General+Music+(2nd+Grade)


 * National Standards of Music Education (MENC):** http://musiced.nafme.org/resources/national-standards-for-music-education/
 * Indiana Standards of Music Education (2nd Grade):** http://www.doe.in.gov/sites/default/files/standards/fine-arts-dance-music-theatre-visual-arts/2010_in_music_standards.pdf


 * Recurring Lessons:** //Below lessons are used throughout the year in short (2-3 minutes each) sessions, depending on the activity.//
 * 1) Explore Religious and Seasonal Music as is appropriate to the school year: **Standards: (MENC 1,4,9; IN 2.1; 2.4; 2.9)**
 * 2) http://www.canteach.ca/elementary/songspoems.html - Poetry & music about seasons, special days, and various other topics. **Standards: (MENC 1,4,9; IN 2.1; 2.4; 2.9)**
 * 3) Rhythm Games: I will clap rhythms and students will echo the pattern given. **Standards: (MENC 5; IN 2.5)**
 * 4) Simple Solfege Drills: Focus on stepping up and down. **Standards: (MENC 5; IN 2.5)**
 * 5) Drawing what they hear: Periodically, students will be asked to use crayons to color the feelings that they have as they listen to music. **Standards (MENC 8; IN 2.8)**
 * 6) "Porridge game". Students will be given a sample measure and be asked to identify if the measure is too large, too small, or just right. **Standards (MENC 5; IN 2.5)**
 * 7) Students will begin exploring Orff instruments. **Standards (MENC 2,3; IN 2.2 & 2.3)**


 * Lesson 1 - [[file:Nursery.pdf|Nursery Rhymes]]:**
 * Standards: (MENC 1/2; IN 2.1 & 2.2)**
 * Objectives:** //Students will sing songs from the above list in class as well as play various percussion instruments. Students will demonstrate memorization, singing a cappella, and following a director's cue.//


 * Lesson 2 - [[file:Campfire.pdf|Campfire Songs]]:**
 * Standards: (MENC 1/2; IN 2.1 & 2.2)**
 * Objectives:** //Students will sing songs from the above list in class as well as play various percussion instruments. Students will demonstrate memorization, singing a cappella, and following a director's cue.//


 * Lesson 3 - [[file:American Folk Song .pdf|American Folk Songs]]:**
 * Standards: (MENC 1/2; IN 2.1 & 2.2)**
 * Objectives:** //Students will sing songs from the above list in class as well as play various percussion instruments. Students will demonstrate memorization, singing a cappella, and following a director's cue.//

Wi Na De Ya Wi Na De Ya Ho Ho Ho Ho He Ya Ho
 * Lesson 4 - Native American Music**
 * Standards: (MENC 9; IN 2.9)**
 * Objectives:** //Students will become familiar with music of Native Americans as well as some cultural awareness//
 * media type="custom" key="26237222" || Wi Na De Ya Ho

I am of the Great Spirit, it is so I am of the Great Spirit I am of the Great Spirit, it is so ||

with our spiritual and emotional being,
 * media type="custom" key="26237498" || Let us eclipse the the sun and the moon

and let us transcend these physical barriers and negativity which have made us a nation of one.

May the winds of time put into motion this feeling we share with our Mother Earth and this universe till the end of time.

May the creator bestow upon us a grand sense of unity and peace which we will continue to pass on to our people, wherever they reside. || AH-UH NAYAH OH-WA OH-WA SHON-DAY OH-WA OH-WA SHON-DAY CAN-NON NON NOHA (NOHA)

AH-UH NAYAH OH-WA OH-WA SHON-DAY OH-WA OH-WA SHON-DAY YEHA-NOHA (NOHA)

AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">NENA-NAY-YAY YEHA-NOHA (NOHA) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">YEHA-NOHA (NOHA)

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">NEE-YOH-WAH NEE-YOH <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">NEE-YOH-WAH NEE-YOH

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">AH-UH NAYAH OH-WA OH-WA <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">SHON-DAY OH-WA OH-WA <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">SHON-DAY CAN-NON NON NOHA (NOHA)

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">AH-UH NAYAH OH-WA OH-WA <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">SHON-DAY OH-WA OH-WA <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">SHON-DAY YEHA-NOHA (NOHA)

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">NENA-NAY-YAY YEHA-NOHA (NOHA) <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">AH-UH NAYAY TOR-SHNA NENA-NAY-YAYAH <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif;">YEHA-NOHA (NOHA) ||

[|To a Wild Rose - Op. 51, No. 1 - Edward MacDowell (1861 - 1908) - Piano]


