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. ! ! ! ! !
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.
1
Si"#!e R$yt$"i%
Patte&ns
demonstrates
understanding of
rhythmic patterns
develops musical
awareness and
creativity in expressing
himselfherself 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 !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 !s 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 !s 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.
2
II. MELODY
$itch
demonstrates
understanding of the
basic concepts of
pitch
matches the correct
pitch of tones vocally
identifies the pitch of
tones as
o %igh
o &ow
o %igher
o &ower
distinguishes high and
higher, low and lower
tones
Identify pitches that can
go updown 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
3
Si"#!e Me!odi% Contou&
demonstrates
understanding of
simple melodic
patterns
correlates melodic
patterns to visual
Imagery
sings with correct pitch
using familiar songs
o simple children's
melodies
o matches the melody of
a song with correct
pitch
o sings simple melodic
patterns
o sings with correct pitch
o (amiliar songs
o action songs
o o children's 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
echoesrecreates simple
melodic patterns
responds to pitch range
4
of
tones through body
movements, singing, and
playing
demonstrates high and
low
tones through singing or
playing musical
instruments
recreates simple
melodic patterns
I. RHYTHM
*ound
*teady +eats
"ostinato#
distinguishes between
&ong 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. ! ! ! ! !
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
5
*imple ,hythmic
$atterns
demonstrates
understanding of
rhythmic patterns
develops musical
awareness and creativity
in expressing
himselfherself 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 !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 !s
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 !s 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
$itch demonstrates matches the correct pitch of identifies the pitch of tones as
6
*imple -elodic
.ontour
understanding of the
basic concepts of pitch
demonstrates
understanding of simple
melodic patterns
tones
vocally
correlates melodic patterns to
visual
Imagery
o %igh
o &ow
o %igher
o &ower
distinguishes high and
higher, low and lower
tones
o Identify pitches that can go
updown 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 children's
melodies
o matches the melody of a
song with correct pitch
o sings simple melodic
patterns
o sings with correct pitch
o (amiliar songs
o action songs
o o children's songs
7
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
echoesrecreates 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
-usical &ines distinguishes same or
different musical lines
recogni/es rhythmic and
melodic
pattern changes
identifies musical lines as
o similar
o dissimilar
through movements and
8
Be'innin's and
Endin's
in Musi%
,epeats in -usic
identifies the beginning
and ending of a song
geometric shapes or ob0ects
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
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 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
9
Differentiation in
*ound 2uality
Introduction to
-usical
Instruments
*ound
recognition
sings with pleasing vocal
3uality on pitch
recogni/es the
difference between
speaking and talking
responds to differences
in sound 3uality coming
from a variety
,ecognition of different
musical instruments.
responds to differences in
sound 3uality
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
recogni/es the difference
between speaking and talking
responds to differences in
sound 3uality coming from a
variety of sound sources
sings with pleasing vocal
3uality on pitch animates a given
story using voice,
body sounds and ob0ects to produce
a variety of timbres
Classify musical instruments
1
(. DYNAMICS
*ound 1olume
Distinction +etween
&oudness and
*oftness in -usic
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 4 soft
o medium movement 4
medium
o big movement 4 loud
associates movements of
animals to dynamics
e.g.
elephant walk 4 loud
man walking 4 medium
tiny steps of a dwarf 4 soft
uses the terms loud, louder,
soft, softer 4 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
(I. TEMPO
*ound *peed
Distinction +etween
(astness and
*lowness in -usic
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 4 fast
o man walking 4
moderate
o carabao 4 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
12
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 the
basic concepts of
texture
o Performs through
singing using the
concet of te!ture
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 )5re 6ou *leeping, +rother
7ohn8
13
o ),ow, ,ow, ,ow 6our +oat
*(songs may vary according to mother
tongue)
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