Unit Plan 18 (Grade 4 Music): Melodic Performance

Focus: Perform melodies with accuracy, expression, and appropriate style while demonstrating performance decorum as both performer and audience member.

Grade Level: 4

Subject Area: Music (General Music • Performing • Responding)

Total Unit Duration: 1–3 sessions, 50–60 minutes each

I. Introduction

In this unit, students bring together their skills in melody, rhythm, and expression to prepare and perform short melodic pieces. They focus on singing or playing with accurate pitch and rhythm, using dynamics and phrasing to communicate musical ideas. Students also practice performance decorum—how to walk on stage, focus during a performance, and show respectful audience etiquette when listening to others.

Essential Questions

• How can I show my best musicianship when performing a melody for an audience?
• What makes a performance feel accurate, expressive, and engaging instead of rushed or sloppy?
• Why does performance decorum and audience behavior matter in a concert or sharing setting?

II. Objectives and Standards

Learning Objectives — Students will be able to:

• Perform a short melody (voice or instrument) with accurate pitch and rhythm.
• Use dynamics, tempo, and phrasing to perform with clear expression and style.
• Demonstrate appropriate performance decorum (entering, exiting, bowing, focusing) and audience etiquette.
• Use simple criteria (checklists or rubrics) to reflect on the accuracy and expression of their own and peers’ performances.

Standards Alignment — Grade 4 Music (NAfME-Aligned)

• MU:Pr6.1.4a — Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
  • Example: Performing a song with correct notes, rhythm, and style.
• MU:Pr6.1.4b — Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
  • Example: Showing proper concert behavior when performing or listening.

Success Criteria — Student-Friendly Language

• I can perform a melody with correct notes and steady rhythm.
• I can use dynamics and phrasing to make my performance expressive.
• I can show good performance manners when I enter/exit, stand, and bow.
• I can be a respectful audience member by listening quietly and responding appropriately.
• I can use a simple rubric or checklist to explain one strength and one goal for my performance.