Montague Township School District
Music Curriculum Guide
Grade 2
2025-2026
Jody Taylor
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01Creating | |||||||||||||||||||||||||||||||||||||||||
Description
The General Music curriculum for Grades K-2 develops students' artistic literacy and fluency in creating, performing, responding to, and connecting with music. Students engage in rhythmic and melodic composition, performance of diverse repertoire, and analysis of musical elements using appropriate musical terminology. Throughout the year, students explore music from diverse cultures and composers, with emphasis on discussing musicians with disabilities who create music in adaptive ways and examining how social issues are conveyed through music. The curriculum integrates cross-curricular connections with mathematics, science, language arts, and social studies, while building creative thinking, critical analysis, and self-expression skills.
Big Ideas
- Creative ideas in music emerge from a variety of sources and are refined through feedback and persistence
- Musical performance requires technical skill, interpretation, and responsiveness to audience and context
- Understanding musical elements, structures, and historical context deepens interpretation and evaluation of music
- Musicians connect personal experiences, interests, and knowledge across disciplines to create, perform, and respond
Essential Questions
- How do musicians generate, refine, and improve their creative ideas and work?
- How do performers select and present repertoire with expression and technical accuracy?
- How do we discern musical meaning from composers' and performers' expressive choices?
- How do musicians make meaningful connections between music, other arts, and daily life?
Music - Connecting
Music - Creating
Music - Performing
Music - Responding
Students develop counting skills, recognize patterns in rhythm, and explore spatial relationships through musical compositions and rhythm notation.
Students engage in investigations and observations related to sound properties, cause and effect relationships in music, and the application of design thinking when creating musical solutions.
Students listen to and respond to diverse literature featuring diverse individuals, develop vocabulary for describing musical elements, and engage in collaborative discussions about music selections and performances.
Students develop body awareness, coordination, and fine motor skills through instrumental performance and movement activities that respond to music.
Students explore diverse composers, musicians, and cultural perspectives through music from different regions and communities, examine social issues like spirituals and protest songs, and learn about contributions of individuals with disabilities to music.
Students engage with music and songs from diverse cultures and regions around the world, building awareness of global musical traditions.
Students are assessed throughout the year using formative, summative, and benchmark measures. Formative assessments include group work, teacher observation, skill testing, question and answer discussions, and projects that occur during instruction. Summative assessments involve performance tasks where students demonstrate mastery of creating, performing, and responding to music through presentations to peers or informal audiences. All assessment types employ established criteria aligned with learning standards and measure students' progress in artistic practices across creating, performing, responding, and connecting.
| Unit | Formative | Summative | Benchmark | Alternative |
|---|---|---|---|---|
| 01Creating | ✓ | ✓ | — | ✓ |
| 02Performing | ✓ | ✓ | ✓ | ✓ |
| 03Responding | ✓ | ✓ | — | ✓ |
| 04Connecting | ✓ | ✓ | ✓ | ✓ |
| Coverage | 4/4 | 4/4 | 2/2 | 4/4 |
| Unit | IEP | 504 | MLL | At-Risk | Gifted |
|---|---|---|---|---|---|
| 01Creating | ✓ | ✓ | ✓ | ✓ | ✓ |
| 02Performing | ✓ | ✓ | ✓ | ✓ | ✓ |
| 03Responding | ✓ | ✓ | ✓ | ✓ | ✓ |
| 04Connecting | ✓ | ✓ | ✓ | ✓ | ✓ |
| Coverage | 4/4 | 4/4 | 4/4 | 4/4 | 4/4 |