Cassidy Rice’s Second Grade Music Unit on Music Around the World

Five Lessons:
Lesson 1. Listen, Singing, & Music: “Hello to all the Children of the World.”
Materials needed: Recording or video of "Hello to All the Children of the World" and lyric
sheets, visual aids representing different cultures, and space to perform.
Lesson 2. Rhythm, music, instrument playing, creativity: “Exploring Indigenous Music with
Aboriginal Australian Song lines.”
Materials needed: Smartboard, projector, computer and/or another method of playing a YouTube
to play these videos: What is the Didgeridoo and its importance to the Australian lines, paper and
pencils, and various musical instruments (e.g., drums, rattles, bells, and a didgeridoo).
Lesson 3. Movement, singing, listening: “Dancing to the beat of Irish Folk music.”
Materials needed: Recording or demonstration on a Interactive whiteboard or computer to play
the Wiggles rendition of Rattlin’ Bog and Irish stew jig, space for dancing (e.g., gymnasium or
classroom with cleared space), Irish folk music instruments (e.g., bodhrán, tin whistle, fiddle).

Lesson 4. Movement, listening, creativity: “Ribbon Dancing: A journey through Chinese

culture.”
Materials needed: Ribbon wands or streamers and video showing dancers performing ribbon
dancing.
Lesson 5. Music and listening: “Learning about culture through Disney music.”
Materials needed: Selection of Disney songs from Moana and Coco. Un poco Loco from coco
and We know the way, visual aids with images from "Coco" and "Moana", and lyrics sheets for
"Un Poco Loco" and "We Know the Way".
 Lesson Plan 1
Topic or Central “Hello to all the Children of the World” Teaching children to say
Focus hello in nine languages.
Listen, Singing, and Music

Grade Level Second Grade

2nd MU.6.PR3.2-1. Perform music for a specific purpose with

expression and technical accuracy.
Standard/s:
(include the reference
2. Perform appropriately for the audience and purpose.
number for the standard and
the description of the
standard)

Materials &
Resources:

• Recording or video of "Hello to All the Children of the World"

• Lyrics sheets
• Visual aids representing different cultures.

Procedure:
(Describe the activity in Introduction to the Song and Theme
detail. The reader should
not have to guess any of the • Start the class by playing the song, “Hello to All the Children of
steps or procedures.)
the World.” Explain that the song celebrates diversity and
encourages kindness and friendship towards people from different
backgrounds. Explain to the class how music bridges cultural
differences by offering a shared experience that goes beyond words.
The melodies, rhythms, and harmonies in music have a profound
impact on our emotions and can evoke similar feelings regardless of
our cultural backgrounds.
Learning the Lyrics
• Distribute lyrics sheets to the students and display the lyrics on a
screen or whiteboard. Explain any unfamiliar words or phrases and
discuss the meaning of the lyrics.
Chorus: Hello, Bonjour, Buenos dias G’ day, Guten-Tag, Konnichiwa Jambo,
Shalom, Namaste Hello to all the children of the world!

Verse: We live in different places from all around the world We speak in many
different ways Though some things may be different, we're children just the same
And we all like to sing and play!

Chorus: Hello, Bonjour, Buenos dias G’ day, Guten-Tag, Konnichiwa Jambo,

Shalom, Namaste Hello to all the children of the world!

Verse: We live in different places from all around the world We speak in many
different ways Though some things may be different, we're children just the same
And we all like to sing and play!

Spoken: Hello! Bonjour! Buenos dias! G’ day! Guten-Tag! Konnichiwa! Jambo!

Shalom! Namaste! Sing Chorus: Hello, Bonjour, Buenos dias G’ day, Guten-Tag,
Konnichiwa Jambo, Shalom, Namaste Hello to all the children of the world!
Hello and now it’s time to say,

Spoken: Ciao! Adios! Aloha! Sing: Goodbye!