 * 1) //Would life be as relaxed as the music would suggest?//
 * 2) //Does this portray early American settlers or Native Americans?//
 * 3) //In History class, do we learn that these people got along, or didn’t get along?//
 * 4) //Would you use a bright or faded color to paint the woods? Explain.//
 * 5) //What do you recognize in the painting?//
 * 6) //How is the MacDowell piece similar/different from the two native pieces we heard?//

http://www.fitforafeast.com/dance_cultural_usa.htm - North American folk dances
 * Lesson 5 - Folk Dances**
 * Standards: (MENC 9; IN 2.9) **
 * Objectives:** //Students will become familiar with different forms of folk dances.//


 * Lesson 6 - Music Basics: ** http://www.sfskids.org/classic/templates/musicLabF.asp?pageid=23
 * Standards: (MENC 5; IN 2.5)**
 * Objectives:** //Students will be familiar with musical staffs, clefs, measures, simplified time signatures, pitch, duration, and notes. New expectations include dotted notes/rests, music notation, and solfege practice.//


 * Lesson 7 - Music Basics (Part 2):**
 * Standards: (MENC 5; IN 2.5)**
 * Objectives:** //Students will be familiar with the layout of an orchestra//


 * Lesson 8 - Musical Solfege:** [|Solfege Practice]
 * Standards: (MENC 1/3/5; IN 2.1/2.3/2.5)**
 * Objectives:** //Students will practice using solfege with the above guide. Students will practice with steps and move to leaps.//

media type="custom" key="26229458"
 * Lesson 9 - Musical Canon:**
 * Standards: (MENC 1/6; IN 2.1/2.6)**
 * Objective:** //Students will learn to sing in a variety of songs in a three part round//

**Standards: (MENC 1,3,4,6; IN 2.1, 2.2, 2.3, 2.4, 2.6)** **Objectives:** //Students will demonstrate the ability to sing a melody. Students will then improvise unique variations to the melody and identify which one (melodic, rhythmic, tonal, harmonic, ornamentation, style, or instrumental).//
 * Lesson 10 - Theme and Variation:** [] - Theme and Variations tutorial (Simple Gifts - Aaron Copland)

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 * Lesson 11 - The Woodwind Family:**
 * Standards: (MENC 6; IN 2.6)**
 * Objectives:** //Students will identify Woodwind instruments by sight and sound.//

media type="youtube" key="Qmxnp_3KUt0" width="560" height="315"
 * Flutes:**

media type="custom" key="26229614"
 * Clarinets:**

media type="custom" key="26229654"
 * Saxophones:**


 * Lesson 12 - The Brass Family:**
 * Standards: (MENC 6; IN 2.6)**
 * Objectives:** //Students will identify Brass instruments by sight and sound.//

media type="custom" key="26229706"


 * Lesson 13 - The String Family:**
 * Standards: (MENC 6; IN 2.6)**
 * Objectives:** //Students will identify String instruments by sight and sound.//



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 * Lesson 14 - The Percussion Family:**
 * Standards: (MENC 6; IN 2.6)**
 * Objectives:** //Students will identify Percussion instruments by sight and sound.//



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 * Lesson 15 - Patriotic Music:** http://kids.niehs.nih.gov/games/songs/patriotic/
 * Standards: (MENC 1,2,7,9; IN 2.1, 2.2, 2.7, 2.9)**
 * Objectives:** //Students will become familiar with Patriotic Music. Students will also move around the classroom with percussion instruments.//

http://www.dsokids.com/listen/by-composer/.aspx media type="custom" key="26229876"
 * Lesson 16 - Renaissance Music:** http://www.music.iastate.edu/antiqua/instrumt.html
 * Standards: (MENC 6,7,9; IN 2.6, 2.7, 2.9)**
 * Objectives:** //Students will identify and study various Renaissance Instruments//

http://www.dsokids.com/listen/by-composer/.aspx media type="custom" key="26229920"
 * Lesson 17 - Baroque Music:** http://www.manifoldgreatness.org/index.php/later/handels-messiah/ - Handel's Messiah
 * Standards: (MENC 6,7,9; IN 2.6, 2.7, 2.9)**
 * Objectives:** //Students will identify and study various Baroque Music//


 * Lesson 18 - Classical Music:** http://www.classicalkusc.org/kids/opera/index.asp
 * Standards: (MENC 6,7,9; IN 2.6, 2.7, 2.9)**
 * Objectives:** //Students will identify and study various Classical Music. Students will also learn the basics of how an opera is put together through the story of Hansel and Gretel.//

**Lesson 16 - Classical Music:** **Standards: (MENC 6,7,9; IN 1.6, 1.7, 1.9)** **Objectives:** //Students will identify and study various Classical Music//

media type="youtube" key="ySMPD9RlgsA" width="560" height="315"

