Unit Plan 19 (Grade 2 Music): Listening for Music Details

Focus: Identify rhythm, melody, and expressive elements (dynamics, tempo, timbre) while listening and describe how they support a specific purpose in music.

Grade Level: 2

Subject Area: Music (Responding • Listening • Musical Concepts)

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

I. Introduction

In this unit, students become “listening detectives” who pay close attention to the details in music. They listen for rhythm (steady beat and patterns), melody (high/low movement), and expressive elements like dynamics and tempo. Using simple language and movement, they describe how these musical ideas help the music do a specific job—such as dancing, resting, marching, or celebrating. Through repeated listening and guided discussion, students learn to connect what they hear in the music to what the music is for.

Essential Questions

• What kinds of details can we hear in music (rhythm, melody, dynamics, tempo)?
• How do these music concepts help the music fit a purpose (like dancing, resting, or celebrating)?
• How can we show what we hear in music using words, movement, or pictures?
• Why is careful listening important for understanding and enjoying music?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Listen for and identify at least one rhythm or steady beat pattern in a piece of music.
2. Describe melodic direction (higher/lower, stepping up/down, repeating) while listening.
3. Notice expressive elements (dynamics and tempo) and describe how they make the music feel (calm, excited, sleepy, energetic).
4. Explain how one or more music concepts (beat, rhythm, melody, dynamics, tempo) help the music fit a specific purpose (dance, lullaby, march, celebration).
5. Use simple language, movement, or drawings to share what they hear and how it connects to the music’s job.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Re7.2.2a — Describe how specific music concepts are used to support a specific purpose in music.
  • Example: Explaining how steady beat supports dancing.

Success Criteria — Student Language

• I can hear and show a steady beat or rhythm pattern in music.
• I can tell if a melody goes high or low, up, down, or stays the same.
• I can describe if music is loud or soft, fast or slow, and how that makes it feel.
• I can say what I think the music is for (dance, rest, march, celebrate) and give one reason.
• I can use words, movement, or pictures to show the details I hear in the music.