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MUSIC
GRADE TWO
GIFTED AND TALENTED

CONTENT CONTENT STANDARD PERFORMANCE
STANDARD
LEARNING
COMPETENCIES

I. RHYTHM

Sound









Steady Beats (ostinato)












distinguishes between
long and short duration

demonstrates
understanding of long
and short duration





demonstrates
understanding of steady
beats









identifies the difference
between long and short
sound duration








maintains a steady beat
when chanting, walking,
tapping, clapping, and
playing musical
instruments








Identifies aurally and
visually the long and
short sounds in a
rhythmic pattern.
Ex. l l l l l

Demonstrates the
recognition by clapping
and singing


claps, taps, chants, walks,
and plays musical
instruments in response
to sound with the correct
rhythm
o In groups of 2s
ex.

o In groups of 3s
ex.


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Simple Rhythmic
Patterns



demonstrates
understanding of
rhythmic patterns

develops musical
awareness and
creativity in expressing
himself/herself while
doing the fundamental
processes in music



plays simple ostinato
patterns on classroom
instruments or other
sound sources
e.g.
o sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes
etc.

creates and performs
simple rhythmic
accompaniments to a
given song
o In groups of 4s
ex

imitates and replicates a
simple series of rhythmic
sounds (i.e. echo
clapping)

creates simple ostinato
patterns in groupings of
2s, 3s,and 4s through
body movements

writes stick notation on the
board to represent the
sound heard
claps the written notation
to show steady beats
o divides the notation
into measures by 2s, 3s,
and 4s to show rhythmic
patterns
plays simple ostinato
patterns on classroom
instruments or other
sound sources
e.g.
o sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes
etc.



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II. MELODY

Pitch
































demonstrates
understanding of the
basic concepts of
pitch




























matches the correct
pitch of tones vocally































identifies the pitch of
tones as
o High
o Low
o Higher
o Lower

distinguishes high and
higher, low and lower
tones

Identify pitches that can
go up/down on each step
or skip

responds to pitch range
of tones through body
movements, singing,
and playing sources of
sounds
demonstrates high and
low
tones through singing or
playing musical
instruments





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Simple Melodic Contour demonstrates
understanding of
simple melodic
patterns

correlates melodic
patterns to visual
Imagery


sings with correct pitch
using familiar songs
o simple childrens
melodies
o matches the melody of
a song with correct
pitch
o sings simple melodic
patterns
o sings with correct pitch
o Familiar songs
o action songs
o o childrens songs

illustrates the melodic
contour
with movement
illustrates the melodic
contour
through
o body staff
o writing the
melodic line
on the air
o line notation
associates melodic
patterns to
visual imagery
echoes/recreates simple
melodic patterns
responds to pitch range
of

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tones through body
movements, singing, and
playing
demonstrates high and
low
tones through singing or
playing musical
instruments
recreates simple
melodic patterns


I. RHYTHM

Sound









Steady Beats
(ostinato)








distinguishes between
Long and short
duration

demonstrates
understanding of long and
short duration


demonstrates
understanding of steady
beats







identifies the difference
between long and short sound
duration






maintains a steady beat when
chanting,
walking, tapping, clapping, and
playing
musical instruments






Identifies aurally and visually the
long and short sounds in a
rhythmic pattern.
Ex. l l l l l

Demonstrates the recognition by
clapping and singing


claps, taps, chants, walks, and
plays musical instruments in
response to sound with the correct
rhythm
o In groups of 2s
ex.

o In groups of 3s

6







Simple Rhythmic
Patterns






demonstrates
understanding of
rhythmic patterns

develops musical
awareness and creativity
in expressing
himself/herself while
doing the fundamental
processes in music





plays simple ostinato patterns
on classroom instruments or
other sound sources
e.g.
o sticks, drums, triangles, nails,
coconut shells, bamboo,
empty
boxes etc.
creates and performs simple
rhythmic accompaniments to
a given song
ex.

o In groups of 4s
ex


imitates and replicates a simple
series of rhythmic sounds (i.e.
echo clapping)

creates simple ostinato patterns in
groupings of 2s, 3s,and 4s
through body movements
writes stick notation on the
board to represent the sound
heard
claps the written notation to
show steady beats
o divides the notation into
measures by 2s, 3s,
and 4s to show rhythmic patterns
plays simple ostinato patterns
on classroom instruments or
other sound sources
e.g.
o sticks, drums, triangles,
nails, coconut shells,
bamboo, empty boxes
etc.
II. MELODY

