Unit Plan 11 (Grade 5 Band): Articulation Basics

Focus: Explore smooth (legato) vs. detached (staccato) playing and how articulation changes the sound and character of music.

Grade Level: 5

Subject Area: Band (Performing • Presenting • Reflecting)

Total Unit Duration: 5 sessions (1–2 weeks), 30 minutes per session

I. Introduction

In this unit, students learn how articulation changes the way music sounds and feels. They explore the difference between legato (smooth, connected) and staccato (short, detached) playing, using simple warm-ups and short band lines. Through echo activities, listening examples, and guided practice, students begin to connect how they tongue or separate notes with the mood and style of a piece. These skills help them play together more musically as a beginning band.

Essential Questions

• What is articulation, and how does it change the sound of our music?
• How do legato (smooth) and staccato (detached) playing feel different to play and to hear?
• How can we use articulation to help a piece sound gentle, bouncy, or powerful?
• Why is it important for band musicians to notice and follow articulation marks in the music?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Define articulation in simple terms and describe the difference between smooth (legato) and detached (staccato) playing.
2. Demonstrate legato and staccato articulation on a few familiar notes using correct air and instrument technique.
3. Listen to short examples and identify whether the articulation is mostly smooth or detached.
4. Perform short lines from the method book using indicated articulations (e.g., slurs for legato, dots for staccato) with mostly accurate tone and rhythm.
5. Explain how changing articulation can make the same musical line sound calm, bouncy, or strong.

Standards Alignment — 5th Grade Band (custom, NAfME-style)

• BD:Pr4.5c — Demonstrate basic expressive elements (loud/soft, fast/slow, smooth/detached) and describe how they change musical character.
  • Example: Students play the same phrase legato vs. staccato and describe the difference.

Success Criteria — Student Language

• I can show and tell the difference between legato (smooth) and staccato (short) notes.
• I can listen to a short piece and say whether it sounds smooth or detached.
• I can play a short line two different ways (smooth and detached) on my instrument.
• I can follow simple articulation marks in my music (slurs, staccato dots) most of the time.
• I can explain how changing articulation can change the mood or character of a song.