Unit Plan 25 (Grade 5 Band): Style & Character

Focus: Apply dynamics and articulation to match musical style and character in beginning band music.

Grade Level: 5

Subject Area: Band (custom, NAfME-style)

Total Unit Duration: 1–2 weeks (five 30-minute sessions)

I. Introduction

Students explore how dynamics (loud/soft) and articulation (smooth/detached) change the character of band music. Through listening, movement, and short playing activities, they compare the same notes performed in different ways (e.g., loud and bouncy vs. soft and smooth) and develop simple style words to describe what they hear. By the end of the unit, students connect expressive markings on the page to sound, working together so the whole band matches style, not just notes and rhythms.

Essential Questions

• How do dynamics (loud/soft) and articulation (smooth/detached) change the style and character of music?
• How can we use style words (like “march-like,” “gentle,” or “bouncy”) to guide the way we play a piece?
• Why is it important for everyone in the band to match dynamics and articulation, not just play the right notes?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe loud/soft dynamics and smooth/detached articulation in simple band recordings.
2. Perform short patterns with forte (f) and piano (p) dynamics and with legato vs. staccato articulation.
3. Use simple style words (e.g., “bold,” “gentle,” “bouncy”) to explain how dynamics and articulation change how music feels.
4. Follow basic expressive markings (dynamic and articulation symbols) in a short band exercise or piece.
5. Perform a short “Style & Character” playing check that shows clear dynamics and articulation choices matching a given style prompt.

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 tell when music is loud or soft and smooth or detached, and I can say how that changes the feeling.
• I can play a short pattern using p and f and change my sound when the markings or teacher say so.
• I can show smooth (legato) and short (staccato) notes on my instrument when asked.
• I can use at least one style word (like “bold” or “gentle”) to describe my own playing.
• I can play a short piece where my dynamics and articulation match the style the class is trying to show.