Switzerland Grade 2 Music Syllabus (Zurich)

This syllabus outlines the music curriculum for Grade 2 in Zurich, based on the Lehrplan 21 framework. It emphasizes a comprehensive musical education fostering creativity, performance skills, and aesthetic appreciation. The curriculum integrates singing, listening, movement, playing instruments, creative projects, and basic music theory.

MU.1: Singing and Speaking

• A. Voice in Ensemble: Students participate in group singing, learning to blend their voices and follow instructions regarding timing and dynamics. They develop an awareness of their own voice within the choral setting and engage in unison and canon singing.
• B. Voice as Expressive Tool: Students explore their vocal range, experiment with different tones and articulations, and use their voice for varied expression, including beatboxing and vocal percussion. They also work on rhythmic speaking, reciting verses and rhymes, and interpreting texts with appropriate expression.
• C. Song Repertoire: Students learn a diverse repertoire of songs from different eras, cultures, and styles, including children's songs, folk songs, and examples from classical music, pop, and jazz. They learn to interpret the unique characteristics of songs from different cultures and connect them to their respective contexts.

MU.2: Listening and Orienting

• A. Acoustic Orientation: Students develop their listening skills by focusing on different sound sources, differentiating between noise, tone, and harmony, and describing musical progressions. They learn to identify musical forms and analyze musical aspects such as instrumentation and interpretation.
• B. Encountering Music in History and Present: Students explore music from various periods, genres, and cultural backgrounds, developing an open and respectful attitude towards different musical traditions. They learn about composers and their works, placing music in historical and cultural contexts.
• C. Meaning and Function of Music: Students analyze the meaning, function, and emotional impact of music in their environment, society, and media. They explore how music is used in different social situations and develop an understanding of responsible listening habits, including hearing protection.

MU.3: Moving and Dancing

• A. Sensorimotor Training: Students develop body awareness and coordination through movement and dance, using their bodies to express musical elements and navigate space. They explore contrasts and transitions in music through movement.
• B. Body Expression to Music: Students use their bodies as expressive tools, incorporating materials and objects to create movement sequences that respond to music. They explore different movement qualities and develop improvisational skills.
• C. Movement Adaptation to Music and Dance Repertoire: Students learn to coordinate their movements with music, developing a repertoire of dances from various cultures and styles. They practice dance steps, handholds, and group formations, adapting their movements to different rhythms and time signatures.

MU.4: Making Music

• A. Music-Making in Ensemble: Students participate in ensemble playing using instruments and body percussion, learning to adapt to the group's tempo and musical expression. They practice simple arrangements and explore different interpretative possibilities.
• B. Instrument as Expressive Tool: Students explore and experiment with various instruments, sound sources, and electronic media. They develop improvisational skills, create sound scores, and learn to play from graphic notation and traditional musical scores.
• C. Instrument Knowledge: Students learn about different musical instruments, exploring how sounds are produced and classifying instruments into groups. They also gain experience with electronic instruments and music software.

MU.5: Design Processes

• A. Exploring and Presenting Themes Musically: Students develop their creativity by exploring themes and impressions from their lives and transforming them into musical expressions. They create sound stories, musical collages, and multimedia projects.
• B. Designing to Existing Music: Students create different forms of representation in response to existing music, including visual art, theatrical performances, and dance. They explore musical role-playing and develop their own interpretations of musical works.
• C. Musical Performance Competence: Students develop their performance skills by presenting their musical ideas and creations to others. They learn to perform individually and in groups, developing stage presence and an appreciation for the value of preparation and practice.

MU.6: Practice of Musical Knowledge

• A. Rhythm, Melody, Harmony: Students learn to recognize, name, and apply rhythmic, melodic, and harmonic elements. They develop an understanding of different time signatures, scales, intervals, and chords.
• B. Notation: Students learn to read and write traditional musical notation, as well as graphic forms of musical representation. They learn to associate note values with rhythmic patterns and to notate simple melodies.