Unit Plan 33 (Grade 3 Music): Evaluating Performances
Grade 3 music unit where students evaluate performances using clear criteria, reflect on context, and apply feedback to improve their own musical work.
Focus: Evaluate musical works and performances using established criteria, including how well they fit a context, and use those same criteria to reflect on and improve personal musical work.
Grade Level: 3
Subject Area: Music (Responding • Creating • Reflection)
Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session
I. Introduction
In this unit, students learn to listen and watch like musicians, not just like fans. They use simple, teacher-provided criteria (accuracy, expression, focus, fit to context) to evaluate short performances—recorded, live, and their own. Students practice telling the difference between “I like it” and “It fits the setting and meets our musical goals.” They then apply the same criteria to their own work, checking how well they used musical elements as planned and setting goals for improvement on future performances and creations.
Essential Questions
- What makes a good musical performance, and how can we tell?
- How can we use criteria (accuracy, expression, focus, context) instead of just “I like it” or “I don’t like it”?
- How do we decide whether music is appropriate for a context (classroom, concert, celebration, calm activity)?
- How can evaluating our own work help us grow as musicians and improve our next performance or composition?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Help name and understand criteria for strong performances (e.g., steady beat, accurate pitches, expression, focus, fit to context).
- Use a simple rubric or checklist to evaluate recordings or live performances and describe why they fit or do not fit a given context.
- Evaluate at least one piece of their own musical work (performance or creation) using teacher-provided criteria, including how well they used musical elements.
- Use specific musical language (e.g., loud/soft, in tune, steady beat, expressive) when giving feedback.
- Set at least one personal goal based on evaluation (“Next time I will…”).
Standards Alignment — Grade 3 Music (NAfME-Aligned)
- MU:Re9.1.3a — Evaluate musical works and performances using established criteria and describe appropriateness to the context.
- Example: Explaining whether music fits a classroom or concert setting.
- MU:Cr3.1.3a — Evaluate personal musical work using teacher-provided criteria, such as use of musical elements and sound sources.
- Example: Checking if a piece uses dynamics as planned.
Success Criteria — Student Language
- I can explain what makes a good performance using clear criteria, not just “I liked it.”
- I can use a rubric or checklist to evaluate how well a performance fits a context.
- I can listen to or watch my own music and say what went well and what I want to improve.
- I can give kind, specific feedback using musical words (beat, pitch, dynamics, expression).
- I can set a next-step goal based on my evaluation (“Next time, I will…”).