Unit Plan 7 (Grade 3 Music): Expressive Rhythm

Focus: Use dynamics and tempo to change rhythmic expression, and describe how performers’ expressive choices show expressive intent.

Grade Level: 3

Subject Area: Music (Expression • Rhythm • Listening)

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

I. Introduction

In this unit, students explore how the same rhythm can sound completely different depending on dynamics (loud/soft) and tempo (fast/slow). They experiment with clapping, body percussion, and simple instruments to play one pattern in many expressive ways. Students also listen to short performances and talk about how performers use expressive qualities to show mood, energy, or intent (e.g., playful, calm, serious). By the end, students can both perform expressive rhythms and describe how expressive choices change what the music seems to say.

Essential Questions

• How can dynamics (loud/soft) and tempo (fast/slow) change the expression of a rhythm?
• How can I use expressive choices to show a specific mood, character, or purpose in my rhythmic performance?
• How do performers’ different interpretations of the same rhythm affect the way we feel and respond to the music?
• How can I describe expressive qualities I hear in a performance using music vocabulary?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate the same rhythm pattern with different dynamics and tempo to change its expressive effect.
2. Choose and perform expressive rhythms that match a specific mood, character, or purpose (e.g., calm, excited, sneaky, strong).
3. Describe in simple language how dynamics and tempo affect the way a rhythm feels and what it might be used for.
4. Listen to short rhythmic performances and identify expressive qualities (louder/softer, faster/slower) used by the performer.
5. Create and present a short expressive rhythm performance and explain how their expressive choices show their intent.

Standards Alignment — Grade 3 Music (NAfME-Aligned)

• MU:Pr4.3.3a — Demonstrate and describe how expressive intent is conveyed through expressive qualities such as dynamics and tempo.
  • Example: Performing louder to communicate excitement.
• MU:Re8.1.3a — Demonstrate and describe how expressive qualities are used in performers’ interpretations to reflect expressive intent.
  • Example: Identifying how tempo creates tension.

Success Criteria — Student Language

• I can perform a rhythm in different ways by changing loud/soft and fast/slow.
• I can pick a mood or purpose and choose dynamics and tempo that match it.
• I can listen to a performance and describe how dynamics and tempo make it feel.
• I can use words like dynamics, tempo, expression, and intent to talk about music.
• I can explain how my expressive choices show what I wanted my rhythm to sound like (my expressive intent).