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K-2 Unwrapped Music Standards, Gordon Long’s Version – Draft 2

Based on work completed by the FGSD K-6 Music Dept.

NO. 1 - SINGING Demonstrate a natural, free-singing voice with developmentally appropriate technique and pitch

accuracy. (NSME 1)1

Skills

Demonstrate

Concepts

Free-singing voice with appropriate technique and accurate pitch

Essential Questions

What are some sounds my voice can make? What is a singing voice?

Why do we sing? What are some examples of places and times we sing?

Big Ideas

Voices can create different sounds (speaking, singing, whisper, shouting).

With a true singing voice, the pitch of the voice while singing moves upwards and downwards with

the contour of the song.

Singing is a vehicle for practicing and performing basic musical skills.

Singing is a valuable form of personal expression. We sing for fun, to entertain, to celebrate, to

worship, for holidays, et cetera.

Engaging Scenario – Example Activity

“Head and Shoulders, Baby” (Share the Music, Grade 2, Pg. 12)

Learn and perform the song with the movements.

Formative Assessment – Example Activity

“Hot Cross Buns” (Share the Music, Grade 2, Pg. 300)

Echo the teacher singing four-beat patterns using pitch syllables and hand signs (solfege.)

Read the pitch syllables for the song.

Perform the song, singing the pitch syllables and using the hand signs. Teacher monitors the

students as they perform the song.

Summative Assessment – Example Activity

“Grandma Grunts” (The Koda’ly Method, Pg. 174)

Learn and perform the song, using solfege hand signs for mi-re-do at the end of each phrase.

Form small groups. Each group performs the song for the rest of the class. Teacher monitors

the students as they perform the song.

Rubric

Vocal Performance Rubric (See Reverse)



2ND

GRADE VOCAL PERFORMANCE RUBRIC

1 2 3 4 5 6

Intonation Unable to

match pitch.

Matches

pitch with

60 – 69 %

accuracy.

Matches

pitch with

70 – 79%

accuracy.

Matches

pitch with

80 – 89%

accuracy.

Matches

pitch with

90 – 99%

accuracy.

Matches

pitch with

100%

accuracy.

Tone Poor tone

quality.

Shaky or

weak tone.

Too bright

and breathy.

Basic

control.

Good tone

quality.

Excellent

tone quality.



NO. 2 - PERFORMING INSTRUMENTS Perform on a variety of pitched and non-pitched instruments with developmentally appropriate

technique. (NSME 2)

Skills

Perform

Concepts

Non-pitched instruments using developmentally appropriate techniques

Pitched instruments using developmentally appropriate techniques

Essential Questions

Why do we play instruments?

What are some examples of places and times you hear instruments?

Big Ideas

Instruments are a vehicle for practicing and performing basic musical skills.

Performing on instruments is a valuable form of personal expression. We play for fun, to entertain,

to celebrate, to worship, for holidays, et cetera.


“Gonna Sing a Song” (Exploring Orff, Pgs. 150-51)

Demonstrate the song, singing the melody while playing the BX part.

Add students on the hand drum part while teaching the song by rote.


“Dinosaur Dinner Guests” (Supplemental, See Appendix A)

Form small groups (half of the students in each group play melody, half play the broken

bordun). Each small group performs the song for the rest of the class.


“Dinosaur Dinner Guests” (Supplemental, See Appendix A)

Students partner up (one student plays the melody, the other plays the broken bordun). Each

set of partners performs the song for the teacher.

Rubric

Orff Instrument Performance Rubric (See Reverse)



ORFF INSTRUMENT PERFORMANCE RUBRIC

1 2 3 4 5 6

Notes Melody or

ostinato pattern

unrecognizable.

> 60%

accuracy.

Melody or

ostinato

pattern

contains

mostly

incorrect

notes.

60-69%

accuracy.

Melody or

ostinato

pattern

contains

some

correct

notes.

70-79%

accuracy.

Melody or

ostinato

pattern

contains

mostly

correct

notes.

80-89%

accuracy.

Melody or

ostinato

pattern

contains no

mistakes.

90-99%

accuracy.

Structured

improvisation

and/or singing

while playing.

100%

accuracy.

Rhythm/

Tempo

No steady beat.

Incorrect

rhythm

patterns.

Erratic beat.

Rhythm

patterns

mostly

incorrect.

Uneven

beat. Some

correct

rhythm

patterns.

Mostly

correct

rhythm

patterns

with a

steady beat.

