Kindergarten Scope & Sequence

2nd Grade Scope & Sequence

2nd Grade Scope & Sequence

Initial Experiences

Strand One: Rhythm

1.1M Move to the pulse/beat of triple meter 3/4

1.2M Move to patterns using the following rhythmic values:

1.1S Speak the pulse/beat of triple meter

1.2S Speak patterns using the following rhythmic values:


1.1L	Listen to the pulse/beat of triple meter
1.2L	Listen to patterns using the following rhythmic values:

1.1P Play the pulse/beat of triple meter

1.2P Play patterns using the following rhythmic values:

1.1R Read and notate the pulse/beat of duple meter, triple, quadruple

1.2R Read and notate patterns using the following rhythmic values:

1.1C Create using the pulse/beat of duple meter, triple and quadruple

1.2C Create using the following rhythmic values:

Strand Two: Melody

2.3M Move to illustrate melodic contour

2.2S Sing the following Kodally melodic patterns:

		Sol-Mi-La-Do-Re (Do’)
2.7S	Sing skips/steps/repeats


2.1L	Listen to the following melodic patterns:
		Sol-Mi-La-Do-Re (Do’)
2.5L	Listen to skips/steps/repeats


2.1P	Play the following melodic patterns:
		Sol-Mi-La
2.5P Play skips/steps/repeats


2.1R Read and notate the following melodic patterns:
		Sol-Mi, Sol-Mi-La
		Sol-Mi, Sol-Mi-La, Sol-Mi-Do, Mi-Re-Do
2.2R	Read and notate melodic direction
2.3R	Read and notate high/low contrasts
2.4R	Read and notate melodic contour
2.5R	Read and notate skips/steps/repeats


2.1C	Improvise Sol-Mi-La-Do-Re melodies

Strand 3: Harmony

3.1M Move to illustrate tonality differences including:

chord changes

3.3M Move to illustrate two-part rounds

3.2S Speak a rhyme with one ostinato

3.3S Sing two-part rounds

3.2L Listen to ostinati patterns

3.1P Play two-measure pitched or unpitched ostinati

3.6P Play the broken bordun

3.1R Read rhythmic and melodic ostinati patterns

3.1C Create ostinati patterns

Strand 4: Form

4.2M Move to illustrate the difference between A and B

ABA

4.2S Speak and sing to illustrate the difference between A and B sections

ABA

4.3S Speak and sing to illustrate the introduction and coda

4.2L Listen to the difference between A and B sections

ABA

4.3L Listen to introductions and codas

4.2P Play to illustrate the difference between A and B

ABA

4.3P Play to illustrate the introduction and coda

4.1R Read and notate the phrase

Read and notate same and different phrases

4.2R Read and notate AB form

ABA

4.1C Create sound accompaniments to show the phrase

same and different phrases

Strand 5: Expressive Qualities

5.5L Listen to the orchestral percussion family

Woodwind family

Brass family

5.1R Read and notate instrument symbols

5.2R Read and notate the following symbols:

double bar (||), repeat sign (:|)

single bar (|)

Developmental Experiences

Strand 1: Rhythm

1.1M Move to the pulse/beat of duple/quadruple meter 2/4, 4/4

1.2M Move to patterns using the following rhythmic values:


1.1S	Speak the pulse/beat of duple meter

1.2S Speak patterns using the following rhythmic values:


1.1L	Listen to the pulse/beat of duple meter
1.2L	Listen to patterns using the following rhythmic values:


1.1P	Play the pulse/beat of duple meter
1.2P	Play patterns using the following rhythmic values

Strand 2: Melody

2.1M Move to illustrate melodic direction

2.2M Move to illustrate high/low contrasts

2.1S Demonstrate vocal tone production

2.2S

Sing songs in a limited range

Sing the following Kodally melodic patterns:

Sol-Mi, Sol-Mi-La

Sol-Mi-La (add Do-Re)

2.3S Sing a variety of repertoire in cultural/historical context including:

		singing games, cumulative, patriotic, seasonal, multicultural, and folk songs
2.6S	Sing to illustrate melodic contour


2.1L	Listen to the following melodic patterns:
		Sol-Mi, Sol-Mi-La
		Sol-Mi-La (add Do-Re)
2.4L	Listen to melodic contour


2.1P	Play the following melodic patterns:
		Sol-Mi
2.2P	Explore the relationship between the size of the sound source/instrument and its pitch
2.3P	Play to illustrate melodic direction
2.4P	Play to illustrate high/low contrasts


2.1C	Explore songs in a limited range
		Sol-Mi-La melodies

Strand 3: Harmony

3.1M Move to illustrate tonality differences including

major/minor

3.2M Move to illustrate ostinati patterns including body percussion

3.1S Sing to illustrate tonality differences including

major/minor

3.2S Speak a rhyme with a teacher/accompanied ostinato

3.1L Listen to tonality differences including

major/minor

3.4P Play with correct mallet technique

3.5P Play the simple chord bordun

Strand 4: Form

4.1M Move to illustrate the feeling of phrase

Move to illustrate same and different phrases

4.1S Speak and sing to illustrate the phrase

Speak and sing to illustrate same and different phrases

4.1L Listen to the phrase

Listen to same and different phrases

4.1P Play to illustrate the phrase

Play to illustrate same and different phrases

4.2C Create A and B sections

ABA

Strand 5: Expressive Qualities

5.1M Explore the space using creative movement

5.2M Move to illustrate contrasts in tempo

5.3M Move to illustrate contrasts in dynamics

5.4M Move to illustrate contrasts in timbre

5.1S Speak and sing to illustrate contrasts in tempo

5.2S Speak and sing to illustrate contrasts in dynamics

5.3S Speak and sing to illustrate contrasts in timbre

5.1L Listen to contrasts in tempo

5.2L Listen to contrasts in dynamics

5.3L Listen to contrasts in timbre

5.4L Listen to music of many cultures including style, instruments and traditions

5.1P Play instruments to illustrate contrasts in timbre

5.2P Play unpitched instruments with proper technique

5.1C Create to illustrate contrasts in tempo

5.2C Create to illustrate contrasts in dynamics

5.3C Create to illustrate contrasts in timbre

Mastery Experiences

Strand 2: Melody

2.4S Sing to illustrate melodic direction

2.5S Sing to illustrate high/low contrasts

2.2L Listen to melodic direction

2.3L Listen to high/low contrasts