Unit Plan 25 (Grade 5 Music): Ensemble Evaluation
Grade 5 general music unit on evaluating ensemble performances with rubrics and evidence, giving feedback, and setting improvement goals for accuracy, balance, dynamics, and expression.
Focus: Evaluate ensemble performances using established criteria and evidence, then use feedback to set improvement goals.
Grade Level: 5
Subject Area: Music (General Music)
Total Unit Duration: 1–3 sessions (weekly class, 50–60 minutes per session)
I. Introduction
Students step into the role of music critics and conductors-in-training, learning how to listen to ensemble performances with a musician’s ear instead of just “liking” or “disliking” a piece. Using rubrics, checklists, and sample recordings, they practice identifying strengths and needs in areas like pitch, rhythm, balance, dynamics, and expression. They then apply these criteria to evaluate performances (including their own) and set realistic, evidence-based goals for improvement.
Essential Questions
- How can clear criteria help us evaluate musical performances more fairly and accurately?
- What does it mean to support an evaluation with specific musical evidence, not just opinion?
- How can evaluating performances help us improve as individual musicians and as an ensemble?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe and use an ensemble performance rubric that includes criteria such as pitch, rhythm, balance, dynamics, and expression.
- Evaluate a recorded or live ensemble performance using teacher-provided criteria, assigning ratings and supporting them with specific musical evidence (what they heard, when, and how).
- Explain whether a performance is appropriate for its context (school concert, background music, informal share) using established criteria.
- Set at least one personal or ensemble goal based on evaluation results and describe a strategy to work toward that goal.
Standards Alignment — Grade 5 Music (NAfME-Aligned)
- MU:Pr5.1.5a — Use teacher-provided and established criteria and feedback to evaluate accuracy and expressiveness of ensemble and personal performances.
- Example: Using a rubric to assess pitch accuracy, rhythmic steadiness, and dynamics in a class performance.
- MU:Re9.1.5a — Evaluate musical works and performances using established criteria and explain appropriateness to the context.
- Example: Explaining why a particular piece and performance style is more appropriate for a formal concert than for recess background music.
Success Criteria — Student-Friendly Language
- I can explain what performance criteria are and use them to evaluate a performance.
- I can give specific musical evidence (what I heard and when) to support my ratings.
- I can decide if a performance fits a particular context (concert, assembly, classroom share) and explain why.
- I can set at least one clear goal to help our ensemble improve and describe how we might reach it.