Chloe Peterson

MUS 162

Scope and Sequence

2 Grade General Music
nd

Spring Semester

Creating

st

21st century skills: Critical Thinking, Complex

Communication, and Creativity

Performing

21 century skills: Collaboration, Critical

Thinking, Complex Communication

Improvise a pentatonic melody

with appropriate rhythms.

Sing a pentatonic scale in tune.

Compose and notate a rhythmic

pattern using a variety of
pertinent rhythmic devices.

Play three specified types of

borduns.

Sing a two part canon.

Move body to music that has

distinct stylistic and tempo
changes.

st

Responding

21 century skills: Collaboration, Critical

Thinking, Complex Communication

Identify and understand ABA

form in music.

Evaluate personal and group

performances.

st

Listen to and describe tempo

changes in music using
appropriate terminology

Connecting

21 century skills: Collaboration, Critical

Thinking, Complex Communication, Creativity

Recognize and discuss

similarities and differences in
music of American, African,
Asian cultures.
Reflect on the relationship
between music and other fine
arts disciplines.
Express feelings about a
selection of text and relate it to
personal life and experiences.

Creating

st

21 century skills: Critical Thinking, Complex Communication, and Creativity

Objective: Students will improvise a pentatonic melody using appropriate rhythms.

Criteria: Students will practice playing the pentatonic scale on Orff instruments. The
teacher will give specified pentatonic melodies for students to play. Next, the teacher will
improvise a simple pentatonic melody for students, and finally, the students will
improvise their own two-bar pentatonic melodies using specified rhythmic devices.
Rubric:
1. Students will play with a steady beat.
2. Students will use only d, r, m, s, l, pitches in the key of F Major.
3. Students will use ta, ti-ti, half note, and quarter rest rhythms.
1
2
3

1. No steady beat

Not steady most of

the time

Steady beat most of

the time

Always steady beat

2. No accurate
pitches

Some accurate
pitches

Mostly accurate
pitches

All accurate pitches

3. No appropriate
rhythms

Some appropriate
rhythms

Most appropriate
rhythms

All appropriate
rhythms

Objective: Compose a rhythmic pattern using a variety of pertinent rhythmic devices.

Criteria: Students will practice clapping ti-ti, ta, half note, dotted half note, whole note,
whole rest, half rest, and quarter rest rhythms. The teacher will clap rhythms in 4/4 meter
using a multiple combinations of rhythmic devices mentioned previously. Teacher will
write all rhythmic value options on the white board. Students will be asked to compose
their own two-bar rhythm and notate it using specified rhythmic notation. (Line notation
with no note-heads)
Rubric:
1. Students will use any combination of ti-ti, ta, half note, dotted half note, whole
note, whole rest, half rest, and quarter rest.
2. Students will write rhythms appropriately for 4/4 meter.
3. Students will notate rhythms using correct rhythmic notation.
1
2
3
4
1. No appropriate
Some appropriate
Most appropriate
All appropriate
rhythmic devices
rhythmic devices
rhythmic devices
rhythmic devices
2. No rhythms
Some rhythms
Most rhythms
All rhythms
appropriate for 4/4
appropriate for 4/4
appropriate for 4/4
appropriate for 4/4
meter
meter
meter
meter
3. All incorrect
Some correct
Mostly correct
All correct notation
notation
notation
notation

Objective: Student will move body to music that has distinct stylistic and tempo
changes.
Criteria: The teacher will play examples of marching music, tip-toeing music, and
running music. Students will practice changes in movement to excerpts played by the
teacher. Students will listen to the March from The Nutcracker by Tchaikovsky. The
students will be asked to move their bodies according to what they hear in the music.
Rubric:
1. Students are able to change their movements when the style/tempo changes in
the music.
2. Students are able to do the correct movement assigned to the specific type of
music that is heard.
1
2
3
4
1. No changes in
Some changes in
Most changes in
All changes in
movement at
movement at
movement at
movement at
appropriate times
appropriate times
appropriate times
appropriate times
2. No correct
Some correct
Most correct
All correct
movement changes movement changes movement changes movement changes
st

Performing

21 century skills: Collaboration, Critical Thinking, and Complex Communication

Objective: Students will sing a pentatonic scale in tune.

