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MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 1

What’s Your Style?:


A Musical Preference-Based Curricular for Second Grade

Nikki Shawn
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 2

Transfer Goals 

Standards:
● MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns and ideas for music that
represent expressive intent.
● MU:Pr4.1.2a Demonstrate and explain personal interest in, knowledge about, and purpose of varied
musical selections.
● MU:Re7.1.2a Explain and demonstrate how personal interests and experiences influence musical
selection for specific purposes.
● 2.14 The student will describe how music evokes personal ideas and emotions.

Transfer Goals:
● Students will be able to assess and describe the reasons that they like or dislike a piece or style of
music.
● Students will be able to select music for listening and performing based on their own musical
preferences.
● Students will be able to describe the way music makes them feel and how that relates to their
perceived intention of the composer.
● Students will be able to create their own music in the styles that they personally enjoy.

Theme 

The theme for this curricular is musical preference. Understanding one’s own musical preference is important to
contemporary music learning because it helps students select music that they will enjoy listening to and learning
outside of the classroom. All students hear music in their lives and should be able to describe the reasons that
they enjoy certain types of music and the reasons that they don’t enjoy others in order to promote healthy and
active conversations about music within the school and the community. Being able to talk about musical
preferences in this way also opens students up to listening to new music that they may not have heard about
otherwise. In order to make meaningful music, students must first understand what makes music meaningful to
them. Once they have identified and can explain their thoughts and feelings about this music, they will be able
to draw on those feelings to make their own music. As music learning continues, students can continue to
explore how their musical preferences relate to each lesson, and how each lesson can deeper inform their
musical preference.

Overview of Unit 

Day 1:​ ​On the first day, students will hear four different pieces of music in different styles and from different
time periods. They will hear each piece twice. The first time, they will move to the music. The second time, they
will write down on a sheet of paper the things they like and dislike about it. After the students have heard and
written about each of the pieces, the teacher will ask for a show of hands of how many people overall liked the
first piece. Students can then volunteer to share their reasons for liking the piece. The teacher will then ask for a
show of hands of how many people overall disliked the first piece. Those students can then volunteer to share
their reasons for disliking the piece. The teacher will never share their opinion about the pieces. The teacher will
then ask the students who overall liked the piece if there was anything they disliked about it, and the students
who disliked the piece if there was anything they liked about it. The process will be repeated with all four pieces.
After the sharing is done, students will look through the reasons they liked or disliked each piece and see if there
are any similarities. They will then talk in pairs about what they discovered. Pairs will then have the opportunity
to share what they discussed. The teacher will then introduce the idea of musical preference. The students will
turn in their observation sheets at the end of class.
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 3

Day 2:​ On the second day, the students will begin to explore the reasons behind a person’s musical preference.
The four songs will be playing as students walk into the room. The teacher will give some background about the
origin and history of each piece. The students will get into groups of four and write down some ideas of what
they think contributes to musical preference. Each group will share. The teacher will then ask the students to
think about what music they like and how it relates to their own background. Did they hear it on the radio? Do
their parents listen to a certain kind of music? Is the music they like closely tied to their culture? Students will
then be placed into groups of four, based on similarities in the aspects and styles of music they enjoyed during
the first day shown on their observation sheets. Their observation sheets will be handed back to them. The
teacher will ask students to begin thinking about how they would write a song that they would enjoy listening
to, using their observation sheets as guides. Each group will write down basics aspects of music (slow/fast,
smooth/sharp, etc) that they would want to hear. Each group will then be given four sets of children’s poems to
choose from (the same for each group) to base the lyrics of their songs on. The rest of the class will be dedicated
to starting their song, as well as exploring ways to write down the way their song goes. The teacher will float
around and provide assistance and guidance when needed. Students will hand in their observation sheets and
song sheets at the end of class.

