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  • Grade Two

     

    Grade 2 students will have 34 hours of general music instruction, which is the equivalent of about 6 days of school time.  According to best practice and national music standards, lessons should take place in a dedicated music space for segments of no more than 30min sessions but not less than 20min sessions.

     

    This year's major outcomes include pitch matching, steady beat, rhythmic and melodic ostinatos (repeated patterns) and understandings of rhythmic, melodic, and form elements through reading, writing, singing, improvising/creating, moving, playing, and listening.

     
    Rhythmically, tied quarter notes making half notes (t ), dotted half notes (DHN ),  half rests (HR ), and dotted half rests (HR .) will be understood.
     
    Melodically, the focus is on the tri-tone pitch sets of (la)-(sol)-(mi) and (mi)-(re)-(do) creating La-Sol-Mi-Re-Do when linked.
     
    Assignment links below are unavailable at the moment.  You should automatically receive an email alert when one of the items listed below is on its way home with your child.  Email Mr. Martino to inquire directly by clicking HERE 
  • Title

    Due Date

    Description

    Blank    Layout    

    Finished Example

    Sound Example

    Rhythmic Composition

    (quarter/2-eighths)

    Hoover:  Mid September


    IKE: TBD

    This composition was done to demonstrate competence with quarter notes and eighth notes. **Diagnostic (review) for returning students.

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    Rhythmic Composition

    (quarter/2-eighths/rests)

    Hoover:  On Conference Night (or just after)


    IKE: TBD

    This composition was done to demonstrate competence with quarter notes and rests, and eighth notes. **Diagnostic (review) for returning students.

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    (Sol-Mi)

    Hoover: Mid October


    IKE: TBD

    This composition was done to demonstrate competence with the melodic interval of a minor third (m3) labeled sol-mi. **Diagnostic (review) for returning students.

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    Request via Email

    Request via Email

    Melodic Transcription

    (Maple Swamp)

    Hoover: Mid November

    IKE: TBD

    Portions of this piece use a stepwise pattern of pitches we have labeled High, Mid, and Low.  You will see the staff placement of the notes as they step through out this piece.

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    Melodic Transcription

    (Hot Crossed Buns)

    Hoover: Early December


    IKE: TBD

    High, Mid, and Low now have their official labels - Mi, Re, and Do.  This peace uses these pitches in skips and steps and also explores 1st and 2nd endings (ask about the video game).

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    Melodic Composition

    (Mi-Re-Do)

    Hoover: Early December


    IKE: TBD

    This melodic composition required the students to apply their knowledge of melodic strategies and the intervals (steps/skips) among Mi, Re, and Do in order to create a melody.

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    Rhythmic Composition

    (half notes)

    Hoover: Mid January


    IKE: TBD

    The new rhythm that takes up half a measure is called a half note.  We started by taking two quarter notes and TYING them together.  A quarter and a quarter are equivalent to a half.

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    Melodic Transcription

    (We Are Playing in the Forest)

    Hoover: Mid January

    Rum River: TBD

    Transcribing music is the process of taking a known song and placing it on the staff.  The purpose is to practice putting know pitches on the staff before composing with them.

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    Melodic Transcription

    (Doggie Doggie)

    Hoover: Late January

     

    IKE: TBD

    This transcription practices known pitches with a jump interval within a beat.  Listen for the quick Mi-La jump and have your child show you where it is written on the staff.

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    Melodic Composition

    (La-Sol-Mi)

    Hoover: Mid February


    IKE: TBD

    This melodic composition required the students to apply their knowledge of melodic strategies and the intervals among La, Sol, and Mi in order to create a melody.

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    Rhythmic Composition

    (dotted half notes)

    Hoover: TBD

    Rum River: TBD

    Dots add value to notes.  There is a specific mathematical equation of half the original note value. A half note get two of the four beats in common measures, so the dot adds one more in this case.

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    Melodic Transcription

    (Mouse Mousie)

    Hoover: Late March


    Rum River: TBD

    We already studied Sol-Mi and Mi-Re-Do as separate pitch sets.  This piece begins to help us put them together for Sol-Mi-Do.

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    Request via Email

    Request via Email

    Melodic Composition

    (Sol-Mi-Re-Do)

    Hoover: TBD


    IKE: TBD

    This melodic composition required the students to apply their knowledge of melodic strategies and the intervals (steps/skips/jumps) among Sol, Mi, Re, and Do in order to create a melody.

    Request via Email

    Request via Email

    Request via Email

    Melodic Composition

    (La-Sol-Mi-Re-Do)

    Hoover: Late May


    IKE: TBD

    This melodic composition required the students to apply their knowledge of melodic strategies and the intervals (steps/skips/jumps) among La, Sol, Mi, Re, and Do in order to create a melody.

    Request via Email

    Request via Email

    Request via Email

    Melodic Sight-Reading

    (Who's That & Bluebird)

    Hoover: Look for it the last week of school - NO NEED TO SIGN AND RETURN

    IKE: TBD

    Melodic sight-reading has got to be on of the most difficult things for musicians.  The interplay of the rhythm with the pitch over a steady beat is a skill of high order. Following the steeps of reading the rhythm, naming the pitches, saying them in rhythm, singing them in ones mind while signing, then singing aloud is our process.  Finally the words are applied to the tune.

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