Criteria: Teacher will practice the pentatonic scale in the key of F Major with students
using handsign solfege and a solfege chart as aids. Students will practice the scale as a
class, in small groups, and individually. Students will be expected to use their singing
voices with accurate pitches while maintaining a consistent tempo.
Rubric:
1. Student uses singing voice.
2. Student sings accurate pitches.
3. Student maintains a steady tempo.
1
2
1. Does not use
Uses singing voice
proper singing voice some of the time
2. No accurate
Some accurate
pitches
pitches
3. No steady tempo Not steady most of
the time

3
Uses singing voice
most of the time
Mostly accurate
pitches
Mostly steady
tempo

4
Always uses proper
singing voice
All accurate pitches
Always steady
tempo

Objective: Student can play three specified types of borduns.

Criteria: Students will practice three different types of borduns: chordal, broken, and
leveled. Teacher will have students play each type of bordun as a class, in groups, and
individually. Individual students must play correct bordun type, maintain correct mallet
grip, play correct pitches, and maintain a steady beat.

Rubric:
1. Student can play all three types of borduns: chordal, broken, and leveled
correctly.
2. Student maintains proper mallet grip technique.
3. Student plays correct pitches. (do-so)
4. Student maintains a steady beat.
1
2
3
4
1. Cannot play any
Can play 1 bordun
Can play 2 borduns All borduns played
bordun correctly
correctly
correctly
correctly
2. Incorrect grip
Maintains proper
Maintains proper
Maintains proper
throughout
grip some of the
grip most of the time grip throughout
time
3. No correct
Some correct
Most correct pitches All correct pitches
pitches
pitches
4. No steady beat
Steady beat some
Steady beat most of Always maintains
of the time
the time
steady beat
Objective: Students will sing a two part canon.
Criteria: Teacher will teach students Scotlands Burning phrase by phrase. Students
will sing the song as a class first. Next, the teacher will demonstrate the canon by
beginning the song two measures after the students begin singing. Next, the teacher will
split students into two groups and have them sing the song in groups. Finally, the
teacher will have the students sing the song as a canon. After practicing, the teacher will
split the class into small groups to evaluate their performances. Each student will sing in
the first entrance group and the second entrance group.
Rubric:
1. The student sings the song in tune.
2. The student sings with correct rhythms.
3. The student enters at the correct time in the canon.
4. The student maintains melody confidently.
1
2
3
1.Out of tune
Some of the singing Mostly in-tune
singing
in-tune
2.Four or more
3-4 errors
1-2 errors
errors
3.Does not enter at
__
__
correct time
4.Cannot maintain
Able to maintain
Able to maintain
the melody
some of the melody some of the melody
st

4
Always in-tune
All correct rhythms
Enters at correct
time
Maintains melody
confidently

Responding

21 century skills: Collaboration, Critical Thinking, Complex Communication

Objective: The student will identify and understand ABA form in music.
Criteria: The students will listen to Beethovens Minuet in G. While listening, the
students will be asked to draw one particular shape for one section or melody they hear.
When they hear a change in the music, they will be asked to draw a different shape. If

they hear the same music once again, they will be asked to draw the same shape that
represented the section earlier in the piece. After the piece is done playing, the students
will be asked to write two musical differences they heard between the sections.
Rubric:
1. The students are able to provide an appropriate explanation for the changes they
heard in the music.
2. Students correctly identify the form through shape drawings.
1
2
3
4
1.Not able to
Attempts to give an
Is able to provide
Provides at least
provide any
explanation, but
one appropriate
two appropriate
appropriate
does not provide
explanation
explanations
explanations
accurate reasoning
2.Pictures do not
Pictures reflect 1
Pictures reflect 2
Pictures reflect all
reflect ABA form
section correctly (A) sections (AB/AA)
sections (ABA)
Objective: Student will evaluate personal and group performance.
Criteria: Teacher will play video from Spring Concert. Students will be asked to reflect
on the groups performance as well as their personal performance. Students will be
asked to give at least 3 opinions about both performance. Students will need to
incorporate musical terminology throughout.
Rubric:
1. Student provides clear opinions about group performances.
2. Student provides clear opinions about personal performance.
3. Student uses musical terminology.
1
2
3
4
1.Cannot provide
Provides 1 clear
Provides 2 clear
Provides 3 clear
any opinions
opinion
opinions
opinions
2.Cannot provide
Provides 1 clear
Provides 2 clear
Provides 3 clear
any opinions
opinion
opinions
opinions
3.No musical
Uses 1 term
Uses 2 terms
Uses 3 or more
terminology used
terms
Objective: Student will listen to and describe tempo changes in music using appropriate
terminology.
Criteria: Teacher will play short tunes in different tempos for the students on the piano.
Students will be able to describe the tempos using language like faster, slower, medium,
walking speed, very fast, very slow, etc. Students will then compare tempo of one tune
to another.

