Unit Plan 22 (Grade 5 Band): Evaluating Performances
Grade 5 band students evaluate performances using simple criteria and evidence, then apply clear feedback to improve individual and ensemble playing.
Focus: Evaluate band performances using simple criteria and clear evidence, then use feedback to guide improvement.
Grade Level: 5
Subject Area: Band (Performing • Responding • Connecting)
Total Unit Duration: 1–2 weeks (5 sessions, 30 minutes per session)
I. Introduction
In this unit, students learn how to listen like musicians by using simple criteria to evaluate band performances. They practice noticing steady beat, correct notes, tone, and start/stop together, and then give one evidence-based comment about what went well and what could improve. Students apply these skills to recordings, small groups, and their own class performance so evaluation feels helpful, not hurtful, and clearly connects to next-step goals.
Essential Questions
- What makes a good band performance, and how can we tell if we are playing well together?
- How can we use simple criteria (steady beat, correct notes, tone, togetherness) to give fair and helpful feedback?
- How does evidence-based feedback help us improve as individual musicians and as a band?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and explain simple performance criteria (steady beat, correct notes, tone, start/stop together) using student-friendly language.
- Use a teacher-provided rubric or checklist to evaluate a recording or live performance and give at least one evidence-based comment.
- Apply evaluation criteria to their own class performance, naming one strength and one area for growth.
- Work with a partner or small group to share feedback respectfully, using sentence starters that focus on the music.
- Complete a short Performance Evaluation & Reflection that shows they can connect rubric scores to specific musical moments.
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,” and point to the exact measure or moment.
Success Criteria — Student Language
- I can name and explain simple band performance criteria like steady beat, correct notes, tone, and togetherness.
- I can use a rubric or checklist to rate a performance and give at least one specific reason for my rating.
- I can talk about our class performance, naming one thing we did well and one thing we can improve, using musical words.
- I can share feedback kindly, using sentence starters like “I noticed…” and “One idea for next time is…”.