Play correct

rhythm

patterns

with a

steady beat.

Can improvise

with a given

rhythm

pattern,

keeping a

steady beat.

Technique Incorrect mallet

position and

technique.

Uses only one

hand.

Mostly

incorrect

mallet

position and

technique.

Uses only

one hand.

Sometimes

uses correct

mallet

position.

Incorrect

mallet

technique.

Sometimes

uses both

hands.

Correct

mallet

position.

Sometimes

uses correct

mallet

technique.

Uses both

hands.

Correct

mallet

position and

technique.

Uses both

hands.

Correct mallet

position and

technique

while

improvising.

Uses both

hands.



NO. 3 - MELODY Recognize and perform (as developmentally appropriate) melodic patterns. (NSME 5)

Skills

Recognize

Perform

Concepts

Melodic patterns

Essential Questions

What is a melody?

Where do we find melodies?

How can you sing, perform, and/or describe a melody?

Big Ideas

A melody is a pattern of pitches that move upwards, downwards, or stay the same.

The melody is the tune of the song, the main theme.

A melody can be sung or performed on an instrument.


“Bill Grogan’s Goat” (Share the Music, Grade 2, Pg. 178 - 179)

Learn and perform this echo song.


“Mouse, Mousie” (Supplemental, See Appendix A)

Learn and perform the song.

Add the broken bordun on the BX/BM.

With the barred instruments set up with only bars S, M, and D, students figure out the melodic

phrases in the song.


“My Aunt Came Back” (Supplemental, See Appendix A)

Learn and perform this echo song.

The teacher leads the song, moving from student to student. Each student echoes 1-2 phrases of

the song.

Rubric

Vocal Performance Rubric (See Reverse)



2ND

GRADE VOCAL PERFORMANCE RUBRIC

1 2 3 4 5 6

Intonation Unable to

match pitch.

Matches

pitch with

60 – 69 %

accuracy.

Matches

pitch with

70 – 79%

accuracy.

Matches

pitch with

80 – 89%

accuracy.

Matches

pitch with

90 – 99%

accuracy.

Matches

pitch with

100%

accuracy.

Tone Poor tone

quality.

Shaky or

weak tone.

Too bright

and breathy.

Basic

control.

Good tone

quality.

Excellent

tone quality.



NO. 4 - RHYTHM Read and perform (as developmentally appropriate) rhythmic patterns. (NSME 5)

Skills

Read

Perform

Concepts

Rhythmic patterns

Essential Questions

What is steady beat?

What is rhythm?

How do we create rhythm?

Big Ideas

Steady beat, like the second hand ticking on a clock, is the pulse of the music.

Rhythm is the basic building block of all music.

Rhythm is created by combining notes () into patterns.


“Sleigh Ride” (Supplemental, See Appendix A)

Perform this highly rhythmic body percussion activity with Leroy Anderson’s instrumental

piece.


“Travel Rhythms” (Music and You, Grade 2, Pg. 69)

Speak the text while performing the rhythms with body percussion or non-pitched percussion

instruments.

Form small groups to perform the song for the class.


Rhythm Skills (See Appendix B)

Students complete a short paper-pencil test assessing their skills at identifying and reading

rhythms.

Rubric

Rhythm Assessment Rubric (See Reverse)



2ND

GRADE RHYTHM SKILLS ASSESSMENT RUBRIC

1 2 3 4 5 6

Listening > 60%

accuracy

60-69%

accuracy

70-79%

accuracy

80-89%

accuracy

90-99%

accuracy

100 %

accuracy.

Identifying > 60%

accuracy

60-69%

accuracy

70-79%

accuracy

80-89%

accuracy

90-99%

accuracy

100 %

accuracy.

Composing > 60%

accuracy,

more than

one repeated

pattern, no

variety

60-69%

accuracy,

one repeated

pattern, few

notes

utilized

70-79%

accuracy,

one repeated

pattern, most

notes

utilized

80-89%

accuracy, no

repeated

patterns,

most notes

utilized

90-99%

accuracy, no

repeated

patterns,

most notes

utilized

100 %

accuracy, no

repeated

patterns, all

notes

utilized



NO. 5 - MOVEMENT Demonstrate body percussion, movement, and dance with music. (NSME 6)

Skills

Demonstrate

Concepts

Body percussion

Movement

Dance

Essential Questions

Why do we move and dance?

How do movement and dance relate to music?

Big Ideas

Movement is a valuable form of personal expression. We dance for fun, to entertain, to

celebrate, to worship, for holidays, et cetera.

We feel the steady beat and rhythm in our bodies, which can then be transferred to singing or

instruments.


“Bate, Bate” (Share the Music, Grade 2, Pgs. 28-29)

With a partner, students speak the lyrics while performing the body percussion/movement.


March Vs. Waltz

Listen to four musical excerpts, two in duple meter and two in triple meter. For example:

o “Baby Elephant Walk” by Henry Mancini (2/4)

o Any Sousa march

o “Menuetto” from Symphony No. 25, K. 183, Mozart (3/4)

o “Minuet” from Water Music, Suite #3 by Handel (3/4)

As the students listen to the music, they show the meter of the music by marching (duple) or

“waltzing” back and forth (triple).


“Ton Moulin” (Share the Music, Grade 3, Pgs. 194-195)


Form the students into groups of four. Add the dance movements as described on page 195.

As students perform the dance, teacher monitors and assesses the students.

Rubric

Movement Performance Rubric (See Reverse)



2ND

GRADE MOVEMENT PERFORMANCE RUBRIC

1 2 3 4 5 6

Form No attempt

at

performing

the steps or

completely

random,

illogical

free-form

movement

Follows

dance steps

with 60-69%

accuracy or

utilizes free-

form

movement

Follows

dance steps

with 70-79%

accuracy or

utilizes

somewhat

logical free-

form

movements

Follows

dance steps

with 80-89%

accuracy or

utilizes

logical free-

form

movements

Follows

dance steps

with 90-99%

accuracy or

utilizes

somewhat

creative,

logical free-

form

movements

Follows

dance steps

with 100 %

accuracy or

utilizes

creative yet

logical free-

form

movement

Rhythm No beat

awareness

Dance rarely

follows beat

and rhythm

of the music

Dance

sometimes

follows beat

and rhythm

of the music

Dance

mostly

follows beat

and rhythm

of the music

Dance

follows beat

and rhythm

of the music

Dance is

perfectly

timed with

the beat and

rhythm of

the music

Cooperation Student is

rude and

disrespectful

to partner or

group,

refuses to

dance

Student is

rude and

disrespectful

to partner or

group

Student

grudgingly

dances with

partner or

group

Student is

polite and

respectful to

partner or

group

Student is

polite,

respectful,

and dances

well with

partner or

group

Student is

polite,

respectful,

encouraging,

and dances

well with

partner or

group



NO. 6 - LISTENING AND EVALUATING Listen to, observe, and evaluate quality performances. (NSME 6)

Skills

Listen

Observe

Evaluate

Concepts

Performances

Essential Questions

What should we observe when we listen to a performance?

What is the mood of a piece of music?

Big Ideas

When listening to a performance, we listen for the rhythms, melody, and expressive elements in the

piece of music.

The mood of a piece of music (its distinctive emotional quality or character) can be happy or sad,

excited or depressed, mysterious or spooky, et cetera.


Identifying Moods

Listen to two contrasting pieces of music, such as “The Happy Farmer” and “Dreaming”,

both composed by Robert Schumann. Generate lists of words that describe the mood of each

piece.


Comparing and Contrasting Moods

Listen to two contrasting pieces of music, such as “March” and “Galop” from Dmitri

Kabalevsky’s “The Comedians.” Ask the students to identify how the moods of the two

pieces of music differ.


What Do You Hear? – Mood (Supplemental, See Appendix B)

Students complete a short paper-pencil test assessing their skills at identifying the mood of a

song.

Rubric

What Do You See/Hear? Rubric (See Reverse)



WHAT DO YOU SEE/HEAR? RUBRIC

1 2 3 4 5 6

Reading or

Listening

> 60%

accuracy

60-69%

accuracy

70-79%

accuracy

80-89%

accuracy

90-99%

accuracy

100 %

accuracy.



NO. 7 - EXPRESSIVE ELEMENTS Describe and demonstrate expressive elements in music (tempo, dynamics, and mood.) (NSME 5)

Skills

Describe

Demonstrate

Concepts

Tempo

Dynamics

Essential Questions

Why do we use dynamics and tempo in music?

How do we use loud/quiet and fast/slow sounds in music?

Big Ideas

Dynamics and tempo add variety, expression, and nuance to the music.

Dynamics and tempo affect the mood and overall impression of a piece of music.


“John Jacob Jingleheimer Schmidt” (Share the Music, Grade 2, Pgs. 68-69)

Listen to the recording, identifying the sections that are forte or piano.

Sing the song, reading from the book and following the dynamic symbols.


“Olympic Fanfare” (Share the Music, Grade 2, Pgs. 14-15)

Listen to the piece, following the listening map.

Put away the listening maps and pass out paper and pencils. This time, ask the students to

create their own listening map as they listen to the music, identifying the tempo and

dynamics for each section.


What Do You Hear? – Expressive Elements (Supplemental, See Appendix B)

Students complete a short paper-pencil test assessing their skills at identifying tempo and

dynamics in a piece of music.

Rubric





1 2 3 4 5 6

Reading or

Listening

> 60%

accuracy

60-69%

accuracy

70-79%

accuracy

80-89%

accuracy

90-99%

accuracy

100 %

accuracy.



NO. 8 - FORM Identify and perform musical forms (echo, same/different, verse/refrain, ostinato). (NSME 6)

Skills

Identify

Perform

Concepts

Musical Forms

Echo Response

Same and Different

Verse and Refrain

Ostinato

Essential Questions

What is form in music? Why is it important?

How do we organize phrases of music?

Big Ideas

Form organizes phrases of music and provides structure. It helps the ear to recognize the tunes or

themes in a piece of music.

Phrases of music are organized into patterns. There are many patterns that are common amongst

music.


“A Turkey Named Burt” (Share the Music, Grade 2, Pg. 263)

Learn and perform the speech piece. Use simple body percussion to keep the beat for the A

section. Perform the movements for the B section.


“Dinosaur Tooth Care” (Share the Music, Grade 2, Pg. 337)

Learn and perform the song, identifying the form (verse/refrain).


“Mumble Grumble” (Share the Music, Grade 2, Pgs. 58-59)

Teacher plays the song on the piano, without singing the lyrics. As the students listen, they

identify the section by holding up a “V” card for the verse, and an “R” card for the refrain.

Rubric





1 2 3 4 5 6

Reading or

Listening

> 60%

accuracy

60-69%

accuracy

70-79%

accuracy

80-89%

accuracy

90-99%

accuracy

100 %

accuracy.



NO. 9 - HARMONY Demonstrate harmonies (bordun, 2-part accompaniment) on instruments and in song literature.

(NSME 1, 2)

Skills

Demonstrate

Concepts

Bordun

2-part Layered Accompaniment

Essential Questions

What is harmony? How does harmony relate to melody?

What are some ways we can create harmonies?

Big Ideas

A harmony is multiple notes or sounds playing together simultaneously. Harmonies accompany the

melody.

We can create harmonies in many different ways using voices or instruments.


“Hop, Old Squirrel” (Share the Music, Grade 2, Pgs. 136-137)


Add a simple bordun on the Orff instruments, following the example on page 136.


“Echoes” (Exploring Orff, Pgs. 172-174)

Choose the bordun variation that works best for your students.

Sing the melody and play any two combinations of parts, as long as one or both parts

contains a bordun.

Form small groups (half of the students per part). Each small groups performs the song for

the rest of the class.


“Echoes” (Exploring Orff, Pgs. 172-174)

Students partner up (one student per part). Each set of partners performs the song for the

teacher.

Rubric

Orff Instrument Performance Rubric (See Reverse)



ORFF INSTRUMENT PERFORMANCE RUBRIC

1 2 3 4 5 6

Notes Melody or

ostinato pattern

unrecognizable.

> 60%

accuracy.

Melody or

ostinato

pattern

contains

mostly

incorrect

notes.

60-69%

accuracy.

Melody or

ostinato

pattern

contains

some

correct

notes.

70-79%

accuracy.

Melody or

ostinato

pattern

contains

mostly

correct

notes.

80-89%

accuracy.

Melody or

ostinato

pattern

contains no

mistakes.

90-99%

accuracy.

Structured

improvisation

and/or singing

while playing.

100%

accuracy.

Rhythm/

Tempo

No steady beat.

Incorrect

rhythm

patterns.

Erratic beat.

Rhythm

patterns

mostly

incorrect.

Uneven

beat. Some

correct

rhythm

patterns.

Mostly

correct

rhythm

patterns

with a

steady beat.

Play correct

rhythm

patterns

with a

steady beat.

Can improvise

with a given

rhythm

pattern,

keeping a

steady beat.

Technique Incorrect mallet

position and

technique.

Uses only one

hand.

