Unit Plan 16 (Grade 4 Music): Selecting Music for Purpose

Focus: Explain how musical choices fit a specific context or audience.

Grade Level: 4

Subject Area: Music (General Music)

Total Unit Duration: 1–3 sessions, 50–60 minutes each

I. Introduction

In this unit, students learn how and why we choose certain pieces of music for specific events, audiences, and purposes. They compare musical examples for different school and community situations (assembly, classroom celebration, quiet work time) and consider how interest, skill level, and context all influence what they perform. By the end of Session 1, students will be able to recommend a piece of music for a given scenario and justify their choice using clear, musical reasons. Optional sessions extend the work into creating a simple “mini-program” and reflecting on their own preferences and experiences as musicians.

Essential Questions

• How do audience, place, and purpose influence what music we choose to perform?
• How do our interests, experiences, and skills affect the music we select?
• What makes a piece of music a “good fit” for a specific event or performance?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe how interest, skill level, audience, and event type influence the selection of music to perform.
2. Compare at least two musical examples and explain how each connects (or does not connect) to a specific context (e.g., school assembly, classroom, celebration).
3. Use a simple Music for Purpose Checklist to select a piece for a given scenario and explain their choice using at least two pieces of evidence (musical and contextual).
4. (Optional) Create a short three-piece mini-program for a pretend event and write one or two sentences explaining why each piece belongs in that program.

Standards Alignment — Grade 4 Music (NAfME-Aligned)

• MU:Pr4.1.4a — Demonstrate and explain how the selection of music to perform is influenced by personal interest, knowledge, context, and technical skill.
  • Example: Choosing music that fits both the performer’s skill level and the event.
• 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.

Success Criteria — Student-Friendly Language

• I can explain how who will listen, where we perform, and why we are performing affects the music we choose.
• I can compare two pieces and tell which one is a better fit for a specific event (like a school assembly) and explain why.
• I can use a checklist to help me pick music that matches my skills, interests, and the audience.
• I can explain how my own experiences and favorite styles affect the music I want to perform.