Unit Plan 3 (Grade 5 Band): Posture, Breathing & Tone

Focus: Develop correct posture, breathing, embouchure, and stick/mallet control to support a characteristic tone and explore tone color across instruments.

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 posture, breathing, embouchure, and stick/mallet control work together to create a strong, characteristic tone on their instruments. They practice band posture, steady airflow, and instrument-specific setups that make playing easier and more comfortable. Students also listen to how different instruments create different tone colors, describing how sounds can be bright, dark, mellow, powerful, or light and how this affects the character of band music.

Essential Questions

• How do posture, breathing, embouchure, and stick/mallet control affect the way our instruments sound?
• What does it mean to play with a characteristic tone, and why is that important in band?
• How do different instruments and tone colors change the feeling and character of band music?
• How can paying attention to our body and sound help us grow as beginning band musicians?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate band posture (feet flat, tall back, relaxed shoulders) while holding their instrument in a safe, playable position.
2. Use breathing techniques (full, relaxed inhalation and steady exhalation) to support a steady stream of air when playing.
3. Show correct embouchure (for woodwinds/brass) or stick/mallet control (for percussion) that supports a clear, controlled tone or stroke.
4. Produce a steady 4-count tone or stroke pattern that shows developing characteristic tone for their instrument.
5. Listen to and describe differences in tone color between instruments (e.g., bright vs. dark, powerful vs. gentle) and explain how this affects the music’s character.

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

• BD:Pr4.5a — Demonstrate correct instrument setup and basic technique (posture, embouchure/breathing, hand position, stick/mallet control) to produce a characteristic tone.
  • Example: Students assemble instruments correctly and produce a steady tone for 4 counts.
• BD:Re7.5b — Describe how instruments and tone color affect the sound and character of band music.
  • Example: Students describe how drums make music feel powerful or exciting.

Success Criteria — Student Language

• I can sit or stand in band posture and hold my instrument in a way that helps me play comfortably.
• I can use full, steady breathing to support my sound instead of running out of air quickly.
• I can use my embouchure or stick/mallet control to make a steady, clear sound for 4 counts.
• I can listen and describe how different instruments have different tone colors (bright, dark, powerful, mellow).
• I can explain how my body position and breathing help my tone sound better.