Mostly

incorrect

mallet

position and

technique.

Uses only

one hand.

Sometimes

uses correct

mallet

position.

Incorrect

mallet

technique.

Sometimes

uses both

hands.

Correct

mallet

position.

Sometimes

uses correct

mallet

technique.

Uses both

hands.

Correct

mallet

position and

technique.

Uses both

hands.

Correct mallet

position and

technique

while

improvising.

Uses both

hands.



NO. 10 - COMPOSING AND IMPROVISATION Improvise melodic and/or rhythmic patterns and movement. (NSME 3, 4)

Skills

Improvise

Concepts

Melodic patterns

Rhythmic patterns

Movement

Essential Questions

What does it mean to compose?

What does it mean to improvise?

What are the similarities and differences between composing and improvising?

Big Ideas

Composing is the creative process of writing music for performance.

Improvising is the creative process of making up music while actually performing.

In both composing and improvising music is created, but the process of doing so is different.


“Create” (Share the Music, Pg. 41)

Students follow the directions on the page to create their own rhythm pattern, add a simple

melody, and perform it on an instrument.


Compose-A-Rhythm

Alone, with a partner, or in a small group, students “compose” rhythmic patterns using a set

of rhythmic flashcards. The rhythm should include a variety of notes chosen from quarter-

notes/rests, eighth-notes/rests, and half-notes/rests.

The student(s) choose an instrument, practice, and then perform their rhythm for the class.


Call-And-Response Improvisation

Using the voice or a barred instrument, the teacher “calls out” a melodic/rhythmic pattern.

Each student, in turn, “responds” with an improvised melodic/rhythmic pattern.

Rubric

Composition/Improvisation Rubric (See Reverse)



2ND

GRADE COMPOSITION/IMPROVISATION RUBRIC

1 2 3 4 5 6

Melody (if

applicable)

Melody

unrecogniza

ble.

Melody

contains

many notes

outside of

the given

range.

Melody

contains

some notes

both in and

out of the

given range.

Melody

begins to

sound

logical and

tuneful.

Melody

sounds

purposeful,

logical, and

tuneful.

Flawless

improvisati-

on or

composition.

Rhythm/

Tempo

No steady

beat.

Erratic beat.

Rhythm

pattern

doesn’t

coincide

with the

beat.

Uneven beat.

Rhythm

pattern

sometimes

coincides

with the

beat.

Steady beat.

Simplistic

rhythmic

patterns.

Steady beat.

More variety

in the

rhythmic

pattern.

Steady beat.

Great variety

and interest

in the

rhythmic

pattern.

Effort/

Participa-

tion

No effort or

participation.

Minimal

effort or

participation;

bad attitude.

Minimal

effort or

participation

but follows

direction to

do so.

Showing

some effort

and

participating.

Showing

effort and

participating

fully.

Showing

effort and

participating

fully with

enthusiasm.



NO. 11 - TONE COLOR Identify various classroom instruments. (NSME 2)

Skills

Identify

Concepts

Classroom Instruments

Essential Questions

How is sound produced on instruments?

How are instruments organized?

Big Ideas

Sound is produced on an instrument in one of three ways: bowing/plucking strings, blowing, or

striking.

Instruments are organized by how sound is produced (bowing/plucking, blowing, striking) and/or by

construction (material used in building the instrument.)

Engaging Scenario

Sound Effects

Add instrumental sound effects to the text in a picture book. Examples of picture books for

this activity include:

o Chicka Chicka Boom Boom

o Tikki Tikki Tembo

o ‘Possum Come a-Knockin’ at the Door

Formative Assessment

Instrument Families (Share the Music, Pgs. 88-89)

Students read pages 88-89. The Recorded Lesson could be used as well for listening

examples.

Following the reading activity, set out a variety of classroom instruments. The students

organize the instruments into their respective groups.

Summative Assessment

What Do You Hear? – Classroom Instruments (Supplemental, See Appendix B)

Students complete a short paper-pencil test assessing their skills at identifying classroom

instruments.

Rubric





1 2 3 4 5 6

Reading or

Listening

> 60%

accuracy

60-69%

accuracy

70-79%

accuracy

80-89%

accuracy

90-99%

accuracy

100 %

accuracy.



APPENDIX A – SUPPLEMENTAL MATERIALS



APPENDIX B – WRITTEN ASSESSMENTS

demonstrate a natural, free-singing voice with ... · k-2 unwrapped music standards, gordon...

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