Day 3:​ On the third and final day, the students will start class in their song groups. There will be pitched and
non-pitched percussion instruments in the middle of the room. Each group will go up one at a time and have
three minutes to explore the sounds they make. They will then pick two instruments, one pitched and one
non-pitched, that they feel suit the style they’ve chosen for their song to take back to their workspaces. The
groups who are not choosing their instruments will continue to work on creating short melodies for their songs.
The teacher will be floating around and assisting groups that are struggling. At the end of class, each group will
tell the class about their group’s similar musical preferences, and then perform their piece, which will be taped
and recorded by the teacher. The students will turn in their song sheets at the end of class.
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 4

What’s Your Style? (Day 1)

Nikki Shawn

Overview 

On the first day, students will hear 3 different pieces of music in different styles and from different time
periods. They will hear each piece twice. The first time, they will move to the music. The second time, they
will write down on a sheet of paper the things they like and dislike about it. After the students have heard and
written about each of the pieces, the teacher will ask for a show of hands of how many people overall liked
the first piece. Students can then volunteer to share their reasons for liking the piece. The teacher will then
ask for a show of hands of how many people overall disliked the first piece. Those students can then
volunteer to share their reasons for disliking the piece. The teacher will never share their opinion about the
pieces. The teacher will then ask the students who overall liked the piece if there was anything they disliked
about it, and the students who disliked the piece if there was anything they liked about it. The process will be
repeated with all four pieces. After the sharing is done, students will look through the reasons they liked or
disliked each piece and see if there are any similarities. The teacher will then describe what musical
preference is and how people determine musical preference. The students will turn in their observation
sheets at the end of class.

I Can Statements (learning goals) 

● I can talk about what I like and dislike about music (MU:Pr4.1.2a Demonstrate and explain personal
interest in, knowledge about, and purpose of varied musical selections.)
● I can describe why I like and dislike music (2.14 The student will describe how music evokes
personal ideas and emotions.)

Materials 

● Sir Duke - Stevie Wonder: ​https://www.youtube.com/watch?v=s6fPN5aQVDI


● In the Hall of the Mountain King - Edvard Greig: ​https://www.youtube.com/watch?v=ZAiEPUu0iO4
● Over the Rainbow & What a Wonderful World Medley - Israel Kamakawiwo’ole:
https://www.youtube.com/watch?v=Z26BvHOD_sg

Detailed Process 

Time Required
30 sec 1) Teacher will ask students to show how they would move to show slow music. And
then, fast music.

30 sec 2) Teacher will ask students to show how they would move to show smooth music.
And then, music with sharp edges.

30 sec 3) Teacher will ask students to show how they would move to show loud music. And
then, quiet music.

2 min, 10 sec 4) Teacher will play ​Sir Duke ​by Stevie Wonder, fading out at 2:10 and instruct the
students to move in ways that reflect the music. For example, slow or fast, sharp or
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 5

smooth, loud or soft.

2 min, 10 sec 5) The students will listen a second time, this time writing down things they like about
the music and things they dislike about the music.

2 min, 40 sec 6) Teacher will play ​In the Hall of the Mountain King​ by Edvard Greig and instruct the
students to move in ways that reflect the music. For example, slow or fast, sharp or
smooth, loud or soft.

2 min, 40 sec 7) The students will listen a second time, this time writing down things they like about
the music and things they dislike about the music.

2 min, 36 sec 8) Teacher will play ​Over the Rainbow & What a Wonderful World Medley​ by Israel
Kamakawiwo’ole, fading out at 2:36 and instruct the students to move in ways that
reflect the music. For example, slow or fast, sharp or smooth, loud or soft.

2 min, 36 sec 9) The students will listen a second time, this time writing down things they like about
the music and things they dislike about the music.

2 min 10) The teacher will ask for a show of hands of how many people overall liked ​Sir
Duke​. Students who volunteer may share the reasons they liked it.

2 min 11) The teacher will ask for a show of hands of how many people overall disliked ​Sir
Duke​. Students who volunteer may share the reasons they did not like it.

