By the end of Grade 2, students will:

September: Singing and Playing Music
C1.1 - sing unison songs in tune and/or play simple melodies and accompaniments for music from a wide variety of cultures, styles, and historical periods (e.g., perform a simple three-note melodic ostinato to support a melody)

October: Expressing Reactions and Responses to Music
C2.1 - express personal responses to musical performances in a variety of ways (e.g., use a teacher-directed listening log to record their thoughts, feelings, ideas; write or draw their response)

November: Identifying Music in Their Own Lives
C3.1 - identify reasons why people make music in their daily lives (e.g., people sing songs that have special meaning in their family; children can use music to promote environmental awareness at school), and describe contexts in which they make music (e.g., family gatherings, seasonal celebrations)

December: Describing Elements of Music
C2.2 - describe ways in which the elements of music are used for different purposes in the music they perform, listen to, and create (e.g., duration: an increase in tempo to indicate excitement; dynamics: a decrease in volume to create a feeling of relaxation in the music; timbre: the sound quality of a particular instrument to create a particular mood)

January: Applying Elements of Music When Playing
C1.2 - apply the elements of music when singing, playing an instrument, and moving (e.g., pitch: move the body to show how individual pitches go up, go down, or stay the same, and how they connect to form a melody)

February: Identifying Music From Different Cultures
C3.2 - identify, through performing and/or listening, a variety of musical forms or pieces from different communities, times, and places (e.g., “O Canada”, an Iroquoian lullaby, Indian classical music, Obwisana from Ghana)

March: Creating Simple Musical Compositions
C1.3 - create simple compositions for a specific purpose and a familiar audience (e.g., create accompaniments for songs, stories, or poems; create a simple song using the notes “mi”, “so”, and “la”, or the notes of a pentatonic scale)

April: Using Symbols for Sounds
C1.5 - use symbols to represent sounds and sounds to represent musical symbols (e.g., match short melody maps with the corresponding phrases in a song; use rhythm syllables such as “ta ti-ti” to represent note values orally)

May: Using Tools and Techniques of Musicianship
C1.4 - use the tools and techniques of musicianship in musical performances (e.g., use controlled breathing and relaxed but straight posture when singing; show awareness of proper playing technique when playing instruments; match pitches within an accessible vocal range; clap back rhythms accurately while keeping a steady beat)

June: Identifying Strengths and Areas for Growth
C2.3 - identify and give examples of their strengths and areas for growth as musical performers, creators, interpreters, and audience members (e.g., share with a partner what they did well during the last performance, using musical vocabulary)