Unit Plan 10 (Grade 5 Music): Melodic Direction & Contour
Grade 5 melodic contour unit: students analyze and perform melodies by tracking pitch direction, contour, and phrase shape, then explain—using musical evidence—how melodic structure influences meaning, expression, and listener response.
Focus: Analyze and perform melodies with intentional direction and contour, explaining how melodic shape, pitch movement, and phrase structure influence musical meaning and response.
Grade Level: 5
Subject Area: Music (General • Melody • Listening/Analysis)
Total Unit Duration: 1 required session (core), plus up to 2 optional extension sessions; 50–60 minutes per session
I. Introduction
In this unit, students become melodic contour detectives, exploring how melodies move up, down, and stay the same and how those shapes create musical meaning. Through listening, sketching, and performing, they identify melodic direction and contour patterns (such as ascending lines, descending lines, and arch shapes) in familiar and new music. Students then apply what they notice to shape their own performances, using melodic contour to guide phrasing, dynamics, and expression, and explain how structure and elements influence how a piece makes them feel.
Essential Questions
- What is melodic contour, and how can we see and hear it in music?
- How do pitch direction, phrase shape, and other musical elements influence how we respond to a melody?
- How can understanding melodic structure help us perform music more expressively and intentionally?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and describe melodic direction (up, down, same) and contour in short melodic examples, using words and visuals (MU:Re7.2.5a).
- Sketch melodic contour maps (line drawings or simplified notation) for simple melodies, showing phrase direction and overall shape (MU:Pr4.2.5a).
- Perform a short melodic piece (sung or played on instruments) with intentional phrase shaping, following the contour to guide dynamics and emphasis (MU:Pr4.2.5a).
- Explain, using specific musical evidence, how melodic contour and other elements (tempo, dynamics) affect their emotional response to a piece (MU:Re7.2.5a).
- Complete a Melodic Contour Performance & Listening Sheet that links contour sketches, performance choices, and written reflection about musical meaning (MU:Pr4.2.5a, MU:Re7.2.5a).
Standards Alignment — Grade 5 Music (NAfME-Aligned)
- MU:Pr4.2.5a — Demonstrate understanding of the structure and elements of music (such as rhythm, pitch, form, and harmony) in music selected for performance.
- Example: Identifying form and harmonic changes before performing.
- MU:Re7.2.5a — Explain, using evidence, how responses to music are informed by musical structure, elements, and context.
- Example: Describing how minor tonality and slow tempo create a serious mood.
Success Criteria — Student Language
- I can track and describe how a melody moves (up, down, same) and show its contour with a drawing or simple notation.
- I can sing or play a melody in a way that matches its shape, using phrasing and dynamics that follow the contour.
- I can explain how the shape of a melody and other elements (tempo, dynamics) affect how the music feels.
- I can use music vocabulary like melody, contour, ascending, descending, and phrase when I talk or write about music.
- I can complete a Melodic Contour Performance & Listening Sheet that clearly connects what I see, hear, and feel in the music.