Rubric:
1. Student describes tempos with appropriate terminology.
2. Student is able to thoughtfully compare one tunes tempo to another.

1
1.Cannot describe
tempo
2.Not able to
compare to another
tempo
st

2
Attempts to
describe tempo, but
unclear
Attempts to
compare, but
unclear

3
Describes tempo
accurately, but
vague
Accurate reasons
for comparison, but
vague

4
Describes tempo
accurately, very
clearly
Accurate reasons
for comparison, very
clear thoughts

Connecting

21 century skills: Collaboration, Critical Thinking, Complex Communication, Creativity

Objective: The student will recognize and discuss similarities and differences in music
of American, African, and Asian cultures.
Criteria: The teacher will describe American, African, and Asian musical styles to
students. Students will be asked to identify similarities and differences based on the
information given by the teacher. Students will be given a tune from all cultures and will
be asked to recognize and discuss similarities in the music.
Rubric:
1. The student will clearly identify similarities between all three cultures.
2. The student will clearly identify differences between all three cultures
3. The student will use musical terminology.
1
2
3
4
1.Cannot describe
Can describe 1-2
Can describe
Can describe
any similarities
similarities between similarities between multiple similarities
2 of the cultures
all 3 cultures
between all 3
cultures
2.Cannot describe
Can describe 1-2
Can describe
Can describe
any differences
differences between differences between multiple differences
2 of the cultures
all three cultures
between all 3
cultures
3.Does not use
Uses 1 term
Uses 2 terms
Uses 3 or more
musical terminology
terms
Objective: The student will reflect on the relationship between music and other fine arts
disciplines.
Criteria: The teacher will give examples of the other fine arts disciplines (theatre, visual
arts, media arts, and dance). The teacher will provide examples of instances where
music and another fine arts discipline are combined. Students will reflect on the
relationship between all fine arts disciplines and their importance.
Rubric:
1. Students reflect on the relationship between music and theatre and provide
meaningful connections between the two.
2. Students reflect on the relationship between music and visual arts and provide
meaningful connections between the two.
3. Students reflect on the relationship between music and media arts and provide
meaningful connections between the two.

4. Students reflect on the relationship between music and dance and provide
meaningful connections between the two.
1
2
3
4
1.Does not reflect Attempts to reflect Reflects on
Reflects
on relationship
on relationship,
relationship, but
thoughtfully on
but unclear
vague
relationship
2.Does not reflect Attempts to reflect Reflects on
Reflects
on relationship
on relationship,
relationship, but
thoughtfully on
but unclear
vague
relationship
3.Does not reflect Attempts to reflect Reflects on
Reflects
on relationship
on relationship,
relationship, but
thoughtfully on
but unclear
vague
relationship
4. Does not reflect Attempts to reflect Reflects on
Reflects
on relationship
on relationship,
relationship, but
thoughtfully on
but unclear
vague
relationship
Objective: Express feeling about a selection of text and relate it to personal life and
experiences.
Criteria: The teacher will present the students with the poem Friendship Indeed.
Students will be asked to read the poem and relate it to their personal life and
experiences. Students will be asked to discuss the poem with their peers in a small
group, and then they will be asked to write their feelings down for assessment.
Rubric:
1. The student actively expresses feelings to peers about the poem.
2. The student responds thoughtfully to poem and makes effort to relate it to own
life and experiences.
3. The student uses complete thoughts to describe feelings through writing.
1
2
3
4
1.Does not
Shares minimally
Shares few feelings Active participation;
participate
with peers
with peers
shares multiple
feelings
2.Does not respond Attempts to respond Responds to poem, Responds to poem
to poem
to poem, but doesnt and attempts to
thoughtfully and
relate to personal
relate it to personal
relates it to personal
life/experiences
life/experiences, but life/experiences
unclear
3.Does not use
Makes effort to
Describes feelings,
Uses complete
complete thoughts
describe feelings,
but without
thoughts to describe
but unclear
complete thoughts
feelings.

2nd Grade General Music Assessment

Creating:
1. Improvise pentatonic melody

2. Compose rhythmic pattern

3. Move to music

1. Sing pentatonic melody in tune

2. Play 3 types of borduns

3. Sing in 2 part canon

1. Identify & Understand ABA form

2. Evaluate performances

3. Listen to and Describe tempo changes

1. Recognize & Discuss cultural similarities/differences 1

2. Reflect on relationship between 5 fine arts

3. Express feelings about a selection of text

Performing:

Responding:

Connecting: