Unit Plan 33 (Grade 4 Music): Evaluating Performances

Focus: Evaluate musical works and performances using clear criteria, and apply teacher-provided and co-created rubrics and feedback to judge accuracy, expression, and appropriateness to context in both ensemble and personal performances.

Grade Level: 4

Subject Area: Music (Responding • Performing • Critical Listening)

Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session

I. Introduction

Students become both music coaches and music critics, learning how to listen carefully and talk about performances in a helpful, respectful way. Together, they build simple criteria (steady beat, pitch accuracy, dynamics, expression, fit for the event) and use these to evaluate recorded music, teacher performances, and their own class pieces. They practice using rubrics and TAG feedback to notice what went well, what needs work, and whether a piece is appropriate for a specific context (assembly, celebration, quiet time, etc.), then set goals to improve future performances.

Essential Questions

• What makes a good musical performance, and how can we tell?
• How do criteria and rubrics help us evaluate performances more fairly and clearly?
• How can we give feedback that is honest, specific, and respectful?
• How do we decide whether a piece of music is appropriate for a particular event or purpose?
• How can evaluating performances help us become better performers ourselves?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe key performance criteria such as steady beat, pitch accuracy, dynamics, expression, and ensemble balance.
2. Use a simple rubric or checklist to evaluate musical works and performances, giving at least one specific observation to support each rating.
3. Explain whether a musical excerpt is appropriate for a given context (celebration, solemn event, background music) and why.
4. Apply teacher-provided and collaboratively developed criteria to evaluate the accuracy and expressiveness of their own ensemble or personal performances and set at least one improvement goal.
5. Use TAG feedback (Tell–Ask–Give) to offer respectful, constructive feedback that is clearly connected to the criteria.

Standards Alignment — Grade 4 Music (NAfME-Aligned)

• MU:Re9.1.4a — Evaluate musical works and performances using established criteria and explain appropriateness to the context.
  • Example: Judging whether music fits a celebration or a solemn event.
• MU:Pr5.1.4a — Apply teacher-provided and collaboratively developed criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
  • Example: Using a rubric to assess pitch accuracy and expression.

Success Criteria — Student Language

• I can name and use criteria (like steady beat, correct notes, and expression) to evaluate a performance.
• I can explain why I gave a certain score or comment, using specific details I heard.
• I can decide whether music is a good fit for a context (party, ceremony, background) and explain my thinking.
• I can use a rubric to reflect on my own performance and set a goal to improve.
• I can give TAG feedback that is kind, specific, and based on our class criteria.