Unit Plan 20 (Grade 2 Music): Music Preferences
Grade 2 unit where students choose and compare music for classroom purposes, using personal experiences and details like tempo, dynamics, beat, and mood to justify preferences.
Focus: Explain why certain music fits specific purposes, using personal interests, experiences, and musical details (tempo, dynamics, beat, mood) to support preferences.
Grade Level: 2
Subject Area: Music (Responding • Evaluating • Personal Connections)
Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session
I. Introduction
In this unit, students explore their own music preferences and learn to explain why they choose certain songs for specific purposes (movement breaks, quiet work, celebrations, rest). Building on their listening skills, they connect musical details—such as steady beat, tempo, dynamics, and mood—to the ways they use music in daily life. They practice talking about how their interests and experiences influence their choices and begin to evaluate which songs fit a purpose best (e.g., “This song is better for lining up because it’s calm and steady”).
Essential Questions
- How do my interests and experiences help me choose music for different purposes?
- What makes one song better than another for a specific job (like a movement break, cleanup time, or quiet reading)?
- How can I use music words (fast/slow, loud/soft, beat, mood) to explain my music choices?
- Why is it helpful to think about purpose when we pick music for the classroom or our lives?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe how their personal interests and experiences influence which music they like and choose (e.g., favorite songs, songs from home).
- Select music for a specific purpose (movement, calming, focusing, celebrating) and explain their choice using at least one music concept (tempo, dynamics, beat, mood).
- Compare two pieces of music and explain which one fits a given classroom purpose better and why.
- Use simple evaluation language (e.g., “better for…,” “too loud for…”) when discussing music for different situations.
- Share their music preferences respectfully and listen to others’ choices and reasons.
Standards Alignment — Grade 2 Music (NAfME-Aligned)
- MU:Re7.1.2a — Explain and demonstrate how personal interests and experiences influence musical selection for specific purposes.
- Example: Choosing energetic music for a movement break.
- MU:Re9.1.2a — Apply personal and expressive preferences in the evaluation of music for specific purposes.
- Example: Explaining which song best fits a classroom routine.
Success Criteria — Student Language
- I can say how my life and interests (things I like, do, or listen to) help me choose music.
- I can pick a song for a specific job (like moving, calming, or celebrating) and say why it fits.
- I can use words like fast/slow, loud/soft, beat, or mood to explain my music choices.
- I can decide which song is better for a task and explain my choice.
- I can listen to other people’s music preferences and respect their ideas.