Putting the words with the music

• Teach the melody of the song to the students, starting with simple
vocal warm-up exercises to prepare their voices.
Voice exercises:
Humming: Instruct students to hum a simple melody or scale. This
helps to warm up the vocal cords and improve resonance.
Tongue Twisters: Practice simple tongue twisters together, such as
"Peter Piper picked a peck of pickled peppers" or "She sells
seashells by the seashore." This helps to improve articulation and
diction.
• Break down the song into manageable sections and teach each
section to the students gradually, using call-and-response
techniques and repetition to reinforce learning.
• Practice singing the song together as a class, focusing on correct
pitch, rhythm, and expression. Encourage students to sing with
enthusiasm and emotion.
Cultural Exploration
• Use visual aids or multimedia resources to introduce students to
the cultures represented in the song's lyrics. Show pictures or
videos depicting people from different countries and regions around
the world.
• Discuss the diversity of cultures, languages, and traditions
celebrated in the song. Encourage students to ask questions and
share their own experiences or knowledge about different cultures.
Ask questions like:
How does music help bridge cultural differences?
Can you think of any traditions or customs mentioned in the song?
How can we show respect for other cultures and languages?

Time to put it all together

• Practice performing the song, incorporating dynamics and
expression to complement the singing.

Performance and Reflection

• Invite students to perform "Hello to All the Children of the World"
for another class, demonstrating their understanding of the song's
message and cultural appreciation.
• Close the lesson with a discussion on what the students learned.
“What did you like about singing this song?”
“What did you learn from today’s lesson?”
 Music Lesson 2
Topic or Central “Creating songs with help from Aboriginal Australian Songlines”
Focus
 Rhythm, Music, Instrument playing, Creativity

Grade Level Second Grade

2nd MU.3.CR3.2:
Standard/s: 1. Interpret and apply personal, peer, and teacher feedback to revise
(include the reference
personal music.
number for the standard and
the description of the 2. Convey expressive intent for a specific purpose by presenting a
standard) final version of personal musical ideas to peers or informal
audience.

Materials & • An interactive whiteboard or screen to play these videos: What is

Resources: the Didgeridoo and its importance to the Australian aborigines and
how the Didgeridoo can be played to make animal sounds and
create songlines
https://www.youtube.com/watch?v=QYziHh98AC8
https://www.youtube.com/watch?v=PK5qHEHOs_o
• Paper
• Pencils
• Various musical instruments (e.g., drums, rattles, bells, and a
didgeridoo)
• Visual aids depicting Aboriginal Australian culture

Procedure: Introduction to Music and Storytelling in Indigenous Cultures

(Describe the activity in • Begin the class by discussing the intrinsic relationship between
detail. The reader should
not have to guess any of the music and storytelling in Indigenous cultures, discuss with the class
steps or procedures.) how Aboriginal Australian have a tradition of songlines. Watch this
video on what are songlines (https://youtu.be/kVOG-RKTFIo)
Explain that Songlines are ancient narratives passed down through
generations using music, dance, and oral storytelling.
• Emphasize that in Indigenous cultures, music is not only a form of
entertainment but also a powerful tool for preserving cultural
knowledge, history, and spirituality.

Introduce the didgeridoo as a traditional Aboriginal Australian

instrument.
• Explain its significance in Indigenous music and storytelling. Play
a demonstration of the didgeridoo to the students, highlighting its
unique sound and cultural importance.
https://www.youtube.com/watch?v=PK5qHEHOs_o

https://www.youtube.com/watch?v=QYziHh98AC8

• Show the class the musical instruments (the drums, rattles, bells,
and a didgeridoo) and show how to play them.
Discussion: Music and Emotion in Indigenous Storytelling
• Open the class with a discussion about the role of music and other
Indigenous narratives. Encourage students to reflect on how the
music evokes emotions, sets the mood, and enhances the
storytelling experience. Explain how Indigenous communities use
music to tell stories, convey messages, and celebrate their cultural
heritage. Music is not just for entertainment; it is a way of passing
down knowledge and traditions from one generation to the next.
You can open the discussion by asking questions like:
“Have you ever listened to music from Indigenous cultures? What
did you think?”
“What kinds of instruments do you think Indigenous peoples use in
their music?”
“Why is it important to respect and appreciate other cultures and
their traditions?”
“How can we learn more about Indigenous cultures and their
music in a respectful way?”
“What do you think you might hear in Indigenous music? What
instruments or sounds?”

