Unit Plan 33 (Grade 5 Music): Evaluating Performances

Focus: Evaluate musical works and performances using rubrics, criteria, and musical evidence, and connect feedback to context and improvement.

Grade Level: 5

Subject Area: Music (General)

Total Unit Duration: 1–3 sessions, 50–60 minutes per session

I. Introduction

Students learn how to listen like musicians, not just fans. They explore how criteria such as accuracy, expression, tone, and balance help them evaluate performances fairly and respectfully. Using a simple performance rubric, they practice citing musical evidence (what they hear) instead of personal preference (“I just like it”). By the end, students can evaluate class, peer, and recorded performances and identify at least one next step for improvement.

Essential Questions

• How can using criteria and rubrics help us evaluate music more fairly than just saying “I like it” or “I don’t like it”?
• What kinds of musical evidence (rhythm, pitch, dynamics, tone, balance, expression) can we point to when judging a performance?
• How can evaluation and feedback help performers improve and prepare for a specific audience or context?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe at least three evaluation criteria (such as accuracy, expression, tone, and balance) used to judge musical performances.
2. Use a performance rubric to evaluate a musical work, checking boxes and adding brief comments.
3. Cite specific musical evidence (for example, “the rhythms were even,” “the dynamics changed at the chorus”) to justify a rating.
4. Explain how evaluation and feedback can help performers improve for a particular performance setting or audience.
5. Complete an Evaluation Sheet + Improvement Note for a class performance or recording, including one specific praise and one suggestion.

Standards Alignment — Grade 5 Music (NAfME-Aligned)

• MU:Re9.1.5a — Evaluate musical works and performances using established criteria and explain appropriateness to the context.
  • Example: Using a rubric to evaluate whether music fits a formal concert, assembly, or casual setting.
• 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 checklist to assess pitch accuracy and expressive phrasing during rehearsal.

Success Criteria — Student Language

• I can name at least three criteria used to evaluate a performance (such as accuracy, tone, expression, balance).
• I can use a rubric or checklist to rate a performance and add short comments.
• I can point to specific musical evidence (what I heard) to explain why I gave a rating.
• I can explain how my evaluation and feedback can help performers improve for a certain audience or event.