AE17.MU.2.CN.A

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

AE17.MU.2.CN.A
Connecting standards 1 and 2 are to be embedded while teaching the Creating, Performing, and Responding standards. See page 86.

Unpacked Content

Essential Questions

EU: Musicians connect their personal interests, experiences, ideas, and knowledge to creating, performing, and responding.
EQ: How do musicians make meaningful connections to creating, performing, and responding?

Skills Examples

Performing

Perform an early American verse/refrain song such as "Frog Went a-Courtin'."

Creating

Create an accompaniment to a spiritual such as "Follow the Drinking Gourd" that aurally illustrates the mood and setting of the song.

Reading/ Writing

Identify expressive markings (such as crescendo and decrescendo), and describe how they are used in a piece of programmatic music, such as "In the Hall of the Mountain King."

Responding/ Evaluating

Identify aural indicators of storyline progression in a programmatic piece of music such as The Sorcerer's Apprentice.

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 10: Synthesize and relate knowledge and personal experiences.