Creating your own Songline with Musical Elements

• Divide the class into small groups and challenge each group to
create their own story inspired by Aboriginal Australian Songlines.
Encourage students to draw inspiration from nature, animals, and
the environment in their own community. Encourage them to use
instruments to make animal sounds and create atmospheric effects
that bring their stories to life.
• Provide time for students to brainstorm ideas for their story,
focusing on characters, settings, conflicts, and resolutions.
Encourage them to think about how they can use instruments to
make animal sounds and create an immersive storytelling
experience.
•As students write their songlines, provide guidance and support,
encouraging them to incorporate musical elements such as rhythm,
vocalization, and instrumental interludes to enhance their
narratives.

Sharing and Performing the Songlines

• After the writing session, invite each group to share their songline
with the class.
• Allow students to perform their songlines for each other, using
their voices, bodies, and musical instruments to immerse the
audience in their narratives. Encourage creativity, expression, and
collaboration as students showcase their stories.
Close with a discussion
• Close the class with discussing the performances, asking students
to share their thoughts and feelings about the experience of writing
and performing their collaborative longlines with musical elements.
• Encourage students to reflect on how music and songlines are
intertwined in Indigenous cultures, and how they can use these
 elements to create powerful narratives of their own.

Music Lesson 3

Topic or Central “Dancing to the beat of Irish Folk Music”

Focus
Movement, Singing, Listening
 Second Grade

Grade Level

2nd MU.7.RE1.2- Describe how specific music concepts are used

to support a specific purpose in music.
Standard/s:
(include the reference
number for the standard and
the description of the
standard)

Materials & • Recording or demonstration on a Interactive whiteboard or

Resources: computer to play the Wiggles rendition of Rattlin’ Bog and Irish
stew jig.
• Space for dancing (e.g., gymnasium or classroom with cleared
space)
• Irish folk music instruments (e.g., bodhrán, tin whistle, fiddle)

Procedure:
(Describe the activity in Introduction to Irish Folk Music and Dance
detail. The reader should
not have to guess any of the
steps or procedures.)
• Begin the class by introducing Irish folk music and dance to the
class and how Irish dance is characterized by its lively footwork,
quick movements, and precise rhythms, often accompanied with
traditional Irish music.
• Play a recording of "The Rattlin' Bog" and "Irish Stew Jig" to give
students a sense of the lively rhythms and melodies of Irish folk
music.
https://www.youtube.com/watch?v=cyhsg--fHWU

Demonstration and learning the Basic Irish Dance Steps

• Demonstrate basic Irish dance steps and movements to the class,
focusing on the basic Irish dance steps of the "Irish Stew Jig."
https://www.youtube.com/watch?v=cyhsg--fHWU
• Break down each step and routine into manageable parts and
practice them together as a class, encouraging students to follow
along and mimic the movements.
• Guide students through the sequence of steps, transitions, and
formations, ensuring that they understand the timing, coordination,
and execution of each movement.
• Encourage students to focus on precision, rhythm, and expression
as they perform the dance routine, emphasizing the importance of
lightness and agility in Irish dance.

Performance and Practice

• Allow students to practice the dance routine in small groups or
pairs, providing feedback and support as needed. Encourage them
to help each other and work collaboratively to refine their
movements and timing.

Final Performance
• Perform "Irish Stew Jig" in front of another class or other
faculty/staff.
• Applaud and celebrate students' performances, highlighting their
achievements and the joy of dancing to Irish folk music.

Close and Discussion

• Encourage students to reflect on the cultural significance of Irish
 folk music and dance, and how they experienced the connection
between music, movement, and cultural heritage.

Music Lesson 4

Topic or Central “Ribbon Dancing: A Journey through Chinese Culture.”

