Unit Plan 2 (Grade K Music): Singing vs. Speaking Voices

Focus: Explore different ways to use the voice (singing, speaking, whispering, calling) through songs, chants, and playful sound exploration.

Grade Level: K

Subject Area: Music (Performing • Creating • Responding)

Total Unit Duration: 2–4 sessions (2+ weeks), 20–30 minutes per session

I. Introduction

In this unit, students discover that their voice is an instrument that can be used in many different ways. Through simple songs, chants, and echo games, they explore singing, speaking, whispering, and calling voices. They learn to notice contrasts like high/low and loud/soft, and begin to choose which kind of voice fits a song or classroom activity. The goal is to build healthy, playful use of the voice while keeping it safe and controlled.

Essential Questions

• What are different ways we can use our voice in music class (singing, speaking, whispering, calling)?
• How can we tell when a sound is high or low, loud or soft?
• How do we know which kind of voice to use for a song, a chant, or a teacher signal?
• How can we create our own voice ideas to match a story, picture, or feeling?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate at least four voice types (singing, speaking, whispering, calling) when prompted.
2. With guidance, generate simple vocal ideas (e.g., high/low echoes, loud/soft responses, short vocal patterns) for songs, chants, or stories.
3. Show awareness of music contrasts (high/low, loud/soft, same/different) by adjusting their voice to match teacher cues.
4. Choose a voice type that fits a given purpose (e.g., speaking voice for a chant, singing voice for a song) with a simple explanation.
5. Participate safely and respectfully in group vocal activities, following teacher signals to start and stop.

Standards Alignment — Grade K Music (NAfME-Aligned)

• MU:Cr1.1.Kb — With guidance, generate musical ideas through movement, improvisation, or sound exploration.
  • Example: Creating movements to match a short song.
• 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 show singing, speaking, whisper, and calling voices when my teacher asks.
• I can make my voice go high or low, loud or soft, when we play echo games.
• I can help make a voice idea (like a sound or pattern) for a song or story.
• I can choose a good voice for a song or chant and tell why.