Pitch



demonstrates
understanding of the


matches the correct pitch of
tones


identifies the pitch of tones as

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Simple Melodic
Contour
basic concepts of pitch


















demonstrates
understanding of simple
melodic patterns

vocally




















correlates melodic patterns to
visual
Imagery


o High
o Low
o Higher
o Lower

distinguishes high and
higher, low and lower
tones

o Identify pitches that can go
up/down on each step or skip
responds to pitch range of
tones through body
movements, singing, and
playing sources of sounds
demonstrates high and low
tones through singing or
playing musical instruments


sings with correct pitch using
familiar songs
o simple childrens
melodies
o matches the melody of a
song with correct pitch
o sings simple melodic
patterns
o sings with correct pitch
o Familiar songs
o action songs
o o childrens songs

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illustrates the melodic contour with
movement
illustrates the melodic contour
through
o body staff
o writing the melodic line
on the air
o line notation
associates melodic patterns to
visual imagery
echoes/recreates simple melodic
patterns
responds to pitch range of tones
through body movements,
singing, and playing
demonstrates high and low
tones through singing or playing
musical instruments
recreates simple melodic
patterns

III. FORM

Musical Lines





distinguishes same or
different musical lines




recognizes rhythmic and
melodic
pattern changes



identifies musical lines as
o similar
o dissimilar
through movements and

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Beginnings and
Endings
in Music


Repeats in Music
















identifies the beginning
and ending of a song

geometric shapes or objects
Identifies musical phrases by
changing movement directions
on each phrase
correlates geometric shapes to
indicate
understanding of
o 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 through
movements


recognizes repetitions within a
song

indicates repeated musical
passages through movements
echoes repetitions of musical
lines
IV. TIMBRE

Introduction to
Voice Production




demonstrates
understanding of the
basic concepts of timbre


uses voice and other sources
of sound
to produce a variety of timbres


sings a song using appropriate
breath control


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Differentiation in
Sound Quality





Introduction to
Musical
Instruments
















Sound
recognition



sings with pleasing vocal
quality on pitch






recognizes the
difference between
speaking and talking
responds to differences
in sound quality coming
from a variety












Recognition of different
musical instruments.


responds to differences in
sound quality
with appropriate movement



associates common musical
instruments by their sound and
image














Use words to describe the
instruments.



identifies the source of sounds
e.g.
wind, waves, swaying of the
trees, animal sounds, sounds
produced by machines,
transportation, etc.


replicates different sources of
sounds and associate them
with body movements
identifies the common musical
instruments by their sounds
and image

recognizes the difference
between speaking and talking
responds to differences in
sound quality coming from a
variety of sound sources
sings with pleasing vocal
quality on pitch animates a given
story using voice,
body sounds and objects to produce
a variety of timbres

Classify musical instruments

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V. DYNAMICS

Sound Volume



Distinction Between
Loudness and
Softness in Music


demonstrates
understanding of the
basic concepts of
dynamics


applies dynamic levels to
enhance rhymes, chants,
drama, and musical stories



distinguishes between loud
and soft in music
distinguishes between louder
and softer in music
distinguishes loud, medium. and
soft in recorded music
replicates loud, medium,
and soft vocally or with
instruments
interprets through body
movements the dynamics of a
song
o small movement soft
o medium movement
medium
o big movement loud
associates movements of
animals to dynamics
e.g.
elephant walk loud
man walking medium
tiny steps of a dwarf soft
uses the terms loud, louder,
soft, softer to identify volume
variations

shows dynamic changes with
movements
uses appropriate musical terms
terminology to indicate understanding of

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volume
variations
sings a given song with appropriate
dynamics


VI. TEMPO

Sound Speed
Distinction Between
Fastness and
Slowness in Music


demonstrates
understanding of the
basic concepts of
tempo


uses varied tempo to
enhance rhymes,
chants, drama, and musical
stories



distinguishes slow,
slower,fast, and faster in
recorded music
replicates slow,
slower,fast, and faster
vocally or with instruments
correlates tempo changes with
movements
responds to tempo variations
with movement or dance
o slow movement with
slow music
o fast movement with fast music
mimics animal movements
o horse fast
o man walking
moderate
o carabao slow
responds to the correct tempo
of a song as guided by the
hand signal of the teacher
e.g.
The teachers slow hand
movement 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
VII. TEXTURE

Musical Layering



demonstrates
understanding of the
basic concepts of
texture


o Performs through singing
using the concept of
texture


identifies musical density using
recorded music
e.g.
o music with layered
orchestration versus
music with single
instrument
accompaniments
shows awareness of texture by
correlating visual images to
music
distinguishes between single
musical line and multiple
musical lines which occur
simultaneously
distinguishes between thinness
and thickness of musical sound
through layering of sound

sings songs using the concept of
texture by singing rounds
e.g.
o Are You Sleeping, Brother
John?

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o Row, Row, Row Your Boat
*(songs may vary according to mother
tongue)