Aesthetic Valuing
•
Describe what an artist does
•
Through guided discussion, study the
elements and principles an artist uses to create
a work of art
•
Describe artworks and share their views about
works of art using appropriate art vocabulary
such as color, space, movement, and emphasis
•
Identify the message, meaning, and/or mood
of specific artworks
Connections and Applications
•
Identify connections between arts and other
disciplines
•
Apply knowledge of art to other disciplines
(e.g., interpreting the meaning of a song or
poem by analyzing its elements)
•
Connect their learning of art to other fine arts
such as music or dance
•
Compare and contrast natural and man-made
objects and objects they consider to be works
of art
•
Translate the verbal language they hear in a
story into visual imagery
•
Tell how architects use their imaginations to
design buildings
•
Explain how form is a related function in
architecture
•
Discuss diverse careers available to artists
(e.g., animator, museum curator, fashion
designer)
MUSIC
Beat Pattern
•
Demonstrate different beat patterns by playing
varied rhythms with rhythm sticks, hand
clapping, etc.
•
Read and create various beat patterns aloud
•
Conduct simple conducting patterns in 2/4 and
4/4 meter signatures
•
Echo rhythmic patterns using quarter notes,
quarter rests, two eighth notes, half notes, and
half rests on rhythm instruments
Ear Training
•
Discuss and explore the pitches of the
pentatonic major scale
•
Understand that chords are three or
more pitches sounding all together and
identify chords through verbal responses
to auditory cues
•
Improvise simple rhythmic “answer phrases” in
the same style as given “question phrases”
Music Reading
•
Understand that written notes are a symbol for
sounds and duration from basic exposure to
whole, half, and quarter notes
•
Understand that basic time signatures, such as
2/4 and 4/4, are musical notations that specify
beats per measure (and note values for more
complex study)
•
Draw measure and bar lines to create a
complete treble staff
•
Demonstrate recognition of the presence of
rests in musical pieces through verbal response
and simple sight reading
•
Recognize and use the element of form
through the presence of D.C. al Fine in musical
pieces
Song Singing
•
Demonstrate the ability to sing alone and with
others on pitch and in tempo
•
Sing a diverse repertoire representing various
cultures, eras and genres
•
Demonstrate the ability to respond to cues of
conductor
•
Demonstrate the ability to sing more complex
songs such as rounds
•
Demonstrate use of healthy singing techniques,
including head tone, posture, diction, and
breath control
Technology and Instruments
•
Perform easy rhythmic and melodic patterns,
individually or with others, on basic instruments
•
Participate and perform a diverse, simple
repertoire of music representing various
cultures, eras, genres, and styles
35
Second Grade
•
Perform with appropriate posture and position
to produce a characteristic tone quality on non-
pitched instruments (e.g., wood block, jingle
bells, maracas, tambourines, hand drums, guiro)
and pitched instruments (e.g., xylophones,
metallophones, glockenspiels, resonator bells)
•
Create simple accompaniments using
classroom instruments for songs, poems, and
stories
•
Echo simple rhythms and patterns
Movement to Music
•
Respond to music through purposeful
movements
•
Participate in simple forms of dance (such as
folk, line, and square) with enthusiasm
Performance Etiquette
•
Demonstrate ability to follow directions within
an assigned group
•
Demonstrate the ability to memorize songs as
part of a group as well as solo
•
Demonstrate the ability to coordinate physical
movement within an assigned group
•
Demonstrate an increased self-esteem and self-
confidence through performance participation
•
Demonstrate the ability to follow stage
directions
•
Demonstrate appropriate audience behavior
during performances/events
•
Participate in at least one school or class
performance
Music Appreciation and Connections
•
Listen to and discuss various styles of music
(classical, contemporary, familiar, etc.) to
develop a basic understanding of its role,
meaning, and/or components
•
Listen to and discuss songs representing
genres and styles from diverse cultures
•
Establish personal preferences of musical
styles
•
Perform an oral presentation on a chosen
composer
•
Identify the roles of a composer, lyricist, and
conductor through group discussion
•
Identify ways in which language arts,
mathematics, social studies, and science relate
to music (e.g., vibrations in science and musical
sounds, patterns in mathematics and music)
SPANISH
Oral Language
•
Ask and respond to simple questions related
to common events and feelings such as weather,
days, dates, seasons, likes, and dislikes using
appropriate vocabulary and expressions to gain
more information
•
Exchange information about personal topics
such as sport and leisure time activities, friends,
and family
•
Use appropriate vocabulary and expressions to
greet people (according to the time of day and
with the appropriate level of formality)
•
Use appropriate Spanish vocabulary to identify
a variety of objects such as parts of a house,
household items, sporting activities, food,
and meals
•
Identify days of the week, months, and
seasons of the year
•
Present an oral description of him/herself using
appropriate vocabulary
•
Give and follow oral directions to complete
a task
•
Recite a Spanish poem or simple piece of
written text
•
Name and use numbers from 1 to 70 or more
Reading
•
Sequence events in a story
•
Gain information from printed text such as an
advertisement
•
Read traditional stories and folktales
•
Retell Spanish stories
Writing
•
Write for a variety of purposes
•
Demonstrate comprehension of and with
guidance answers a brief note or an invitation
•
Write simple sentences (e.g., to describe a
person, place, or object)
36
Nobel Learning Curriculum Reference Guide
