Unit Plan 11 (Grade K Music): Instrument Sounds
Kindergarten music unit where students describe instrument sounds, compare timbre, and share personal preferences through guided listening activities.
Focus: Listen to and describe how different instruments sound (timbre) and share personal preferences.
Grade Level: K
Subject Area: Music (Responding • Connecting)
Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
In this unit, students become “sound detectives” as they listen closely to different classroom instruments and short musical examples. They learn to notice how instruments can sound ringing, shaking, booming, scraping, high, low, loud, or soft and begin using simple describing words to talk about what they hear. Students also practice choosing which instrument or sound they like best for certain activities and explaining why, building early skills in musical preference and evaluation.
Essential Questions
- How do different instruments sound the same or different?
- How can we use words to describe the sounds we hear in music?
- How do our interests and experiences help us choose which music or instrument we like best?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Listen to and identify at least two classroom instruments by sound (e.g., drum vs. shaker).
- Use simple describing words (such as loud/soft, high/low, ringing/shaking) to talk about instrument sounds.
- Share which instrument sound or short music example they like best and give a simple reason why.
- Sort or group instruments by one sound quality (e.g., shakers vs. drums) with guidance.
- Participate in a short Instrument Sound Choice activity, choosing a sound to match a picture, story, or feeling.
Standards Alignment — Kindergarten (NAfME-Aligned)
- MU:Re7.1.Ka — With guidance, demonstrate and identify how personal interests and experiences influence music choices for specific purposes.
- Example: Choosing calming music for rest time.
- MU:Re9.1.Ka — With guidance, apply personal preferences when evaluating music.
- Example: Saying which song they like best and why.
Success Criteria — Student Language
- I can listen and tell which instrument is playing.
- I can use words like loud, soft, ringing, or shaking to describe sounds.
- I can say which instrument or song I like best and tell why I like it.
- I can choose an instrument sound that matches a picture, story, or feeling.