General Music Grade 2 Version: 2010-2011

Scholastic Area that Course Is Active In: Music

Strand: Skills and Techniques/Performance

Singing, alone and with others, a varied repertoire of music
Element: M2GM.1a
Sing pentatonic melodies using appropriate head voice accompanied and unaccompanied.
Element: M2GM.1b
Perform with others speech cannons, rounds, and ostinatos.
Element: M2GM.1c
Sing from memory multiple songs representing various genres, tonalities, meters, and cultures including at least one song in a foreign language.

Performing on instruments, alone and with others, a varied repertoire of music
Element: M2GM.2a
Perform a steady beat and simple rhythmic patterns using body percussion as well as a variety of instruments with appropriate technique.
Element: M2GM.2b
Perform simple body percussion and instrumental parts (e.g. ostinati) while other students play or sing contrasting parts.
Element: M2GM.2c
Perform two or three note melodic patterns using instruments with appropriate technique.

Reading and notating music
Element: M2GM.3a
Read simple notation including quarter note, quarter rest, paired eighth notes, and half notes using non-traditional and/or traditional icons.
Element: M2GM.3b
Identify non-traditional and/or traditional representations of simple quarter note, quarter rest, paired eighth note, and half note rhythmic patterns in response to teacher performance.
Element: M2GM.3c
Read simple melodic patterns within a treble clef staff.

Strand: Creative Expression and Communication

Improvising melodies, variations, and accompaniments
Element: M2GM.4a
Improvise simple rhythmic patterns using a variety of sound sources.
Element: M2GM.4b
Improvise simple pentatonic melodies and accompaniments.

Composing and arranging music within specified guidelines
Element: M2GM.5a
Create sound effects to accompany songs, poems, and stories.
Element: M2GM.5b
Compose rhythmic patterns including quarter notes, quarter rests, paired eighth notes, and half notes using traditional music notation.
Element: M2GM.5c
Arrange rhythmic patterns creating simple forms and instrumentation.

Strand: Critical Analysis/Investigation

Listening to, analyzing, and describing music
Element: M2GM.6a
Distinguish between repeating and contrasting sections, phrases, and simple formal structures - AB, ABA.
Element: M2GM.6b
Describe music using appropriate vocabulary (allegro, adagio, forte, piano, upward, downward), appropriate mood, timbre adjectives.
Element: M2GM.6c
Identify classroom and various orchestral instruments by sight and sound.
Element: M2GM.6d
Aurally distinguish between solo vs. ensemble, and accompanied vs. unaccompanied singing.

Evaluating music and music performances
Element: M2GM.7a
Evaluate musical performances of themselves and others.
Element: M2GM.7b
Explain personal preferences for specific musical works using appropriate vocabulary.

Strand: Cultural and Historical Context

Understanding relationships between music, the other arts, and disciplines outside the arts
Element: M2GM.8a
Describe the relationship between music and the other arts.
Element: M2GM.8b
Describe the relationship between music and disciplines outside the arts.

Understanding music in relation to history and culture
Element: M2GM.9a
Sing, listen, and/or move to music from various historical periods and cultures (e.g. famous Georgia musicians).
Element: M2GM.9b
Describe how sounds and music are used in daily lives.
Element: M2GM.9c
Demonstrate appropriate audience behavior for the context and style of music performed.

Moving, alone and with others, to a varied repertoire of music
Element: M2GM.10a
Respond to contrasts and events in music with gross and fine locomotor and non-locomotor movements.
Element: M2GM.10b
Perform choreographed and non-choreographed movements.
Element: M2GM.10c
Perform line and circle dances.

Select Authors

Hold the Ctrl key to select
more than one name

Close | Save

Edit Unit Overview

The Unit Overview is a clear, concise, focused synopsis of the unit and includes interesting, succinct descriptions of the learning activities in support of the objectives.

Close | Save

Edit Subquestions

The Guiding Sub-questions are related, relevant, and connected to exploring the Essential Question. They are higher level questions and are specific enough to guide the work of the unit. (Subquestions must be entered one at a time and updated . . . they are numbered automatically.)

Close | Save

Edit Assessment Plan

Begin writing a unit by establishing what you want students to know and be able to do and planning how you will know "what they know". This Assessment Plan is a general plan (specific assessment instruments are in the teaching procedures); this section should both help you to plan and to give teachers an idea of the varied types of assessment that will be used in the unit. Be sure to include informal checks of understanding, student self-assessment, and authentic assessment. Include pre and post assessment.

Close | Save

Edit Keywords

Enter critical vocabulary necessary to the Unit..

Close | Save

Edit Classroom Preparation

Classroom preparation for implementation includes notes on preparing the classroom (i.e. ideas for organization, flexible grouping, technologies needed, etc.).

Close | Save

Edit Preparation for Students

Preparation for students includes notes on preparing the learner such as possible misconceptions students may have, ideas of pre-exposure for learners, and prerequisite lessons. It includes ideas for accelerated learning.

Close | Save

Edit Unit Resources

Unit Resources include general, global resources that might include bookmarks, books, periodicals, media and software. URLs need to be provided for each resource to identify a source from which it can be obtained. Resources might include those purchased as part of an adoption. More specific resources will be referenced within the teaching procedures.

Close | Save

Edit Teaching Procedures

Description Coming Soon

Close | Save

Edit Comments

Description Coming Soon

Close | Save