Unit Plan 14 (Grade 2 Music): Melody in Major & Minor

Focus: Explore and create simple melodic ideas in major and minor tonalities, and describe how these sounds support different moods and expressive intents.

Grade Level: 2

Subject Area: Music (Creating • Expressive Meaning • Melody)

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

I. Introduction

In this unit, students discover that melodies can sound different depending on whether they are in major or minor. Through listening, singing, movement, and playing, they explore how major often feels bright or joyful and minor can feel sad, spooky, or serious (while honoring that feelings can be more than just “happy/sad”). Students generate simple melodic patterns within a given tonality and meter, then explain how these sounds match a character, picture, or story mood. They begin to connect music concepts (tonality, tempo, dynamics) to expressive intent in both their own creations and in listening examples.

Essential Questions

• What is a melody, and how can it sound different in major and minor?
• How do major and minor tonalities help show different feelings or stories in music?
• How can I create a short melody that fits a specific mood or character?
• How can I use words like major/minor, fast/slow, and loud/soft to explain how music shows expressive intent?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe differences between major and minor melodies using simple mood words (e.g., bright, calm, spooky, serious).
2. Generate short melodic patterns (3–5 notes) within a given tonality (major or minor) and steady meter using voice or instruments.
3. Choose a major or minor tonality and create a melody that matches a picture, character, or simple story mood.
4. Perform their created melody with a steady beat and appropriate expressive qualities (tempo/dynamics) to support the intended feeling.
5. Explain how music concepts (major/minor, tempo, dynamics) support the expressive intent of their own and others’ melodies.

Standards Alignment — Grade 2 Music (NAfME-Aligned)

• MU:Cr1.1.2b — Generate musical patterns and ideas within the context of a given tonality (such as major or minor) and meter (such as duple or triple).
  • Example: Students create melodies in a “happy” (major) or “sad” (minor) sound.
• MU:Re8.1.2a — Demonstrate knowledge of music concepts and how they support creators’ and performers’ expressive intent.
  • Example: Identifying how tempo helps show excitement.

Success Criteria — Student Language

• I can tell when a melody sounds more major or minor and use simple words to describe the mood.
• I can make up a short melody in major or minor that matches a picture, feeling, or character.
• I can sing or play my melody with a steady beat and use dynamics/tempo to match the mood.
• I can explain how major/minor and other music ideas (fast, slow, loud, soft) help show my intended feeling.
• I can listen to someone else’s melody and describe how the music shows its mood.