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Year 2 Music

 

Examples of knowledge and skills appropriate for students in Prep - Year 2 (Australian Curriculum 2013 Draft Document Exert)

In this band students are introduced to the ways that ideas and intentions are communicated in and through Music. They develop knowledge, understanding and skills through music practices focusing on:

Elements of music

 

Rhythm - sound/silence, long/short, fast/slow, beat and rhythm, rest, ostinato, tempo, crotchet , crotchet rest , quavers in pairs , experience of duple and triple metres

Pitch - high/low, pitch direction (going up or down), pitch matching, unison

Dynamics and expression - loud (forte) f and soft (piano) p

Form - same/different, patterns, repetition, echo, introduction, verse, chorus, round

Timbre - every voice and instrument has its own distinct sound - how sound is produced including hit, blown, plucked and shaken

Texture - unison, melody and accompaniment, round, drone

 

Skills (including aural skills )

- discriminating between sounds and silence

- moving and performing with an understanding of beat and tempo

- demonstrating the difference between singing and speaking voice

- discriminating between loud and soft, long and short, high and low

- recognising familiar instrument timbres

- using technology as a tool for music learning

- holding and playing classroom instruments safely and correctly

- understanding turn-taking in group music making

- playing in time.

Achievement Standards by end of Year 2 (Draft Aust. Curric. 2013)

By the end of Year 2, students sing, play instruments, listen to and move to a range of music, demonstrating an understanding of beat, tempo and familiar pitch and rhythm patterns. They improvise and organise ideas and sounds to create music. They understand that music is used for a variety of purposes.

Students share the music they create, perform and listen to using invented and traditional notation and technologies. They comment on the music they and others create, identifying their preferences and interpreting music through movement, words and pictures.

Overview

Rhythm and Metre - accent and barlines in 2/4, 4/4, ties, revise note value

Pitch and Melody - la, step/skip, do, Absolute names on the treble staff.

Part Work - 4 beat rhythmic ostinati, 4 beat melodic ostinati, 2 part Canon

Form and Structure - same and different phrases

Tone Colour - Orchestral Families - Strings, Brass, Woodwind, Percussion - Individual voices

Expressive Elements - Revise loud = f and soft = p, - smooth legato and detached stacato

Semester 1

Create - Use s m  to create melodies. Use crotchet and quavers to create rhythmic patterns

Practice - Singing - posture and sound quality. Instrument - correct playing techniques

Present - Sing and play for class and teachers, participate in fortnightly assembly whole school song

Safe Practices - Being aware of personal space when moving. Handling of instruments.

Respond - Personal responses to own and peer performances using musical language

Reflect - Answer questions relating to assembly songs

Semester 2

Create - Use s m l   to create melodies. Use crotchet and quavers to create rhythmic patterns

Practice - Play known melodies on keyboard/tuned percussion instrument

Present - Sing and play for class and other audience, participate in fortnightly assembly whole school song

Safe Practices - Handling of instruments

Respond - Personal responses to selected recorded music

Reflect - Reflect on own performance of vocal ostinato, maintenance of parts and steadiness of beat.

 

 Current Work

 

​Performance

Students are currently performing rhythms using untuned percussion instruments and following a written rhythmic score to the tune of "Yankee Doodle". Students need to follow their own parts to the tune. Use the picture charts below to clap the rhythms of a single colour to practise the patterns.

Theory

Students are reading rhythmic notation and also Solfa notes of d, m, s and l.
 

 Yankee Doodle p1

 
 

 Yankee Doodle p2