Unit Plan 12 (Grade 2 Music): Creating Rhythm Patterns

Focus: Create short rhythmic patterns for a specific purpose and explain how they show expressive intent (what they are meant to sound like or represent).

Grade Level: 2

Subject Area: Music (Creating • Expressive Intent • Rhythm)

Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session

I. Introduction

In this unit, students move from echoing and reading rhythms to creating their own rhythmic patterns. They explore how rhythms can be used to represent actions, feelings, or characters (such as rain, running, sneaking, or a happy jump). Students first improvise short patterns with voice, body percussion, and instruments for a clear purpose. Then they choose one or more favorite patterns to keep, refine, and share, explaining why their rhythm fits the idea they want to show. This helps them connect creative choices with expressive intent in music.

Essential Questions

• How can I use rhythm to show an idea, like rain, marching, or tiptoeing?
• What does it mean to create a rhythm for a specific purpose or character?
• How can I decide which rhythm patterns are my favorite or best match my idea?
• How can I explain why my rhythm fits the feeling or story I want to share?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Improvise short rhythmic patterns (2–4 beats) using voice, body percussion, and/or instruments for a specific purpose (e.g., rain, footsteps, marching).
2. Select one or more favorite patterns and refine them so they are clear and easy to repeat.
3. Describe how their chosen rhythm patterns match a particular idea, feeling, or action (expressive intent).
4. Perform their created rhythm patterns with a steady beat and clear articulation.
5. Listen to classmates’ patterns and share simple ideas about what they think each rhythm might represent.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Cr1.1.2a — Improvise rhythmic and melodic patterns and musical ideas for a specific purpose.
  • Example: Students improvise a short rhythm to represent rain or footsteps.
• MU:Cr2.1.2a — Demonstrate and explain personal reasons for selecting musical patterns and ideas that represent expressive intent.
  • Example: Explaining why fast rhythms fit a running character.

Success Criteria — Student Language

• I can make up a short rhythm that matches an idea, like rain or marching.
• I can choose a rhythm I like and repeat it the same way more than once.
• I can say why my rhythm fits my idea (for example, “It is fast because my character is running”).
• I can perform my rhythm pattern with a steady beat and clear sounds.
• I can listen to other rhythms and guess what they might represent.