2 min 12) The teacher will ask for a show of hands of how many people overall liked ​In the
Hall of the Mountain King​. Students who volunteer may share the reasons they
liked it.

2 min 13) The teacher will ask for a show of hands of how many people overall disliked ​In the
Hall of the Mountain King​. Students who volunteer may share the reasons they did
not like it.

2 min 14) The teacher will ask for a show of hands of how many people overall liked ​Over the
Rainbow & What a Wonderful World Medley​. Students who volunteer may share
the reasons they liked it.

2 min 15) The teacher will ask for a show of hands of how many people overall disliked ​Over
the Rainbow & What a Wonderful World Medley​. Students who volunteer may
share the reasons they did not like it.

2 min 16) The teacher will ask those who overall liked ​Sir Duke​ if there was anything they
disliked about it.

2 min 17) The teacher will ask those who overall disliked ​Sir Duke​ if there was anything they
liked about it.
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 6

2 min 18) The teacher will ask those who overall liked ​In the Hall of the Mountain King​ if there
was anything they disliked about it.

2 min 19) The teacher will ask those who overall disliked ​In the Hall of the Mountain King​ if
there was anything they liked about it.

2 min 20) The teacher will ask those who overall liked ​Over the Rainbow & What a Wonderful
World Medley​ if there was anything they disliked about it.

2 min 21) The teacher will ask those who overall disliked ​Over the Rainbow & What a
Wonderful World Medley​ if there was anything they liked about it.

30 sec 22) Students will look at their likes and dislikes and see if there are any similarities
between songs. They will visually connect the similarities on the paper.

5 min 23) The teacher will describe how musical preference is determined by what people like
and dislike about different styles of music. The similarities between pieces on the
paper are likely part of the students musical preferences. The students will then
write at the bottom of the paper what they believe their musical preferences might
be based on their likes and dislikes of the pieces.

Assessments 

Develop specific assessment mechanisms to help you chart the growth of individual students related to each
specific learning goal (I can statement). Actually make some assessments in these forms:

Students will turn in their observation sheets at the end of class. The sheets should show the following:
● At least one like and dislike for each piece
● Connections of similarities in likes or dislikes between pieces
● At least one thought about their musical preferences

Extensions: 

Students can get into pairs or groups and discuss the differences between their musical preferences.

Adaptations 

Size Students may use multiple sheets of paper in order to write as largely as they want.

Color Students may use different colored pencils for likes and dislikes, or for different songs

Pacing Students may write down as many or as little likes and dislikes as they would like. One is
enough. Ten is also enough.
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 7

Modality Students may move as much or as little as they like, as long as they are moving in
reflection to the music
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 8

What’s Your Style? (Day 2)

Nikki Shawn

Overview 

On the second day, the students will begin to explore the reasons behind a person’s musical preference. The
teacher will play each of the three pieces again, this time giving some background about the origin and
history of the piece. The students will get into groups of four and write down some ideas of what they think
contributes to musical preference. Each group will share. The teacher will then ask the students to think
about what music they like and how it relates to their own background. Did they hear it on the radio? Do their
parents listen to a certain kind of music? Is the music they like closely tied to their culture? Students will then
be placed into groups of four, based on similarities in the aspects and styles of music they enjoyed during
the first day shown on their observation sheets. Their observation sheets will be handed back to them. The
teacher will ask students to begin thinking about how they would write a song that they would enjoy listening
to, using their observation sheets as guides. Each group will write down basics aspects of music (slow/fast,
smooth/sharp, etc) that they would want to hear. Each group will then be given four sets of children’s poems
to choose from (the same for each group) to base the lyrics of their songs on. The rest of the class will be
dedicated to starting their song. The teacher will float around and provide assistance and guidance when
needed. Students will hand in their observation sheets and song sheets at the end of class.

