LIVING STONE INTERNATIONAL SCHOOL

J esus first. O thers second. Y ourself third.

CURRICULUM MAP in MUSIC 2

S. Y. 2018 – 2019

Prepared by

Irwin Ramos Dungca

Subject Teacher

Noted by

Ma’am Carmen Sampang

Administrator for Academics

Approved by

Ma’am Amy Tumagoy

School Principal
COURSE DESCRIPTION
Music Education is an integral part of the educational curriculum that aims to provide various avenues for learning and discovery of the pupil’s full potentials
in attaining and sustaining the basic understanding of fundamental processes in Music while engaging oneself through musical activities. Music Education curriculum
includes value, knowledge, skills and performances through various musical processes in order to achieve artistic expression as well as the pupil’s individual quest
for self-expression.

In the pursuit to meet the challenges and needs of the pupils who come from diverse environmental set-up, the Music Education Grade 2 course outline is a
collection of various learning outcomes focusing on the Fundamentals of Music. The outline covers the topics from Rhythm, Melody, Dynamics, Tempo and Texture.
This outline employs the philosophy of Music as an aural and a temporal art as a basis for the acquisition of 21st century skills in Music. It involves the context of
sharing one’s giftedness in Music in addressing the human spirit in order to help the pupils’ to understand and acquire needed skills in order to be more competent,
confident and committed to self-development through music performance and engaging themselves to be life-long learners while surrendering oneself for God’s
greater glory and in achieving excellence in the service of humanity.

COURSE GOAL
The pupil demonstrates the basic understanding of fundamental processes in Music through appreciation and performance of the wind instrument recorder
flute.

COURSE REQUIRMENTS
 Recorder Flute
 Music Score
 Worksheets

COURSE ASSESSMENT
 Paper and Pencil Tests / Quizzes - 10 %
 Performances / Authentic Assessments (Term 1 and 2) - 40 %
 Trimestral Assessments - 50 %
 Performances / Authentic Assessments (Term 3) - 30 %
 Finals / Comprehensive Output - 60 %
 CURRICULUM MAP

SUBJECT: MUSIC GRADE LEVEL: GRADE 2 TEACHER: IRWIN RAMOS DUNGCA

TERM / TOPIC / CONTENT CONTENT PERFORMANCE COMPETENCIES / ASSESSMENT ACTIVITIES RESOURCES / CORE VALUES
MONTH STANDARDS STANDARDS SKILLS MATERIALS
TERM 1

June 4 – Rhythm and Melody The pupils The pupils must be The pupils must be
September must be able to able to perform a able to…
7, 2018 demonstrate song on the
basic recorder flute, 1. Distinguish Performance Various music  Rhythmic RESPONSIBILITY
understanding applying the aurally and Output activities instruments as a pupil in taking
of rhythm and concepts of rhythm visually between  Recorder flute good care of the
melody. and melody. sound and  Music score school’s as well as
silence.  Laptop one’s own music
2. Replicate a  Television unit instrument/s.
simple series of  Speaker
rhythmic sounds.  Whiteboard and Practicing
3. Maintain a steady marker RESPECT to the
beat when  Class music giftedness of
chanting, participation your fellow
walking, tapping, classmates.
clapping and
playing rhythmic Manifesting
instruments. DILIGENCE as a
4. Clap the written pupil by being
stick notation to consistent in
show steady reading notes as
beats and divide well as practicing
the stick notation their given music
 into measures of pieces.
2s, 3s and 4s to
show rhythmic Developing SELF-
patterns. CONFIDENCE in
5. Create simple performing the
rhythmic patterns wind instrument
in measures of recorder flute.
2s, 3s and 4s.
6. Write stick Practicing
notation on the HUMILITY by
board to sharing one’s music
represent the giftedness to your
sound heard. fellow classmates.
7. Play simple
rhythmic patterns Practicing
on rhythmic DISCIPLINE by
instruments. applying the
8. Identify the pitch concepts of rhythm
of tones as high and melody in
and/or low. performing the
9. Sing children’s wind instrument
songs with recorder flute.
accurate pitch.
10. Read notes Note Reading Note Reading  Worksheets
written on the Quiz
Treble Clef. (G
Clef)
11. Play a song on Authentic Play and  Recorder flute
the recorder Performance perform a  Music score
flute, applying song on the
the concepts of recorder flute.
 rhythm and
melody.
TERM 2

