Unit Plan 20 (Grade 4 Music): Music Preferences & Evaluation
Grade 4 music unit where students explain how experiences and interests shape music choices and evaluate songs using clear criteria and musical evidence.
Focus: Explain how personal experiences, interests, and contexts influence students’ music choices, and how they can evaluate music using clear, age-appropriate criteria and evidence.
Grade Level: 4
Subject Area: Music (General Music • Responding)
Total Unit Duration: 1–3 sessions, 50–60 minutes each
I. Introduction
Students examine why they like certain songs and how their experiences, memories, and activities (e.g., sports, holidays, movies) shape their music choices. They then learn to evaluate music using simple criteria such as mood, lyrics, suitability for an event, and quality of performance. Over the unit, students move from “I just like it” to “I like it because…” and practice using musical evidence to support their opinions.
Essential Questions
- How do my experiences, interests, and feelings influence the music I choose to listen to or perform?
- What makes a piece of music feel “right” or “wrong” for a certain event or situation?
- How can I use clear criteria and musical evidence to explain whether music fits a purpose or context?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe at least two personal experiences or interests that influence their favorite music choices.
- Explain how a specific piece of music connects to an event, memory, or purpose (e.g., celebration, calm time, movie scene).
- Use simple criteria (mood, tempo, lyrics, style, appropriateness to event) to evaluate music and justify their opinions.
- Compare two different pieces (or performances) and explain which one better fits a given context using evidence.
Standards Alignment — Grade 4 Music (NAfME-Aligned)
- MU:Re7.1.4a — Demonstrate and explain how selected music connects to and is influenced by specific interests, experiences, purposes, or contexts.
- Example: Connecting a movie soundtrack to the emotions of a scene.
- MU:Re9.1.4a — Evaluate musical works and performances using established criteria and explain appropriateness to the context.
- Example: Judging whether music fits a celebration or a solemn event.
Success Criteria — Student Language
- I can explain how a piece of music connects to my life, interests, or a specific event.
- I can use clear reasons (like mood, tempo, lyrics, and style) to say why I think a song is good or not for a certain situation.
- I can compare two pieces of music and decide which one fits better for a purpose (like a pep rally or calm reading time).
- I can use music words and evidence (what I hear) to support my opinions about music.