Unit Plan 32 (Grade 5 Band): Evaluating Our Band
Evaluate Grade 5 band progress with a student-friendly rubric so learners give evidence-based feedback, set goals, and improve steady beat, notes, tone, and ensemble togetherness.
Focus: Evaluate ensemble progress using performance criteria and specific musical evidence.
Grade Level: 5
Subject Area: Band (Performance • Rehearsal Skills • Musicianship)
Total Unit Duration: 1–2 weeks, 30 minutes per session
I. Introduction
Students learn how to listen to band music like musicians, using simple criteria to evaluate performances and describe what is going well and what needs work. With teacher guidance, they co-construct and use a class rubric (steady beat, correct notes, tone, starts/ends together, focus) to evaluate recordings and live run-throughs. They practice giving one evidence-based comment and setting goals that help the ensemble improve over time.
Essential Questions
- What makes a good band performance, and how can we tell if we are improving?
- How can simple criteria (steady beat, correct notes, tone, starting/stopping together) help us evaluate performances fairly?
- Why is it important to use evidence when we talk about our own playing and our band’s progress?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Help create and use a simple performance rubric (steady beat, notes, tone, togetherness, focus) for band music.
- Listen to a recording or live performance and rate it using teacher-provided criteria.
- Give at least one evidence-based comment about a performance (e.g., “We started together, but the ending was not together.”).
- Work with classmates to identify one strength and one area to improve for the ensemble.
- Write or share a brief reflection and goal based on their evaluation of the band’s performance.
Standards Alignment — Grade 5 Band (custom, NAfME-style)
- BD:Re9.5a — Evaluate a performance using teacher-provided criteria (steady beat, correct notes, tone, start/stop together) and give one evidence-based comment.
- Example: Students say, “We started together, but the ending was not together.”
Success Criteria — Student-Friendly Language
- I can use a band rubric to rate how we did on steady beat, notes, tone, and starting/ending together.
- I can give at least one comment with evidence, like naming a specific spot where something went well or needs work.
- I can work with my class to choose one thing to celebrate and one thing to improve in our playing.
- I can write or tell a short reflection and goal that shows how our band can grow.