I Can Statements (learning goals) 

● I can identify reasons people like and dislike styles of music. (MU:Re7.1.2a Explain and demonstrate
how personal interests and experiences influence musical selection for specific purposes.)
● I can identify reasons I like and dislike at least one style of music. (MU:Re7.1.2a Explain and
demonstrate how personal interests and experiences influence musical selection for specific
purposes.)
● I can describe music I like. (MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting
patterns and ideas for music that represent expressive intent.)
● I can make decisions about how I want music to sound. (MU:Cr2.1.2a Demonstrate and explain
personal reasons for selecting patterns and ideas for music that represent expressive intent.)

Materials 

● The Nutcracker: Dance of the Sugar Plum Fairy - Tchaikovsky:


https://www.youtube.com/watch?v=8MmUtTZpp1A
● Three Little Birds - Bob Marley: ​https://www.youtube.com/watch?v=zaGUr6wzyT8
● In the Hall of the Mountain King - Edvard Greig: ​https://www.youtube.com/watch?v=ZAiEPUu0iO4
● Over the Rainbow & What a Wonderful World Medley - Israel Kamakawiwo’ole:
https://www.youtube.com/watch?v=Z26BvHOD_sg

● 4 POEMS:
○ Happy Thoughts
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 9

The world is so full

of a number of things,

I'm sure we should all

be as happy as kings.

~ by ​Robert Louis Stevenson

○ Rain
The rain is raining all around,
It falls on field and tree,
It rains on the umbrellas here,
And on the ships at sea.
~ by Robert Louis Stevenson

○ Snowball
I made myself a snowball
As perfect as could be.
I thought I'd keep it as a pet
And let it sleep with me.
~ by Shel Silverstein

○ School
Rain and hail
And cold and snow
Are good excuses
Not to go
~ by Shel Silverstein
Detailed Process 

Time Required
3 mins 24) Students will enter the classroom as the teacher plays parts of each of the three
pieces listened to on Day One.

2 mins 25) The teacher will describe the background of ​Sir Duke​: that it has roots in jazz music
and the lyrics celebrate jazz musicians.

2 mins 26) The teacher will describe the background of ​In the Hall of the Mountain King​: It is
part of a play that tells the story of a man who is captured by trolls and taken to
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 10

their king, where he tries to escape.

2 mins 27) The teacher will describe the background of ​Somewhere Over the Rainbow & What
a Wonderful World Medley:​ It is a mixture of two other songs, sung and adapted by
a Hawaiian man and accompanied by the ukulele, a traditional Hawaiian
instrument.

4 mins 28) Students will get into groups of four and brainstorm ideas of how a person’s
background might influence their musical preference. They will write it down and
then each group will share with the class.

1 minute 29) Students will individually think about and write down ways that their own
background might have influenced their musical preference. They will specifically
think about where they have heard music: their parents? The radio? Family
gatherings?

3 min 30) Students will be placed into groups of four, based on similarities in the aspects and
styles of music they enjoyed during the first day shown on their observation sheets.
Their observation sheets will be passed back, along with a handout with four
poems on it.

5 min 31) The teacher will ask students to write down as a group how they would write a song
that they would all enjoy listening to, using the similarities between their
observation sheets as guides. Each group will write down basics aspects of music
(slow/fast, smooth/sharp, loud/soft etc) that they would want to hear.

3 min 32) Each group will then select a poem to use as lyrics for their song.

4 min 33) The teacher will demonstrate how to create short melodies using tonal patterns and
solfège (which the students have worked with before this unit). The students will
repeat what the teacher sings.

4 min 34) The teacher will ask students how they could write down what they just sang and
write their ideas on the board.

15 min 35) The groups of students will begin creating their melodies, taking turns suggesting
different tonal patterns for each line before selecting the one they want to use and
writing it down in their chosen fashion. The teacher will float from group to group,
assisting and clarifying when necessary, and also ensuring that students are
notating their melodies correctly.

