Second Grade Goals

I. Rhythm

1. The students will demonstrate steady beat with their bodies and on instruments in a variety of songs. 
2. The students will distinguish between steady beat vs. no beat in the music being studied. 
3. The students will demonstrate melodic rhythm with their bodies and on instruments in a variety of songs. 
4. The students will distinguish between the pulse of the music and the rhythm of the words of the music being studied. 
5. The students will demonstrate the macro beat of the songs being studied with their bodies and on instruments. 
6. The students will demonstrate the micro beat of the songs being studied with their bodies and on instruments. 
7. The students will demonstrate an understanding of rhythm patterns by moving in a variety of ways. 
8. The students will notate quarter, half, whole, and beamed eighth notes. 
9. The students will visually recognize quarter, half, whole, and beamed eighth notes in the music being studied. 
10. The students will visually recognize quarter, half, and whole rests in the music being studied. 
11. The students will visually recognize 2/4, 3/4, and 4/4 time signatures in the music being studied. 
12. The students will correctly compose short rhythm patterns in 2/4, 3/4, and 4/4 meters. 
13. The students will correctly identify and distinguish between duple and triple meters in the music being studied. 

II. Melody

14. The students will distinguish between high and low nontraditional sounds available in a variety of environments including, but not limited to the classroom, the city, the farm, the body, and electronics. 
15. The students will distinguish between high and low pitches in a variety of songs. 
16. The students will distinguish between high/low, ascending/descending, and steps/skips in a variety of songs. 
17. The students will distinguish between ascending and descending melodies in a variety of songs. 
18. The students will distinguish between stepwise and skipwise melodies in a variety of songs. 
19. The students will identify which voice (male, female, or child) is singing the melody in a variety of songs. 
20. The students will improvise short melodies on instruments and with their voices in a variety of pentatonic songs. 
21. The students will identify both "question" and "answer" phrases in a variety of songs. 
22. The students will improvise and "answer" phrases to a variety of "question" phrases on instruments and with their voices. 
23. The students will identify, read, and notate the treble clef, staff, and middle C up to F4 in a variety of simple songs. 

III. Applied

24. The students will demonstrate correct posture when singing and playing instruments. 
25. The students will correctly play all classroom rhythm instruments. 
26. The students will develop correct breathing techniques when singing a variety of songs. 
27. The students will sing using their head voices in a variety of songs. 
28. The students will sing in tune in a variety of songs in a variety of keys. 
29. The students will develop a sense of audiation (inner hearing) and demonstrate it through a variety of exercises. 
30. The students will correctly perform all solfege Curwen hand signs in a variety of melodic exercises and songs. 

IV. Texture

31. The students will distinguish between acapella and accompanied songs. 
32. The students will correctly identify the voices of soprano, alto, tenor, and bass in a variety of songs. 
33. The students will correctly identify the four instrument families (percussion, woodwind, brass, and strings) by sight. 
34. The students will distinguish between solo and ensemble in a variety of songs. 
35. The students will distinguish between a marching band, a concert band, and an orchestra by sight. 

V. Style

36. The students will identify pieces from The Nutcracker Suite by Tchaikovsky, Carnival of the Animals by Saint-Saens, and Peter and the Wolf by Prokofiev by using skills developed throughout the year. 
37. The students will begin to develop a value of many kids of music including patriotic, folk, classical, ethnic, jazz, and popular music by listening to and studying about a variety of songs in each of these styles. 

VI. Form

38. The students will distinguish between antecedent and consequent phrases in a variety of songs. 
39. The students will identify simple AB patterns in a variety of songs. 
40. The students will correctly identify verse and refrain both aurally and orally in a variety of songs. 

VII. Expression

41. The students will distinguish between fast and slow tempos by determining the speed of the steady beat in a variety of songs. 
42. The students will determine if the tempo is accelerando or ritardando in a variety of songs. 
43. The students will distinguish between loud and soft volumes in a variety of songs. 
44. The students will distinguish between music that is in crescendo or diminuendo in a variety of songs. 
45. The students will identify the following dynamic terms both visually, aurally, and orally: p, f, and mf.
46. The students will distinguish between long and short sounds and pitches in a variety of musical listening examples and songs. 
47. The students will identify and demonstrate staccato and legato phrases in a variety of songs both visually, aurally, and orally. 

VIII. Harmony

48. The students will sing a variety of songs in major, minor, and pentatonic tonalities. 
49. The students will improvise harmonies on classroom pitched percussion instruments in simple pentatonic and major songs. 

IX. Timbre

50. The students will aurally identify different instrument of the orchestra. 
51. The students will aurally identify the four main choral voice parts: soprano, alto, tenor, and bass. 
52. The students will demonstrate an understanding of the science of sound including sound vibration and low/high sounds in relation to the length of the instrument.