Unit Plan 17 (Grade 2 Music): Improving Our Music

Focus: Apply teacher and peer feedback to revise music using simple rehearsal strategies that address performance and compositional challenges.

Grade Level: 2

Subject Area: Music (Creating • Rehearsing • Revising)

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

I. Introduction

In this unit, students learn that musicians don’t just “play it again”—they improve their music by using feedback and practice strategies. Through simple songs and short patterns (sung, clapped, or played on instruments), students practice listening for what is working and what needs work. They learn how to give and receive kind, specific feedback and then revise their music using strategies like clapping rhythms first, slowing down, or repeating tricky spots. The goal is for students to see feedback as a helpful tool that makes their music stronger.

Essential Questions

• What does it mean to improve or revise our music?
• How can teacher and peer feedback help make our music better?
• What practice strategies can we use when a part of the music is tricky?
• How can we show that we are using feedback in a positive, respectful way?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Explain in simple language what feedback is and why musicians use it.
2. Identify at least one challenge in a song or pattern (e.g., tricky rhythm, coming in together) and name a practice strategy to help.
3. Use teacher or peer feedback to make at least one visible change in their singing, playing, or rhythm work.
4. Work with a partner or small group to rehearse a short piece using strategies like clapping rhythms, speaking words, or slowing down.
5. Describe one way their music improved after using feedback and rehearsal strategies.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Cr3.1.2a — Interpret and apply personal, peer, and teacher feedback to revise personal music.
  • Example: Changing tempo after classmates suggest it feels rushed.
• MU:Pr5.1.2b — Rehearse, identify, and apply strategies to address interpretive, performance, and technical challenges of music.
  • Example: Clapping rhythm first before adding words.

Success Criteria — Student Language

• I can say one thing in my music that is hard for me.
• I can use at least one practice strategy when music is tricky.
• I can listen to feedback and change something in my music because of it.
• I can work with a partner to rehearse kindly and respectfully.
• I can tell how my music got better after we practiced and revised it.