
Partner songs

Form

AAB, AABA, Rondo
Verse/ Refrain

Expression

Orchestral instrument families
Piano (p), forte (f)
Crescendo/ decrescendo
Orchestral Music: programmatic
Indigenous music: Native American
American music: slave songs, colonial folk songs

Other

Age-appropriate pitch matching (B3-D5)¹
Mallet/ drumming technique: alternating hands

Anchor Standards

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.

COS Examples

Example: Identify dynamic changes in Haydn’s Symphony No. 94, Surprise through movement.

Aligned Learning Resources

Lollipop Bop

The Music of Oceans

Adventures in Treble Clef

Leaves in the Key of Autumn

Adventures in Tempo

Finding the Tempo in Locomotor Movements