Unit Plan 15 (Grade 2 Music): Expressive Singing
Grade 2 singing unit where students use dynamics and tempo to show expressive intent, then apply a simple checklist to judge accuracy and expression.
Focus: Apply dynamics and tempo to singing so performances show clear expressive intent, and use simple criteria to judge accuracy and expression.
Grade Level: 2
Subject Area: Music (Performing • Expressive Qualities • Evaluation)
Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session
I. Introduction
In this unit, students learn how to make their singing more expressive by changing dynamics (loud/soft) and tempo (fast/slow) on purpose. They listen to examples of “flat” vs. expressive singing and help create a simple checklist of what good expressive singing sounds like (steady beat, accurate words, clear tone, appropriate dynamics and tempo). Students then practice singing familiar songs or song sections using different expressive directions and use the checklist to judge how accurate and expressive performances are—both their own and their classmates’.
Essential Questions
- How do dynamics and tempo change the way a song feels?
- What does it mean to sing with expressive intent instead of just “saying the words”?
- How can we use a simple checklist or rubric to decide if a performance is accurate and expressive?
- How can feedback from ourselves and others help us improve our singing?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe how dynamics (loud/soft) and tempo (fast/slow) help show the feeling or purpose of a song.
- Sing short songs or song sections with steady beat, clear words, and chosen expressive qualities (dynamics and tempo).
- Use a simple, teacher-provided checklist to judge the accuracy (steady beat, correct words) and expressiveness (dynamics/tempo) of a performance.
- Give and receive short, kind feedback based on the shared criteria (e.g., “We were quiet when the words were calm”).
- Make at least one change in their singing based on checklist feedback (e.g., adjust volume, slow a section down).
Standards Alignment — Grade 2 Music (NAfME-Aligned)
- MU:Pr4.3.2a — Demonstrate understanding of expressive qualities (such as dynamics and tempo) and how creators use them to convey expressive intent.
- Example: Singing softly to show calm or loudly to show excitement.
- MU:Pr5.1.2a — Apply established criteria to judge the accuracy, expressiveness, and effectiveness of performances.
- Example: Using a checklist to decide if a performance stayed on beat.
Success Criteria — Student Language
- I can use loud/soft and fast/slow on purpose when I sing.
- I can explain how my singing matches the feeling of the song or words.
- I can use a checklist to see if a performance is accurate and expressive.
- I can listen kindly to others and give helpful feedback using our class criteria.
- I can change one thing in my singing to make it more expressive or accurate.