September Dynamics and Tempo The pupils The pupils must be The pupils must be
10 – must be able to able to perform a able to…
December demonstrate song on the
21, 2018 basic recorder flute, 1. Distinguish Performance Various music  Recorder flute RESPONSIBILITY
understanding applying the between loud and Output activities  Music score as a pupil in taking
of dynamics concepts of soft in music.  Laptop good care of one’s
and tempo. dynamics and 2. Use the words  Television unit own music
tempo. loud and/or soft  Speaker instrument.
to identify  Whiteboard and
variations in marker Practicing
volume.  Class RESPECT to the
3. Sing children’s participation music giftedness of
songs with your fellow
appropriate classmates.
dynamics.
4. Distinguish Manifesting
between fast and DILIGENCE as a
slow in music. pupil by being
5. Use the words consistent in
fast and/or slow reading notes as
to identify well as practicing
variations in their given music
volume. pieces.
6. Sing children’s
songs with Developing SELF-
appropriate CONFIDENCE in
tempo. performing the
 7. Read notes Note Reading Note Reading  Worksheets wind instrument
written on the Quiz recorder flute.
Treble Clef. (G
Clef) Practicing
8. Play a song on Authentic Play and  Recorder flute HUMILITY by
the recorder Performance perform a  Music score sharing one’s music
flute, applying song on the giftedness to your
the concepts of recorder flute. fellow classmates.
dynamics and
tempo. Practicing
DISCIPLINE by
applying the
concepts of
dynamics and
tempo in
performing the
wind instrument
recorder flute.
TERM 3

January 3 Texture The pupils The pupils must be The pupils must be
– March must be able to able to perform a able to…
15, 2019 demonstrate song on the
basic recorder flute, 1. Identify the Performance Various music  Recorder flute RESPONSIBILITY
understanding applying the texture of music Output activities  Music score as a pupil in taking
of texture. concept of texture. with recorded  Laptop good care of one’s
music.  Television unit own music
2. Distinguish  Speaker instrument.
between thinness  Whiteboard and
and thickness of marker Practicing
sound in music.  Class RESPECT to the
3. Demonstrate the participation music giftedness of
concept of your fellow
texture by classmates.
singing partner
songs and round Manifesting
songs. DILIGENCE as a
4. Read notes Note Reading Note Reading  Worksheets pupil by being
written on the Quiz consistent in
Treble Clef. (G reading notes as
Clef) well as practicing
5. Play a song on Authentic Play and  Recorder flute their given music
the recorder Performance perform a  Music score pieces.
flute, applying song on the
the concept of recorder flute. Developing SELF-
texture. CONFIDENCE in
performing the
wind instrument
recorder flute.

Practicing
HUMILITY by
sharing one’s music
giftedness to your
fellow classmates.

Practicing
DISCIPLINE by
applying the
concept of texture
in performing the
wind instrument
 recorder flute.
March 5, Music Culminating The pupils The pupils must be The pupils must be Authentic Play and  Recorder flute Foster UNITY,
2019 Program must be able to able to perform a able to play a song Performance perform a  Music score CAMARADERIE
apply the song on the on the recorder flute, song on the and HARMONY in
concepts of recorder flute, applying the recorder flute. performing in front
rhythm, applying the concepts of rhythm, of an audience.
melody, concepts of melody, dynamics,
dynamics, rhythm, melody, tempo and texture. Developing SELF-
tempo and dynamics, tempo CONFIDENCE in
texture. and texture. performing the
wind instrument
recorder flute.

Practicing
DISCIPLINE by
applying the
concepts of rhythm,
melody, dynamics,
tempo and texture
in performing the
wind instrument
recorder flute.