Unit Plan 35 (Grade 4 Music): Preparing to Perform

Focus: Rehearse selected music to refine technical accuracy and expressive intent, then present performances that show expression, technical accuracy, and appropriate interpretation, alone or with others.

Grade Level: 4

Subject Area: Music (Rehearsal • Performance • Expression)

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

I. Introduction

Students shift into focused rehearsal mode, treating their class music like a real performance project. They choose or are assigned pieces from recent units and use specific strategies (slowing down, isolating measures, looping difficult spots) to improve notes, rhythms, entrances, and cutoffs. At the same time, they shape expression (dynamics, articulation, phrasing, style) to match the character and purpose of each piece. The unit culminates in informal in-class performances where students aim to show both technical accuracy and expressive interpretation, then reflect on their growth as performers.

Essential Questions

• What does it mean to rehearse music, not just “run through” it?
• How can we use rehearsal strategies to fix performance challenges and improve technical accuracy?
• How do expression and interpretation help us tell the musical “story” of a piece?
• How can we move from rehearsal to a confident performance that shows our best work?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use rehearsal strategies (slowing down, isolating tricky measures, looping, counting aloud) to address specific performance challenges.
2. Refine technical accuracy in chosen pieces by improving notes, rhythms, steady tempo, and entrances/cutoffs.
3. Shape expressive qualities (dynamics, articulation, phrasing, tone) to match the style and mood of each piece.
4. Perform music, alone or with others, demonstrating both technical accuracy and expression, with an interpretation that fits the character and context.
5. Reflect on their own rehearsal and performance, identifying strengths and goals for future music-making.

Standards Alignment — Grade 4 Music (NAfME-Aligned)

• MU:Pr5.1.4b — Rehearse to refine technical accuracy and expressive qualities and address performance challenges.
  • Example: Slowing down difficult sections during rehearsal.
• 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 use specific rehearsal strategies (like slowing down or looping a tricky spot) to improve my piece.
• I can perform my part with mostly correct notes, rhythms, and a steady beat.
• I can add expression (dynamics, articulation, phrasing) that matches how the piece should sound and feel.
• I can explain at least one interpretive choice I made (why I played/sang something louder, softer, faster, slower, smoother, etc.).
• I can describe one strength of my performance and one goal for next time.