Music 2 Makiling

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,


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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,


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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Music 2 Makiling

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