Unit Plan 8 (Grade 4 Music): Rhythm Ensemble Performance

Focus: Rehearse and perform rhythmic pieces with accuracy and expression.

Grade Level: 4

Subject Area: Music (General Music • Rhythm • Ensemble)

Total Unit Duration: 1 required session + 2 optional sessions (50–60 minutes each)

I. Introduction

Students move from practicing individual rhythm patterns to playing as a rhythm ensemble. They review expectations for steady beat, accurate counting, and expressive dynamics while performing on classroom percussion or body percussion. Throughout the unit, they learn to listen across the group, follow a conductor, and adjust their part so the whole ensemble sounds together, expressive, and performance-ready.

Essential Questions

• How can we play rhythms accurately and together in an ensemble?
• What does it mean to play with expression, not just the correct counts?
• How does rehearsal help us fix musical problems and improve a piece?
• What does professional performance behavior look and sound like in music class?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Rehearse a short rhythmic piece (or layered ostinato) to improve accuracy, steady tempo, and ensemble togetherness.
2. Use at least one rehearsal strategy (such as clapping only, chanting counts, or slowing the tempo) to fix challenging measures.
3. Perform a rhythm ensemble piece with clear dynamics, clean starts/stops, and focused listening to the group.
4. Follow conductor cues (starts, stops, tempo changes) and demonstrate appropriate performance etiquette.
5. Reflect on how the ensemble’s performance improved between first run and final performance using simple criteria (steady, together, expressive).

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 keep the steady beat and play my rhythm part accurately with the group.
• I can use at least one rehearsal strategy to fix a tricky rhythm or entrance.
• I can perform our rhythm piece with clear dynamics and together starts/stops.
• I can follow the conductor and show good performance behavior the whole time.
• I can explain how our performance improved from first rehearsal to final run.