Unit Plan 16 (Grade 1 Music): Choosing Musical Ideas
Grade 1 music unit where students choose musical ideas for purposes or feelings, explain choices, and create short patterns using tempo and dynamics.
Focus: Select musical ideas (songs, patterns, sounds) to match a purpose or feeling, and explain those choices.
Grade Level: 1
Subject Area: Music (Creating • Responding • Evaluating)
Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
In this unit, first graders take a step from noticing feelings in music to choosing musical ideas on purpose. Students listen to short pieces of music and decide which ones best fit different purposes (welcome song, calm-down time, game, celebration) or feelings (happy, calm, excited, proud). They then select and combine simple musical ideas—such as steady-beat patterns, loud/soft choices, or fast/slow tempos—to design tiny “music moments” for a classroom activity. Throughout the unit, students explain why they made their choices, connecting their interests and experiences to their musical decisions.
Essential Questions
- How can I choose musical ideas that fit a feeling or a job (purpose) in the classroom?
- What makes one song or sound pattern better than another for a certain activity?
- How do my own likes, experiences, and ideas affect the musical choices I make?
- How can I explain my reasons for choosing one piece of music or musical idea over another?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- With limited guidance, choose musical ideas (songs, patterns, dynamics, tempos) that match a given feeling or purpose.
- Explain in simple language why a chosen musical idea fits a particular activity or emotion.
- Apply personal and expressive preferences to decide which song or pattern works best for a classroom situation.
- Work with classmates to design a short “music moment” (e.g., 4–8 beats or a short song section) for a specific purpose (welcome, line-up, calm-down, game).
- Reflect on their own and others’ choices by naming one strength and one suggestion using music and feeling words.
Standards Alignment — Grade 1 Music (NAfME-Aligned)
- MU:Cr2.1.1a — With limited guidance, demonstrate and discuss personal reasons for selecting musical ideas that represent expressive intent.
- Example: Choosing faster music to represent excitement and explaining why.
- MU:Re9.1.1a — With limited guidance, apply personal and expressive preferences in the evaluation of music for specific purposes.
- Example: Choosing which song best fits a classroom activity and explaining why.
Success Criteria — Student Language
- I can pick a song or sound pattern that matches a feeling or job (like calm-down time or a game).
- I can say why my musical choice fits that feeling or job.
- I can help my group create a short music idea for something we do in class.
- I can tell which song or pattern fits a purpose better and explain my choice.
- I can give kind feedback that tells one thing I liked and one idea to make it better.