Unit Plan 26 (Grade 4 Music): Music Storytelling
Grade 4 music unit where students create character/scene music using rhythm, melody, and expression, then explain story connections and personal choices.
Focus: Create music to support characters or scenes using rhythm, melody, and expressive elements, and explain how musical choices connect to story and personal interests.
Grade Level: 4
Subject Area: Music (General Music)
Total Unit Duration: 1–3 sessions, 50–60 minutes each
I. Introduction
Students explore how music can act like a storyteller, supporting characters, settings, and scenes without any words at all. They listen to short excerpts from movies, games, or cartoons and describe how the music matches what is happening on screen (or what they imagine). Then, they create their own short “music stories” to match a character or scene and share how their own interests and experiences shape the choices they make (instruments, tempo, dynamics, and style).
Essential Questions
- How can music help tell a story or show what a character is like without using words?
- What musical choices (tempo, dynamics, instruments, patterns) make a character or scene sound brave, sneaky, sad, or excited?
- How do my own interests and experiences influence the music I create and perform?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe how music from familiar media (movies, games, shows) supports characters, actions, or scenes.
- Create a short musical idea (pattern, motif, or mini piece) that represents a chosen character or scene.
- Present a final version of their music story for others and explain how specific musical choices show expressive intent.
- Explain how their own interests, skills, and experiences influenced the musical decisions they made.
Standards Alignment — Grade 4 Music (NAfME-Aligned)
- MU:Cr3.2.4a — Present the final version of personal created music for others and explain how it connects to expressive intent.
- Example: Performing a finished composition and explaining how musical choices communicate emotion.
- MU:Cn10.0.4a — Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- Example: Choosing percussion because of interest in rhythm-based music.
Success Criteria — Student Language
- I can listen to music and explain how it helps tell a story or show a character.
- I can create a short piece of music that matches a character or scene I chose.
- I can perform my music for others and explain how my choices (tempo, dynamics, instruments) show what I wanted them to feel or imagine.
- I can describe how my own interests and experiences helped me decide what kind of music to create.