Format:

Diandra, Jonathan, Kali, Logyn, Mark, Wade

Argyll Centre I Can Statements from AB Elementary Music Program of Studies

Music Year Plan Grade 2

Daily Program Action Singing Hand Project: Rhythm Boomwhackers A Project: “A Project: Assessment
Work: Work: Game/Song Drums Christmas Instruments cappella Soup Composition (Summative
Singing MusicPlay Concert (more Opera” by Creation or
Melody than one song) Jim Gill Formative)
Rhythm
DATE Ongoing Ongoing Ongoing September October November & January February April May June
& March December
DAYS Daily Daily Daily Approx. 8 Approx. Approx. 12 Approx. 8 Approx. 6 Approx. Approx. 8 Approx. 8 183
8 6-8 Instructional
Days
General Learner Expectations
General Learner Expectations

I can enjoy music. X X X X X X X X X X X

F
I can appreciate a variety of X X X X X X X X X X X F
music, including music of the
many cultures in Canada.
I can have insights into music X X X X X X X X X X X F
through meaningful musical
activities.
I can develop self-expressive X X X X X X X X X X X F
and creativity
I can develop musical skills and X X X X X X X X X X X F
knowledge
I can use music for Concepts and Skills creativity.
Rhythm
I can construct different X X X X X X X X X X S
rhythms using long sound, short
sound, and silences in different
patterns.
I can identify that rhythm X X X X X X X X X F

Page 1

Format: Diandra, Jonathan, Kali, Logyn, Mark, Wade

Argyll Centre I Can Statements from AB Elementary Music Program of Studies

patterns can accompany

melody.
I can recognize that rhythm X X X X X X X X X X F
patterns are made up of the
beat and division of the beat.
I can understand that beats may X X X X X X X X X F
be grouped by accent.
I can recognize that sounds and X X X X X X X X X X X F
silences have specific duration
Melody
I can recognize the differences X X X X X X X X F
in sounds, and I understand that
a sequence may contain
different pitches of sound.
I can understand the different X X X X X X X X X X X S
components that make up a
melody.
I can recognize that different X X X X X X X X S
symbols represent the direction
of the melody.
I can understand what a scale is, X X X X X X X X F
and how melodies can move
through the octave.
Harmony
I can identify that two or more X X X X X X X X F
sounds can occur
simultaneously.
I can recognize that melodies X X X X X X F
can be accompanied by
harmony.
I can understand that three or X X X X X X X S
more sounds together are called
chords.

Page 2

Format: Diandra, Jonathan, Kali, Logyn, Mark, Wade

Argyll Centre I Can Statements from AB Elementary Music Program of Studies

I can recognize that major and X X X X X X X F

minor chords have different
sounds.
Form
I can understand the different X X X S
ways that music is organized.
I can recognize that music can X X X X X X X X X X F
be compromised of many
different sections.
Expression
I can identify the way music X X X X X X X X X X X F
makes me feel using different
beats, dynamics, instruments,
words, and context.
I can recognize that music can X X X X X X X F
be fast or slow, and can change
suddenly or gradually.
I can understand that music X X X X X X X F
dynamics may change suddenly.
Listening
I can distinguish between X X X X S
musical and non-musical
sounds, and voice sounds.
I can listen attentively to X X X X X X X X X X X F
understand, appreciate, and
enjoy music.
I can detect the rise and fall of X X X X X X X X S
melody.
I can identify male, female, and X X X X X X X S
children’
Moving

Page 3

Format: Diandra, Jonathan, Kali, Logyn, Mark, Wade

Argyll Centre I Can Statements from AB Elementary Music Program of Studies

I can perform simple action X S

songs and singing games.
I can move to different beats X X X S
and sounds using diverse body
actions, movement, and
miming.
I can improvise movements to X X S
poems, stories, and songs.
I can use movement to show X X S
awareness of changes in tempo,
dynamics and mood.
Singing
I can sing in tune and in unison X X X X X X S
with both a group and by
myself.
I can respond to multiple hand X X X X X S
signals from a conductor.
I can differentiate between X X X X X S
speaking and singing voices and
can match tones.
I can extend the sol-fa training X X X X S
with hand signals to include
“re” and “do”.
I can respond to tone matching X X X X X S
with other voices and
instruments.
I can sing many folk, ethnic, X X X X X X F
seasonal and holiday songs.
Playing Instruments
I can explore various musical X X X X F
instruments and identify that
some play low notes and some
play high notes.
I can play rhythm instruments X X X S
correctly, and use them to

Page 4

Format: Diandra, Jonathan, Kali, Logyn, Mark, Wade

Argyll Centre I Can Statements from AB Elementary Music Program of Studies

create a steady bead and echo

rhythm patterns.
I can use body percussion X X X X X X F
movements and instrumental
effects to accompany songs,
stories, and poems.
I can play simple rhythm X X X S
patterns (the beat and the
division of the beat).
I can use Orff instruments X S
through speech, rhythm, ear
training and use of pentatonic
scales to create compositions.
I can use a resonator to match X F
tone, ostinato patterns,
pentatonic melodies and
accompaniment, and for chord
building.
Reading and Writing
I can recognize the “ta” and “ti- X X X X S
ti” rhythm patterns, draw and
recognize rhythm patterns, and
echo clap and chant rhythm
patterns.
I can respond to simple X X X X X X S
instrument scores and read
repeat signs.
I can respond to hand signals X X X X X X S
and staff notation of “so-mi”,
“so-mi-la”, and build “so-mi-la”
patterns on a simple staff.
I can draw “stick” rhythm X X X S
patterns from dictation.
I can extend the use of sol-fa X X X X X X S
training to include “do” and

Page 5

Format: Diandra, Jonathan, Kali, Logyn, Mark, Wade

Argyll Centre I Can Statements from AB Elementary Music Program of Studies

“re”.
I can follow notation from left X X X X X X X X X F
to right while singing and
playing.
I can recognize whole, half, X X X X X X X X X X S
quarter, eighth notes and the
whole, half and quarter rests.
I can recognize 2/4 and 3/4 time X X X X X X X X X X S
signatures.
I can recognize the music staff X X X X X X X X X X S
and treble clef sign.
I can recognize “like” and X X X X X X X F
“unlike” phrases.
I can recognize the symbols for X X X X X X X X X S
crescendo, decrescendo, and
accent.
Creating
I can use suitable sound effects X X X X X X X X F
for poems and songs, and use
the instruments to create
different sounds.
I can create singing X X X X F
“conversations” using tone
matching.
I can create melodic and/or X X S
percussion accompaniments for
poems and songs.

References
“A Soup Opera” by Jim Gill

Page 6