Unit Plan 26 (PreK Music): Music Storytelling
PreK music storytelling unit where children use sounds and movement to tell simple stories with a beginning, middle, and end.
Focus: Use music, sounds, and movement to tell simple stories with a clear beginning, middle, and end, connecting them to children’s own experiences.
Grade Level: PreK
Subject Area: Music (Creating • Performing • Responding • Connecting)
Total Unit Duration: 2–3 sessions (2+ weeks), 20–30 minutes per session
I. Introduction
Children experience music as a way to tell stories about characters, animals, and everyday events. Through guided play, they match sounds, motions, and simple instruments to pictures or short story moments. As they act out musical stories together, they begin to connect what happens in the music to their own lives (home, playground, classroom), building both creativity and confidence in sharing in front of others.
Essential Questions
- How can music, sounds, and movement help tell a story?
- How can we show the beginning, middle, and end of a story using our bodies, voices, and instruments?
- How does music in our stories remind us of things we do at home, at school, or during play?
II. Objectives and Standards
Learning Objectives — Children will be able to:
- Use voice, body, and instruments to create simple sounds that match characters, actions, or feelings in a story.
- Work with classmates to tell a simple story (beginning–middle–end) using coordinated sounds and movements.
- Share their musical story with others, showing focus, turn-taking, and enjoyment while performing.
- Explain in simple language how their story music connects to something from home, play, or classroom life.
Standards Alignment — PreK Music (NAfME-Aligned)
- MU:Cr3.1.PK — Share musical ideas with others. Children present simple musical ideas through singing or movement.
- Example: Performing a chant or sound pattern to show how a character moves.
- MU:Cn10.0.PK — Relate music to personal experiences. Children connect music to home, play, celebrations, and emotions.
- Example: Choosing “playground” sounds because they like the swings or slide.
Success Criteria — Child-Friendly Language
- I can make sounds and movements that match a character or action in a story.
- I can help my group tell a story with a beginning, middle, and end using music.
- I can share my story music with the class, trying my best to stay with the group.
- I can say how our story music reminds me of something from my life (home, school, or play).