[|Handel's Messiah]
 * Handel: Does the music fit the Bible verse? What type of music would you have written for a given verse? Would you be able to perform these complexities some day? Would performing this help in your faith? Does this music portray our Messiah with the royalty of Baroque Music?
 * Mozart: Do you hear a repeated theme? Do you hear a simple melody? Do the repeated notes help/hurt the melody? Do you follow dynamics the way the recording does? What makes this recording effective? What is lacking in this recording

http://www.dsokids.com/listen/by-composer/.aspx
 * Lesson 19 - Romantic Music: **
 * Standards: (MENC 6,7,9; IN 2.6, 2.7, 2.9)**
 * Objectives:** //Students will identify and study various Romantic Music//

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http://www.dsokids.com/listen/by-composer/.aspx
 * Lesson 20 - 20th Century Music:**
 * Standards: (MENC 6,7,9; IN 2.6, 2.7, 2.8, 2.9)**
 * Objectives:** //Students will identify and study various 20th Century Music//

=1. What is a nutcracker?= media type="youtube" key="jgeKgMwu698" width="560" height="315" = = =2. What is the story of the nutcracker?= media type="youtube" key="NyEPO5EutLY" width="560" height="315"

3. March of the Nutcracker
media type="youtube" key="hmSoXMfoLeI" width="560" height="315" = =
 * How does ballet heighten the excitement of the Stahlbaum family Christmas party?
 * Does this Christmas tree feel more or less festive than a typical tree? Why or why not?
 * The colors in this interpretation are faded. How does this impact the scene?
 * The dancers have happy faces throughout. Does this make a difference?

media type="youtube" key="jhXPTQ1XB3Y" width="560" height="315"
 * 4. Dance of the Sugar Plum Fairy **
 * So Cara & the soldier arrive in the Land of Sweets and meet the Sugar Plum Fairy. How does ballet make this feel magical
 * The [|celeste] is used in making this music. How does this instrument contribute to the fantasy of the Land of Sweets?

media type="youtube" key="NzSGBGWO3r4" width="560" height="315"
 * 5. Russian Dance **
 * This is the dance that is done while the sweets are being eaten. What do the Cossack Dancers do that is interesting to you?
 * This dance is set in the Land of Sweets as well. Name one word to describe this music. Explain why you chose that word.

media type="youtube" key="rzQwEl6-drM" width="560" height="315"
 * 6. Waltz of the Flowers **
 * <span style="display: inline !important;">This waltz occurs during the feast of sweets and the flowers come out towards the end. Why kind of flowers can you picture as you hear this music?
 * A waltz is always felt in
 * Dance a waltz by yourself and try to step in three.

[] - A rubric for listening to music
 * Lesson 21 - Evaluating Wind Ensemble Music:**
 * Standards: (MENC 6,7; IN 2.6, 2.7)**
 * Objectives:** //Students will listen to various recordings of the same piece. They will then compare and contrast what they heard.//

**Irish Tune from County Derry (Danny Boy): Percy Grainger** //Sample 1: Oak Park High School; Oak Park, Missouri// media type="custom" key="26235962" // Sample 2: Carmel High School; Carmel, IN // media type="custom" key="26235966" //Sample 3: UNC Wind Ensemble, Chapel Hill, NC// media type="custom" key="26235970" //Sample 4: Unknown// media type="custom" key="26235974"

[] - A rubric for listening to music
 * Lesson 22 - Evaluating Choral Music:**
 * Standards: (MENC 6,7; IN 2.6, 2.7)**
 * Objectives:** //Students will listen to various recordings of the same piece. They will then compare and contrast what they heard.//

=Lift Thine Eyes: Felix Mendelssohn (Choir)= //Sample 1: Dr. Phillips High School; Orlando, FL// media type="custom" key="26236434" //Sample 2: William & Mary's Women's Chorus; Williamsburg, VA// media type="custom" key="26236444" //Sample 3: Atlanta Symphony Chorus; Atlanta, GA// media type="custom" key="26236462"

[] - A rubric for listening to music =Moonlight Sonata: Ludwig Van Beethoven (Piano)= //Sample 1: Michael Ng (10 years old )// media type="custom" key="26236522" // Sample 2: Mark Salman (Professor Seattle Conservatory of Music) // media type="custom" key="26236642" // Sample 3: Murray Perahia (3 time Grammy Award winner) // media type="custom" key="26236592"
 * Lesson 23 - Evaluating Piano Music:**
 * Standards: (MENC 6,7; IN 2.6, 2.7)**
 * Objectives:** //Students will listen to various recordings of the same piece. They will then compare and contrast what they heard.//