Unit Plan 14 (Grade K Music): Singing with Expression
Kindergarten music unit on expressive singing using dynamics and tempo to match moods, with feedback, echo songs, and mini performances.
Focus: Sing using dynamics, tempo, and different expressive voices (gentle, strong, excited, calm) to match a song’s mood.
Grade Level: K
Subject Area: Music (Performing • Responding • Creating)
Total Unit Duration: 3–4 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
Students explore how their voices can change to show different feelings in music. Through echo songs, simple patterns, and movement, they notice when music is loud/soft and fast/slow, and how those choices change the mood. Students practice singing short phrases with different expressive choices, then use teacher and peer feedback to improve how clearly their singing matches the song’s intent (e.g., lullaby vs. playground chant).
Essential Questions
- How can I use my voice (loud/soft, fast/slow, gentle/strong) to show how music feels?
- How do dynamics and tempo change the mood of a song?
- How can feedback from my teacher and friends help me sing more clearly and expressively?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Sing short patterns and familiar songs using loud/soft and fast/slow changes.
- Describe how a song should sound (e.g., “soft and slow” vs. “loud and fast”) to match a picture or story.
- Try at least one new expressive idea (changing dynamics, tempo, or voice quality) after feedback from teacher or peers.
- Use simple language to tell what changed in their singing (e.g., “I sang softer,” “We slowed down”).
- Perform a short expressive song or chant for classmates, using planned expressive choices.
Standards Alignment — Kindergarten (NAfME-based)
- MU:Pr4.3.Ka — With guidance, demonstrate awareness of expressive qualities such as voice quality, dynamics, and tempo.
- Example: Singing softly or loudly to match a song’s mood.
- MU:Pr5.1.Kb — With guidance, apply teacher-provided and collaboratively developed criteria and feedback to improve performance accuracy.
- Example: Singing again after teacher feedback to improve pitch or timing.
Success Criteria — Student-Friendly Language
- I can sing loud and soft and fast and slow when my teacher asks.
- I can tell if a song should sound calm, excited, or strong, and try to match it with my voice.
- I can listen to feedback and change how I sing (like softer, clearer, or slower).
- I can perform a short song or chant for my class using my best expressive voice.