Overview of Second Grade Music:
In second grade, we continue to develop our audiation skills. By second grade, we have developed an extensive “listening, thinking, and speaking” vocabulary. One of the techniques we use in second grade is learning to label our vocabulary. We learn how to use tonal solfege (e.g. “do-mi-so”) and rhythm sofege (e.g. du-de) for all of our pattern instruction. In learning a solfege system, this helps us to organize our musical thoughts and express ourselves musically in a deeper, more meaningful way. We continue to learn about same and different, but in a hands-on approach. Instead of discriminating differences, we perform tonal and rhythm patterns that are different. We begin to have “musical conversations” with one another. This lays the foundation for musical improvisation.
By second grade, most children will have command of their singing voices. We reinforce healthy singing habits by talking about posture (how to sit/stand while singing) and breath control.
Most children understand how to audiate macro and microbeats within a given meter. We reinforce those skills by asking students to generalize (without teacher guidance) while listening to new music. We also begin to explore rhythmic improvisation. Improvisation is creating music in real time with specified guidelines (duple/triple meter).
We continue discussing what makes a melody. We audiate and identify the resting tone within each song we sing. We also learn that melodies may begin or end on the resting tone, are organized into phrases, and have patterns that may repeat. We put all of this information into application by creating our own melodies.
We begin to learn about harmony and the two basic chords in major and minor tonality: tonic and dominant. We perform melodies with harmony both alone and in small groups.
Second Grade Curriculum Guide:
In second grade, we continue to develop our audiation skills. By second grade, we have developed an extensive “listening, thinking, and speaking” vocabulary. One of the techniques we use in second grade is learning to label our vocabulary. We learn how to use tonal solfege (e.g. “do-mi-so”) and rhythm sofege (e.g. du-de) for all of our pattern instruction. In learning a solfege system, this helps us to organize our musical thoughts and express ourselves musically in a deeper, more meaningful way. We continue to learn about same and different, but in a hands-on approach. Instead of discriminating differences, we perform tonal and rhythm patterns that are different. We begin to have “musical conversations” with one another. This lays the foundation for musical improvisation.
By second grade, most children will have command of their singing voices. We reinforce healthy singing habits by talking about posture (how to sit/stand while singing) and breath control.
Most children understand how to audiate macro and microbeats within a given meter. We reinforce those skills by asking students to generalize (without teacher guidance) while listening to new music. We also begin to explore rhythmic improvisation. Improvisation is creating music in real time with specified guidelines (duple/triple meter).
We continue discussing what makes a melody. We audiate and identify the resting tone within each song we sing. We also learn that melodies may begin or end on the resting tone, are organized into phrases, and have patterns that may repeat. We put all of this information into application by creating our own melodies.
We begin to learn about harmony and the two basic chords in major and minor tonality: tonic and dominant. We perform melodies with harmony both alone and in small groups.
Second Grade Curriculum Guide:
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