Unit Plan 3 (Grade K Music): High & Low Voices
Kindergarten music unit using voice and movement to explore high and low pitch, melodic contour, and simple up/down patterns.
Focus: Use voice and movement to explore high and low sounds and simple pitch direction.
Grade Level: K
Subject Area: Music (Exploring Sound • Performing • Responding)
Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
In this unit, students discover how their voices can move up and down like a musical roller coaster. Through songs, chants, echo games, and movement, they explore high and low sounds and feel how a melody can go forward in different directions. With guidance, they connect what they hear and sing to movement paths in the air (up/down lines, curves) and begin to notice when sounds are the same or different in pitch. The goal is to build joyful awareness of melodic contour while keeping voices safe and playful.
Essential Questions
- What does it mean for a sound to be high or low?
- How can we show up and down sounds with our voices and bodies?
- How do we know if two sounds are the same or different in pitch?
- How can we create our own high–low patterns to match a picture, story, or feeling?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- With guidance, use their voices to show high and low sounds in echo games.
- Explore melodic contour by tracing up/down lines in the air or on the floor while listening and singing.
- Show awareness of high/low and same/different by matching teacher patterns with voice and movement.
- Create simple high–low voice ideas (e.g., “up–up–down”) to share with the class.
- Participate safely and cooperatively in high/low movement games using classroom expectations.
Standards Alignment — Grade K Music (NAfME-Aligned)
- MU:Cr1.1.Ka — With guidance, explore and experience music concepts such as beat and melodic contour.
- Example: Exploring steady beat by tapping or moving to music.
- MU:Pr4.2.Ka — With guidance, explore and demonstrate awareness of music contrasts such as high/low, loud/soft, and same/different.
- Example: Singing echoes using high and low voices.
Success Criteria — Student Language
- I can use my voice to make high and low sounds.
- I can move my body to show when the music goes up or down.
- I can tell or show when two sounds are the same or different in pitch.
- I can help make a high–low pattern for our class to try.