Music 2 Makiling
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Transcript of Music 2 Makiling
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8/11/2019 Music 2 Makiling
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MUSICGRADE TWO
GIFTED AND TALENTED
CONTENT CONTENT STANDARD PERFORMANCE
STANDARD
LEARNING
COMPETENCIES
I. RHYTHM
Sound
Steady Beats (ostinato
distinguishes between
long and short duration
demonstratesunderstanding of longand short duration
demonstrates
understanding of steady
beats
identifies the difference
between long and shortsound duration
maintains a steady beat
when chanting, walking,
tapping, clapping, andplaying musicalinstruments
Identifies aurally and
visually the long andshort sounds in arhythmic pattern.Ex. ! ! ! ! !
Demonstrates the
recognition by clappingand singing
claps, taps, chants, walks,
and plays musical
instruments in responseto sound with the correctrhythmo In groups of 2s
ex.
o In groups of 3s
ex.
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Si"#!e R$yt$"i%Patte&ns
demonstrates
understanding of
rhythmic patterns
develops musical
awareness andcreativity in expressinghimselfherself whiledoing the fundamentalprocesses in music
plays simple ostinato
patterns on classroominstruments or othersound sources
e.g.o sticks, drums, triangles,
nails, coconut shells,bamboo, empty boxesetc.
creates and performs
simple rhythmicaccompaniments to agiven song
o In groups of !s
ex
imitates and replicates a
simple series of rhythmicsounds "i.e. echoclapping#
creates simple ostinato
patterns in groupings of2s, 3s,and !s throughbody movements
writes stick notation on the
board to represent thesound heard
claps the written notation
to show steady beats o divides the notation
into measures by 2s, 3s,and !s to show rhythmicpatterns
plays simple ostinato
patterns on classroominstruments or othersound sources
e.g.o sticks, drums, triangles,
nails, coconut shells,bamboo, empty boxesetc.
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II. MELODY
$itch
demonstratesunderstanding of thebasic concepts ofpitch
matches the correctpitch of tones vocally
identifies the pitch of
tones as o %igh
o &ow
o %igher
o &ower
distinguishes high and
higher, low and lowertones
Identify pitches that can
go updown on each stepor skip
responds to pitch range
of tones through bodymovements, singing,and playing sources ofsounds
demonstrates high and
lowtones through singing orplaying musical
instruments
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Si"#!e Me!odi% Contou& demonstrates
understanding ofsimple melodicpatterns
correlates melodic
patterns to visualImagery
sings with correct pitch
using familiar songs o simple children's
melodieso matches the melody of
a song with correctpitch
o sings simple melodic
patternso sings with correct pitch
o (amiliar songs
o action songs
o o children's songs
illustrates the melodic
contourwith movement
illustrates the melodic
contourthrough o body staff
o writing the
melodic line)on the air o line notation
associates melodic
patterns tovisual imagery
echoesrecreates simple
melodic patterns
responds to pitch range
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oftones through bodymovements, singing, andplaying
demonstrates high andlow
tones through singing orplaying musical
instruments
recreates simple
melodic patterns
I. RHYTHM
*ound
*teady +eats"ostinato#
distinguishes between
&ong and shortduration
demonstrates
understanding of long andshort duration
demonstrates
understanding of steadybeats
identifies the difference
between long and short soundduration
maintains a steady beat when
chanting,walking, tapping, clapping, andplayingmusical instruments
Identifies aurally and visually the
long and short sounds in arhythmic pattern.Ex. ! ! ! ! !
Demonstrates the recognition by
clapping and singing
claps, taps, chants, walks, and
plays musical instruments inresponse to sound with the correctrhythm
o In groups of 2s
ex.
o In groups of 3s
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*imple hythmic$atterns
demonstrates
understanding ofrhythmic patterns
develops musical
awareness and creativityin expressinghimselfherself whiledoing the fundamental
processes in music
plays simple ostinato patterns
on classroom instruments orother sound sources
e.g.o sticks, drums, triangles, nails,
coconut shells, bamboo,empty
boxes etc.
creates and performs simple
rhythmic accompaniments toa given song
ex.
o In groups of !s
ex
imitates and replicates a simple
series of rhythmic sounds "i.e.echo clapping#
creates simple ostinato patterns in
groupings of 2s, 3s,and !sthrough body movements
writes stick notation on the
board to represent the soundheard
claps the written notation to
show steady beatso divides the notation into
measures by 2s, 3s,and !s to show rhythmic patterns
plays simple ostinato patterns
on classroom instruments orother sound sourcese.g.o sticks, drums, triangles,
nails, coconut shells,bamboo, empty boxesetc.
