Unit Plan 9 (Grade 5 Music): Rhythm Performance & Etiquette
Grade 5 rhythm performance unit: play rhythm pieces with steady accuracy, expressive interpretation, and proper performer decorum plus respectful audience etiquette for any venue.
Focus: Perform rhythm pieces with accuracy, expression, and appropriate interpretation, while demonstrating proper performance decorum and audience etiquette for the context and venue.
Grade Level: 5
Subject Area: Music (General • Rhythm • Performance Skills)
Total Unit Duration: 1 required session (core), plus up to 2 optional extension sessions; 50–60 minutes per session
I. Introduction
In this unit, students shift from classroom rehearsal into performance mode. They prepare and perform short rhythm pieces (using instruments and/or body percussion) with attention to technical accuracy, expression, and interpretation. At the same time, they learn and practice performance decorum (how to walk on/off, hold instruments, respond to mistakes) and audience etiquette (how to listen and respond respectfully). The unit culminates in a Rhythm Performance & Etiquette Demonstration where students show both musical skills and professional behavior.
Essential Questions
- What does it mean to perform a rhythm piece with expression and technical accuracy?
- How do performance decorum and audience etiquette show respect for the music, performers, and audience?
- How is a performance different from a rehearsal, and why do our choices matter in each setting?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Perform a short rhythm piece (solo, small group, or full class) with accurate rhythms, steady tempo, and appropriate dynamic shaping (MU:Pr6.1.5a).
- Demonstrate performance decorum as a performer by entering and exiting appropriately, holding instruments safely, and staying focused throughout the performance (MU:Pr6.1.5b).
- Demonstrate audience etiquette by listening quietly, watching performers, and responding appropriately (e.g., clapping at the right time) (MU:Pr6.1.5b).
- Explain one or two interpretive choices (such as tempo, dynamics, or articulation) and how they support the style or mood of the rhythm piece (MU:Pr6.1.5a).
- Present a Rhythm Performance & Etiquette Demonstration and complete a brief reflection connecting their performance behavior and musical decisions to the criteria and standards (MU:Pr6.1.5a, MU:Pr6.1.5b).
Standards Alignment — Grade 5 Music (NAfME-Aligned)
- 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.
- MU:Pr6.1.5b — Demonstrate performance decorum and audience etiquette appropriate for the context, venue, and genre.
- Example: Modeling appropriate concert behavior as performer and listener.
Success Criteria — Student Language
- I can perform a rhythm piece with a steady beat, accurate rhythms, and appropriate dynamics.
- I can show good performance decorum by how I walk on, hold my instrument, focus, and respond to mistakes.
- I can show good audience etiquette by how I sit, listen, and clap for other performers.
- I can explain how my tempo, dynamics, and articulation helped show the style or mood of the piece.
- I can complete a reflection that uses our performance criteria to describe what I did well and what I want to improve next time.