Unit Plan 9 (Grade 4 Music): Rhythm Performance Etiquette
Grade 4 music unit teaching performance decorum and audience etiquette through rhythm performances, modeling posture, focus, listening, and appropriate applause.
Focus: Demonstrate proper performance decorum and audience behavior in rhythm-based performances.
Grade Level: 4
Subject Area: Music (General Music • Performing • Responding)
Total Unit Duration: 1–3 sessions, 50–60 minutes each
I. Introduction
Students explore what it means to look and act like a focused performer and a respectful audience member during rhythm performances. Through modeling, video examples, and role-play, they analyze behaviors such as posture, handling instruments, eye focus, silence, and applause. Students then practice these behaviors in a mock performance and reflect on how decorum affects the overall musical experience for everyone.
Essential Questions
- What does performance decorum look and sound like during a rhythm performance?
- How should an audience behave to support performers and show respect for the music?
- Why does our behavior before, during, and after a performance matter?
- How can we adjust our performance and audience etiquette for different contexts (classroom, assembly, concert)?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and describe key elements of performance decorum (posture, focus, transitions, bowing) during rhythm performances.
- Describe and demonstrate appropriate audience etiquette (listening, responding, applause) for classroom and concert settings.
- Apply agreed-upon performance expectations while performing a short rhythm piece for peers.
- Use a simple checklist or rubric to self-assess and peer-assess performance decorum and audience behavior.
- Reflect on how their behavior as performers and audience members affects the quality and enjoyment of a performance.
Standards Alignment — Grade 4 Music (NAfME-Aligned)
- 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 Language
- I can describe what good performance decorum and audience etiquette look and sound like.
- I can show proper behavior when performing a rhythm piece (posture, focus, transitions, bow).
- I can listen respectfully and respond appropriately when I am in the audience.
- I can use a checklist to notice what went well and what could improve in our performance and audience behavior.
- I can explain why decorum and etiquette are important in different performance situations.