II. MELODY
$itch demonstrates matches the correct pitch of identifies the pitch of tones as
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*imple -elodic
ontour
understanding of thebasic concepts of pitch
demonstrates
understanding of simplemelodic patterns
tonesvocally
correlates melodic patterns to
visual
Imagery
o %igh
o &ow
o %igher
o &ower
distinguishes high and
higher, low and lowertones
o Identify pitches that can go
updown on each step or skip
responds to pitch range of
tones through bodymovements, singing, and
playing sources of sounds demonstrates high and low
tones through singing orplaying musical instruments
sings with correct pitch using
familiar songs o simple children's
melodieso matches the melody of a
song with correct pitcho sings simple melodic
patternso sings with correct pitch
o (amiliar songs
o action songs
o o children's songs
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Be'innin's and
Endin'sin Musi%
epeats in -usic
identifies the beginning
and ending of a song
geometric shapes or ob0ects
Identifies musical phrases by
changing movement directionson each phrase
correlates geometric shapes to
indicateunderstanding ofo similar lines
o dissimilar lines
creates melodic rhythmic or
introduction and ending of songs
repeats the designated musical
lines in a song demonstrates the beginning
and ending of a song throughmovements
recogni/es repetitions within a
song
indicates repeated musical
passages through movements
echoes repetitions of musical
lines
I. TIMBRE
Introduction to
1oice $roduction demonstrates
understanding of thebasic concepts of timbre
uses voice and other sources
of soundto produce a variety of timbres
sings a song using appropriate
breath control
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Differentiation in
*ound uality
Introduction to
-usicalInstruments
*ound
recognition
sings with pleasing vocal
uality on pitch
recogni/es the
difference betweenspeaking and talking
responds to differences
in sound uality comingfrom a variety
ecognition of different
musical instruments.
responds to differences in
sound ualitywith appropriate movement
associates common musical
instruments by their sound andimage
Use words to describethe instruments.
identifies the source of sounds
e.g.wind, waves, swaying of thetrees, animal sounds, soundsproduced by machines,transportation, etc.
replicates different sources of
sounds and associate themwith body movements
identifies the common musicalinstruments by their soundsand image
recogni/es the difference
between speaking and talking
responds to differences in
sound uality coming from avariety of sound sources
sings with pleasing vocal
uality on pitch animates a given
story using voice,body sounds and ob0ects to producea variety of timbres
Classify musical instruments
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volumevariations
sings a given song with appropriate
dynamics
I. TEMPO
*ound *peed
Distinction +etween
(astness and*lowness in -usic
demonstrates
understanding of thebasic concepts oftempo
uses varied tempo to
enhance rhymes,chants, drama, and musicalstories
distinguishes )slow,
)slower, )fast, and )faster in recorded music
replicates )slow,
)slower, )fast, and )faster vocally or with instruments
correlates tempo changes withmovements
responds to tempo variations
with movement or danceo slow movement with
slow musico fast movement with fast music
mimics animal movements
o horse 4 fast
o
man walking 4moderateo carabao 4 slow
responds to the correct tempo
of a song as guided by thehand signal of the teachere.g.The teachers slow handmovement means slow while
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fast hand movements means fast.
demonstrates tempo variations through
movements
uses the terms )fast, )faster,
)slow,and )slower
II. TE)T*RE
-usical &ayering demonstrates
understanding of thebasic concepts oftexture
o Performs through
singing using theconcet of te!ture
identifies musical density using
recorded musice.g.o music with layered
orchestration versusmusic with single
instrumentaccompaniments
shows awareness of texture by
correlating visual images tomusic
distinguishes between single
musical line and multiplemusical lines which occursimultaneously
distinguishes between thinness
and thickness of musical soundthrough layering of sound
sings songs using the concept of
texture by singing )roundse.g.o )5re 6ou *leeping, +rother
7ohn8
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o )ow, ow, ow 6our +oat
*(songs may vary according to mothertongue)
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