Course Description
The Music Department’s philosophy is based on
the belief that experiences with music are fundamental
to the education of children. Music has a powerful
ability to affect the hearts, minds, and souls of our
children. It gives children the opportunity to gain
self-esteem by learning new skills and talents. It
also gives children the sense of satisfaction that
comes from working with a group to perform and create
a piece of music with beauty and unity. Recent brain
research shows music can tremendously boost the efficiency
and performance of the brain. Music is a powerful purveyor
of culture, both American and other world cultures.
In today’s increasingly global society, knowledge
of other peoples and cultures, as well as our own past,
is a necessary part of a good education.
To further this purpose, the elementary music curriculum
gives children instruction in, and opportunities for,
singing, dancing, playing many types of instruments,
reading music notation, performing drama pieces, creating
their own music, and learning from the performances
of professional and other musicians. The music and
activities are chosen to teach the rich history and
culture of our own country and also of countries around
the world. By fully participating in the elementary
music curriculum, children will feel the joy and satisfaction
that comes from discovering new talents, performing
in programs, and expanding their cultural horizons.
It is the District's philosophy that General Music
should be offered to every elementary student, K-6,
for a minimum of 60 minutes per week.
Adopted Materials
Title: Share the Music
Publisher: McGraw-Hill, 1996
Boise Music Curriculum Teachers Resource Guide
- Second Grade
Copyright
Resources
Course Scope
| Unit 1 |
Singing |
Ongoing |
| Unit 2 |
Rhythm and Theory |
Ongoing |
| Unit 3 |
Movement |
Ongoing |
| Unit 4 |
Instruments |
Ongoing |
| Unit 5 |
Form |
Ongoing |
| Unit 6 |
History and Culture |
Ongoing |
| Unit 7 |
Listening |
Ongoing |
| Unit 8 |
Integrating the Arts |
Ongoing |
Download this curriculum as
a pdf file
Assessment
Correlation acronyms key
2005: Information in bold indicates new grade-level material
|
Instructional Objective
210.01 The students will be able to meet the
following singing objectives |
Standard Reference
N-1a, b, c, d, e
872.01a,
872.02a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate difference between singing, speaking
and whispering voice |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Demonstrate the ability to sing in head
tone |
TMA, TO |
|
03 |
Identify and perform songs with stepwise
movement |
TMA, TO |
|
04 |
Perform simple rounds and ostinati |
TMA, TO |
|
05 |
Sing tunefully within a range of C1 to
C2 |
TMA, TO |
|
06 |
Read and sing So, Mi, La, Do and Re with
hand signs, alone and with others |
TMA, TO |
|
07 |
Sing expressively using loud/soft
and fast/slow |
TMA, TO |
|
08 |
Awareness of introductions |
|
|
Instructional Objective
210.02: The students will be able to meet
the following objectives in rhythm and theory: |
Standard Reference
N-2a,b,d,f; 5
b,d; 6c,e;
872.01a, 872.02a,
872.03a, 872.03a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Demonstrate the ability to match the steady
beat of a piece of music |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Demonstrate the ability to pat simple rhythmic
word patterns, i.e. simple nursery rhymes |
TMA, TO |
|
03 |
Demonstrate difference between steady beat and
rhythm. |
TMA, TO |
|
04 |
Read, notate and perform 2/4 and 4/4
meters, emphasizing patterns of strong/weak. |
TMA, TO |
|
05 |
Read, notate and perform quarter note, half
note, two eighth notes, whole
note and corresponding rests, using
a syllabic system (i.e. ta, ti-ti). |
TMA, TO |
|
06 |
Name and notate: staff, lines, spaces, note
heads, note stems, treble clef, bar lines,
and measure |
TMA, TO |
|
07 |
Read So, Mi, La, Do, and Re on
the staff in the key of C, F, and G |
TMA, TO |
|
08 |
Read and notate melodies that move in
steps, introducing the musical alphabet. |
TMA, TO |
|
09 |
Describe and respond to music in terms
of louder/softer and faster/slower |
TMA, TO |
|
Instructional Objective
210.03 The students will be able to meet the
