Unit Plan 32 (Grade 4 Music): Performing Favorite Music
Grade 4 music unit where students rehearse and perform favorite pieces with technical accuracy, expressive dynamics, and thoughtful interpretation in solo and ensemble settings.
Focus: Perform selected favorite music (class pieces and/or student-chosen songs) with expression, technical accuracy, and appropriate interpretation in solo and ensemble settings.
Grade Level: 4
Subject Area: Music (Performance • Expression • Interpretation)
Total Unit Duration: 1–3 sessions (3+ weeks), 50–60 minutes per session
I. Introduction
Students move from practicing pieces to presenting performances of music they enjoy. They select from a small set of favorite songs or themes (teacher-curated and/or student-chosen, school-appropriate) and work on refining notes, rhythms, entrances, and endings while also shaping expression (dynamics, phrasing, style). Through rehearsal games, peer feedback, and informal sharing, students learn how to prepare music for an audience, think about interpretation (how the music should feel or sound), and reflect on their own growth as performers.
Essential Questions
- What does it mean to perform music with technical accuracy and expression?
- How does interpretation (our choices about style, tempo, and dynamics) change the way a familiar song sounds and feels?
- How can I use rehearsal strategies to make my performance of a favorite piece more confident and polished?
- How do my personal interests in certain songs or styles motivate me to practice and perform well?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Perform selected favorite pieces (songs, themes, patterns) alone and/or with others, focusing on correct notes, accurate rhythms, and steady tempo.
- Use expression (dynamics, articulation, phrasing, tone quality) to communicate the mood or character of the piece.
- Describe and apply simple interpretive choices (e.g., “play this section more gently,” “make the ending bigger”) and adjust their performance based on teacher and peer feedback.
- Rehearse purposefully by identifying trouble spots in the music and using strategies such as slowing down, isolating measures, and looping short sections.
- Present a short informal performance of a favorite piece and reflect on their own strengths and areas for continued growth as a performer.
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.
Success Criteria — Student Language
- I can perform my favorite piece with mostly correct notes and rhythms at a steady tempo.
- I can add expression (dynamics, phrasing, tone, articulation) that fits the style and mood of the piece.
- I can explain at least one interpretive choice I made (for example, “We played the chorus louder to show excitement.”).
- I can use rehearsal strategies to fix tricky measures instead of just starting over from the beginning.
- I can reflect on my performance and name one strength and one goal for next time.