Assessments 

At the end of class, students will turn in their song sheets. The song sheets should include:
● Aspects of music that all members of the group enjoy that they would like to put in their song
● The selected poem
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 11

● Tonal patterns notated in the way the group chose that was written on the board.

Extensions: 

If students finish their melodies early, they can begin focusing on applying stylistic aspects to their song that
they identified at the start of the group work.

Adaptations 

Size Students can use as many sheets of paper as they need to write down their ideas so that
they can write as largely as they need.

Color Each student may use a different colored pencil to ensure that they can identify their
contributions to the group.

Students can use color as a form of melodic notation.

Pacing Groups can work at their own pace to create and select melodies.

Modality Students can create tonal patterns by playing on orff instruments that have had some bars
removed or pointing to solfège signs.

Include any visual aids or manipulatives here.


MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 12

 What’s Your Style? (Day 3)

Nikki Shawn

Overview 

On the third and final day, the students will start class in their song groups. There will be pitched and
non-pitched percussion instruments in the middle of the room. Each group will go up one at a time and have
three minutes to explore the sounds they make. They will then pick two instruments, one pitched and one
non-pitched, that they feel suit the style they’ve chosen for their song to take back to their workspaces. The
groups who are not choosing their instruments will continue to work on creating short melodies for their
songs. The teacher will be floating around and assisting groups that are struggling. At the end of class, each
group will tell the class about their group’s similar musical preferences, and then perform their piece, which
will be taped and recorded by the teacher. The students will turn in their song sheets at the end of class.

I Can Statements (learning goals) 

● I can write melodies. (MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting patterns
and ideas for music that represent expressive intent._
● I can sing in a style that I like. (MU:Cr2.1.2a Demonstrate and explain personal reasons for selecting
patterns and ideas for music that represent expressive intent.)
● I can perform a song I wrong with peers. (MU:Cr2.1.2a Demonstrate and explain personal reasons
for selecting patterns and ideas for music that represent expressive intent.)

Materials 

● Pitched percussion instruments


○ Glockenspiel
○ Xylophone
○ Metallophone
● Non-pitched percussion instruments
○ Tambourine
○ Maracas
○ Cowbell
● Film/Recording equipment

Detailed Process 

Time Required
15 min (3 min 36) Students will start class in their song groups. There will be pitched and non-pitched
each) percussion instruments in the middle of the room. One at a time, each group will
explore and select one pitched and one non-pitched percussion instrument under
the teacher’s guidance to take back to their group and use for their song. The other
groups will be finishing or practicing their melodies.

3 min 37) Teacher will draw students’ attention back to their basic aspects of music that they
all enjoyed (slow/fast, loud/soft, smooth/sharp). The teacher will ask students to
mold their melodies to fit these ideas, or to use their chosen percussion instruments
MUED 380 Leadership Portfolio Project - Curricular Design Nikki Shawn 13

to fit those ideas.

15 min 38) Groups will continue to work with this in mind. The teacher will float from group to
group, assisting or guiding when necessary. They will notify the class when they
have 5 minutes left to finish their songs.

10 min (~2 min 39) Each group will share their group’s musical preference with the class and then
each) perform their song. The teacher will tape each performance.

40) Students will turn in their song sheets at the end of class.

Assessments 

Group performances will be assessed by the following:


● All group members are participating in the performance in some way
● There is a clear melody that can be heard
● At least one of the stylistic aspects of music that they identified before their performance are reflected
in their performance
● The group uses one pitched percussion instrument and one non-pitched percussion instrument in
their performance

Extensions: 

Each group can teach the melody of their song to the class.

Adaptations 

Size There will be different sizes of mallets and instruments available for use.

Color Colored stickers can be placed on pitched percussion instruments to signify which bars to
hit.

Pacing Students can choose to sing, play an instrument, or do both during their performance.

Modality Students can participate in their performance by singing, playing, or moving.

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