following objectives through movement |
Standard Reference
N-6a,b,e
868.02a, 870.01a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Move to a steady beat, with locomotor and non-locomotor
movement |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Perform movement to a song. Add manipulatives
and props as appropriate. |
TMA, TO |
|
03 |
Respond physically to changes in tempo, dynamics,
high and low, and half note/rest pulse |
TMA, TO |
|
04 |
Improvise movement to various styles of music |
TMA, TO |
|
05 |
Move and play in circle games and dances,
and double line dances, i.e. alley games, etc. |
|
|
06 |
Respond physically to specific changes in sections,
i.e. to phrasing or to AB, ABA, and A
section of Rondo form |
|
|
Instructional Objective
210.04 The students will be able to meet the
following objectives while playing instruments. |
Standard Reference
N-2a,b,d,e,f; 3d
872.01a, 872.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify and describe tone
color of unpitched and pitched instrument groups:
skins, shakers, metals, woods and Orff instruments |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Explore high and low sounds ("up and down")
and imitate short melodic patterns, moving in
steps. |
TMA, TO |
|
03 |
Explore rhythmic patterns on pitched instruments,
employing quarter note, quarter rest, two eighths, half
note/rest, and whole note/rest. Relate timbre
to rhythmic duration (what instrument
can ring for 2 beats?) |
|
|
04 |
Play unpitched and pitchedinstruments to steady
beat, alone and with others, using correct
posture and mallet technique, including
bordun (hands together) and broken bordun
(hands take turns) |
TMA, TO |
|
05 |
Play unpitched and pitchedinstruments as rhythmic
accompaniment, alone and with others |
TMA, TO |
|
06 |
Correctly name and properly play each instrument
used in class. |
TMA, TO |
|
07 |
Improvise and explore in pentatonic
with rhythmic and non-rhythmic patterns. |
|
|
Instructional Objective
210.05 The students will be able to meet the
following objectives in analyzing form. |
Standard Reference
N-6a,e
870.01a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Respond to phrasing as a musical sentence |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Perform modeled rhythmic and melodic motives
and phrases (echo process) |
TMA, TO |
|
03 |
Perform AB and ABA form |
TMA, TO |
|
04 |
Learn to read multi-verse form |
TMA, TO |
|
Instructional Objective
210.06 The students will be able to meet the
following Humanities objectives. |
Standard Reference
N-6d; 9a,b,c,d
868.01a, 868.02a, 870.01a,
870.03a, 872.02a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Sing, play, listen and move to music of varied
cultures. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Sing and play traditional folk songs and games
of America. |
TMA, TO |
|
03 |
Sing traditional patriotic and holiday
songs. Include relevant games and dances. |
TMA, TO |
|
Instructional Objective
210.07 The students will be able to meet the
following listening objectives. |
Standard Reference
N-6d,e; 9e
868.02a, 870.01a,
870.02a, 870.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Identify aurally and visually a limited
number of specific orchestral instruments within
family groups. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
TMA, TO |
|
02 |
Respond to and distinguish between various styles
of orchestral and vocal music
through movement, manipulation of props, story-telling,
and dramatization. |
TMA, TO |
|
03 |
Demonstrate appropriate listening behavior for
a concert setting. |
|
|
Instructional Objective
210.08 The students will be able to integrate
other art forms in the music classroom. |
Standard Reference
N-8b
868.02a, 870.03a |
|
No. |
Performance Objective |
Resource Reference |
Assessment Correlation |
|
01 |
Dramatize simple songs and stories from childrens’ literature. |
1. "Share the Music" Teacher’s Editions
2. Boise Music Curriculum "Teacher’s Resource Guide" |
|
|
02 |
Express the feelings and style of music with
movement, using appropriate props and manipulatives. |
|
|
03 |
Create original works of art inspired by listening
examples. |
|
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