Unit Plan 14 (Grade 1 Music): Singing with Expression

Focus: Use dynamics (loud/soft) and tempo (fast/slow) to add expression to songs while rehearsing with simple strategies.

Grade Level: 1

Subject Area: Music (Performing • Expressing • Rehearsing)

Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session

I. Introduction

In this unit, first graders move from “just singing the notes” to singing with expression. Students explore how changing dynamics and tempo can make the same song feel calm, excited, sneaky, or strong. Through guided rehearsal, they learn simple strategies—like slowing a tricky spot or practicing one phrase at a time—to improve accuracy. By the end of the unit, students use expressive choices on purpose and can talk about how those choices change the feeling of a song.

Essential Questions

• How do loud/soft and fast/slow changes make a song feel different?
• What does it mean to sing with expression, not just the right notes?
• How can rehearsal strategies (like slowing down or repeating a section) help me sing better?
• How can I explain the expressive choices I make when I sing?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate loud and soft singing and fast and slow tempos in familiar songs.
2. Describe in simple language how dynamics and tempo change the feeling of a song.
3. With limited guidance, use at least one rehearsal strategy (e.g., slowing down, clapping the rhythm, repeating a phrase) to improve a singing performance.
4. Sing a short song or refrain with consistent pitch, steady beat, and intentional expressive changes.
5. Reflect on their own and classmates’ singing by naming one expressive strength and one thing to practice.

Standards Alignment — Grade 1 Music (NAfME-Aligned)

• MU:Pr4.3.1a — Demonstrate and describe music’s expressive qualities (such as dynamics and tempo).
  • Example: Performing the same song loudly and softly and describing how it feels different.
• MU:Pr5.1.1b — With limited guidance, use suggested strategies in rehearsal to address interpretive challenges of music.
  • Example: Slowing down a tricky section to improve accuracy.

Success Criteria — Student Language

• I can sing loudly and softly and explain how it changes the song.
• I can sing faster or slower and tell what feeling that gives the music.
• I can try a rehearsal strategy (like slowing down or repeating a part) to fix a tricky spot.
• I can sing a short song with clear dynamics and steady tempo.
• I can say one thing I did well and one thing to work on in my singing.