Unit Plan 28 (Grade 5 Band): Expressive Playing
Help Grade 5 band students use dynamics, tempo, and articulation to communicate mood and musical ideas through expressive practice, listening activities, and performance reflection.
Focus: Use dynamics and tempo to communicate musical ideas.
Grade Level: 5
Subject Area: Band (Performing • Responding • Connecting)
Total Unit Duration: 1–2 weeks, 30 minutes per session
I. Introduction
Students explore how loud/soft, fast/slow, and smooth/detached playing can completely change the feel of the same notes. Through echo activities, short patterns, and simple pieces, they practice using dynamics and tempo on purpose instead of by accident. Students begin to describe how expressive choices can make music sound excited, calm, mysterious, or bold, and connect those ideas to real band pieces.
Essential Questions
- How do dynamics (loud/soft) and tempo (fast/slow) change the way music feels?
- How can I use expressive tools like legato, staccato, and tempo changes to communicate a musical idea?
- What does it mean to play with expression, not just “the right notes”?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Demonstrate forte (f) and piano (p) on their instrument while keeping a steady tone and beat.
- Perform short patterns at different tempos (slow/medium/fast) and describe how the character of the music changes.
- Use smooth (legato) and detached (staccato) articulation in simple lines and explain the difference in sound.
- Apply at least two expressive elements (dynamic change, tempo choice, or articulation) in a short band piece or exercise.
- Reflect in simple language on how their expressive choices helped communicate a mood or idea in performance.
Standards Alignment — Grade 5 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 play loud and soft on my instrument while keeping a steady sound.
- I can perform the same pattern at different tempos and tell how it changes the feeling of the music.
- I can show the difference between smooth (legato) and short (staccato) notes.
- I can use dynamics, tempo, or articulation on purpose in a song, not just “guess.”
- I can explain in simple words how my expressive choices helped the music sound the way I wanted.