Focus
Movement, Listening, Creativity

Second Grade
Grade Level

2nd MU.6.PR3.2- Perform music for a specific purpose with

expression and technical accuracy.
Standard/s:
(include the reference
number for the standard and
the description of the
standard)

Materials & • Ribbon wands or streamers

Resources:
• An interactive whiteboard or screen to play these videos of
dancers performing ribbon dancing and music player or speaker to
play the Chinese ribbon dance.
• Pictures or videos depicting Chinese ribbon dancing
• Chart paper and markers

Procedure: Introduction to Ribbon Dancing and Chinese Culture

(Describe the activity in • Begin the lesson by introducing students to ribbon dancing,
detail. The reader should
not have to guess any of the explaining that it is a traditional Chinese dance form that involves
steps or procedures.) graceful movements with long, flowing ribbons attached to sticks.
• Show pictures or videos of Chinese ribbon dancing to give
students a visual understanding of the art form. Discuss the colorful
costumes, intricate movements, and cultural significance of ribbon
dancing in Chinese culture.
• Discuss how Chinese Ribbon dancing originated with the Han
dynasty who performed the ribbon dance in gratitude and honor.
The ribbons symbolize the sleeve of the hero who saved a Han
Dynasty emperor from an assassin by using the silk from his sleeve
to block the sword.

Exploring Ribbon Dancing Movements

• Demonstrate basic ribbon dancing movements to the students,
such as waving, twirling, and swirling the ribbon wands in different
directions.
• Encourage students to practice these movements individually,
focusing on fluidity, grace, and control. Provide guidance and
feedback as needed.

Learning a Ribbon Dance Routine

• Teach students a simple ribbon dance routine set to traditional
Chinese music. Break down the routine into manageable steps and
practice each step with the students.
https://www.youtube.com/watch?v=b-jp9-DfPCc
• Emphasize the importance of timing, coordination, and
synchronization as students perform the dance routine together.
• Practice the dance and then perform it.

Performance
• Have the class perform their ribbon dance routine.
• After the performances, lead a reflection discussion, asking
students to share their thoughts and feelings about the experience of
ribbon dancing. Encourage them to reflect on what they learned
about Chinese culture and the art of dance.
 Music Lesson 5

Topic or Central “Learning about Culture through Disney Music.”

Focus
Music, Poetry, Creativity, Listening

Second Grade

Grade Level
 2nd MU.8.RE2.2- Demonstrate knowledge of music concepts and
how they support creators’/performers’ expressive intent.
Standard/s:
(include the reference
number for the standard and
the description of the
standard)

Materials & • Selection of Disney songs from Moana and Coco. Un poco Loco
Resources: from coco and We know the way.
• Visual aids with images from "Coco" and "Moana"
• Printed coloring sheets depicting scenes from "Coco" and
"Moana”

Procedure:
(Describe the activity in Introduction to Disney Movies Around the World
detail. The reader should
not have to guess any of the
steps or procedures.)
• Show images from "Coco" and "Moana" to the class. Briefly
explain that these movies take place in different parts of the world:
"Coco" is set in Mexico, while "Moana" is set in the Pacific Islands.
• Ask students if they have seen these movies or if they know
anything about them. Encourage them to share what they know.

Listening to "Un Poco Loco" from "Coco"

• Play the song "Un Poco Loco" from "Coco" for the class.
Encourage students to listen carefully to the music and lyrics.
• After listening, discuss the song with the class. Ask questions such
as:
“What emotions do you feel when you listen to this song?”
“How do you think the music helps tell the story of "Coco"?”
“Can you identify any instruments or musical styles that are
characteristic of Mexican music?”

Listening to "We Know the Way" from "Moana”

• Play the song "We Know the Way" from "Moana" for the class.
Again, encourage students to pay attention to the music and lyrics.
• Discuss the song with the class, using similar questions as before:
“How does this song make you feel?”
“How does the music help tell the story of "Moana"?”
“Can you identify any instruments or musical styles that are
characteristic of Polynesian music?”

Drawing and Coloring Activity

• Provide students with coloring sheets depicting scenes from
"Coco" and "Moana," or allow them to draw their own pictures
inspired by the movies.
• While they color, play instrumental Disney songs.

Discussion and Reflection

•Ask students to share their favorite parts of the songs and what
they enjoyed about the activity.
• Discuss how music can transport us to different places and help us
connect with different cultures.
• Encourage students to think about what they've learned and how
they can appreciate diversity through music.