Unit Plan 5 (Grade 2 Music): High, Low, and Melodic Direction

Focus: Explore high and low sounds and melodic direction (contour) through singing, movement, and hand signs, and describe how pitch shape supports musical expression.

Grade Level: 2

Subject Area: Music (Performing • Responding • Melody)

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

I. Introduction

In this unit, students explore high and low pitches and how melodies move (up, down, staying the same) using their singing voices, hand signs, and simple movement. Through short songs and patterns from a variety of cultures, they trace melodic contour in the air, step up and down pitch “stairs,” and use basic solfege hand signs (e.g., so–mi–la) to show direction. Students also talk about how high and low notes and rising or falling shapes help music sound excited, peaceful, or questioning, connecting melodic direction to expressive intent.

Essential Questions

• How can I tell if a note is high or low, and how can I show that with my voice and hands?
• How do melodies move (up, down, same), and what is melodic direction/contour?
• How do high and low notes and melodic shape help music sound excited, calm, or mysterious?
• How can hand signs and pictures help me understand and perform melodic direction in songs from different places?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Distinguish between high and low sounds in listening and singing activities.
2. Show melodic direction (up, down, same) using hand signs, movement, and simple visuals.
3. Sing short melodic patterns (e.g., so–mi, la–so–mi) accurately while using appropriate hand signs.
4. Identify moments in selected music where the melody moves up or down and describe how this supports the feeling or expression of the piece.
5. Use simple language to describe how pitch and melodic contour help creators and performers show expressive intent.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Pr4.2.2a — Demonstrate knowledge of music concepts (such as tonality and meter) in music from a variety of cultures selected for performance.
  • Here: Demonstrating understanding of pitch (high/low) and melodic direction in simple songs from varied cultures.
• MU:Re8.1.2a — Demonstrate knowledge of music concepts and how they support creators’ and performers’ expressive intent.
  • Here: Explaining how high vs. low notes and rising vs. falling melodies help show excitement, calmness, or other feelings.

Success Criteria — Student Language

• I can hear and show the difference between high and low sounds.
• I can show how a melody moves up, down, or stays the same with my voice and hands.
• I can sing short melody patterns with mostly accurate pitches and matching hand signs.
• I can describe how high and low notes help music sound excited, peaceful, or sneaky.
• I can explain one way melodic direction helps music express an idea or feeling.