Unit Plan 35 (Grade 5 Music): Preparing to Perform

Focus: Rehearse to refine accuracy, expression, and interpretation in performance-ready music.

Grade Level: 5

Subject Area: Music (General)

Total Unit Duration: 1–3 sessions (weekly class, 50–60 minutes each)

I. Introduction

In this unit, students lean into the final stages of performance preparation. They use clear criteria and rehearsal strategies (slow practice, looping measures, isolating parts, and adding expression) to refine a shared piece of music. Students learn that great performances don’t “just happen”; they are the result of intentional practice, thoughtful feedback, and purposeful expressive choices matched to the audience and context.

Essential Questions

• How do musicians use rehearsal to make music more accurate, expressive, and performance-ready?
• Why do we need criteria and feedback to improve a musical performance?
• How can we show both technical accuracy and expressive intent when we perform for an audience?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify at least one challenging section in the class repertoire and describe what makes it difficult (rhythm, pitch, tempo, or coordination).
2. Apply rehearsal strategies (slow practice, looping measures, counting aloud, speaking lyrics, subdividing, or clapping rhythms) to improve accuracy and ensemble unity.
3. Use a simple rehearsal rubric to evaluate their own and the ensemble’s performance, then set one specific rehearsal goal.
4. Perform the selected piece (or excerpt) with improved technical accuracy and expressive qualities (dynamics, articulation, phrasing, tempo).
5. Reflect in writing or orally on how practice and feedback changed at least one part of the music.

Standards Alignment — Grade 5 Music (NAfME-Aligned)

• MU:Pr5.1.5b — Rehearse to refine technical accuracy and expressive qualities, address performance challenges, and show improvement over time.
  • Example: Isolating difficult measures and tracking progress across rehearsals.
• MU:Pr6.1.5a — Perform music, alone or with others, with expression, technical accuracy, and appropriate interpretation.
  • Example: Performing an ensemble piece with correct rhythm, pitch, and style.

Success Criteria — Student Language

• I can point to a tricky spot in our music and explain what needs work.
• I can use specific rehearsal strategies (like slowing down or looping a measure) to help my part improve.
• I can use a rubric or checklist to describe how accurate and expressive our performance is.
• I can perform our music with fewer mistakes and stronger expression than before.
• I can explain at least one way my performance got better because of practice and feedback.