Unit Plan 30 (Grade 5 Band): Tone & Technique Check

Focus: Refine tone production and basic technique across familiar warm-ups and repertoire.

Grade Level: 5

Subject Area: Band (Beginning Performance • Literacy • Musicianship)

Total Unit Duration: 1–2 weeks, 30 minutes per session

I. Introduction

In this unit, students step back to check in on their tone and technique so that all future band music feels easier and sounds better. Through guided warm-ups, short lines from familiar pieces, and simple checklists, they focus on posture, breathing, embouchure, hand position, and stick/mallet control. Students learn to hear and feel the difference between a rushed setup and a careful, characteristic sound, then apply small adjustments to improve.

Essential Questions

• How do posture, breathing, and embouchure/hand position affect the tone of my instrument?
• What does a characteristic tone sound like on my instrument, and how can I tell when it changes?
• How can careful setup and technique help the whole band sound better together?
• What small changes can I make during practice to steadily improve my tone and control?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate correct instrument setup, posture, and hand position/embouchure or stick/mallet control at the beginning of rehearsal.
2. Produce a steady, characteristic tone on core notes for at least 4 counts with consistent air/support.
3. Maintain basic tone quality and technique while performing short lines from familiar warm-ups or pieces at a steady tempo.
4. Use simple teacher or peer feedback to adjust at least one aspect of technique (e.g., chin up, relaxed shoulders, curved fingers, fuller air).
5. Complete a brief Tone & Technique Check self-reflection identifying one strength and one goal.

Standards Alignment — Grade 5 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.

Success Criteria — Student Language

• I can set up my instrument with correct posture and hand position/embouchure.
• I can play a steady tone on my instrument that sounds clear (not airy, squeaky, or thin).
• I can keep my tone and technique mostly the same when I play a short line from our music.
• I can name one thing I do well and one thing I will keep working on to improve my tone and control.