Unit Plan 14 (Grade 5 Orchestra): Comparing Performances

Focus: Compare two performances and describe differences in tone and tempo.

Grade Level: 5

Subject Area: Orchestra (Listening/Analysis • Performance)

Total Unit Duration: 1–2 weeks, 30-minute sessions

I. Introduction

Students learn to listen like musicians by comparing two performances of the same string piece. Through guided listening, simple checklists, and class discussion, they notice differences in tempo (fast/slow), tone (smooth/rough, bright/dark), and dynamics (loud/soft). Students practice using music words instead of “I just like it,” and begin to justify which performance they think is stronger and why.

Essential Questions

• How can we compare two performances of the same music in a fair, musical way?
• What do tempo and tone sound like, and how can they change the character of a piece?
• How can using music vocabulary help us explain which performance we think is stronger?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Listen to two performances of the same piece and notice differences in tempo, tone, and dynamics.
2. Use a simple comparison checklist to mark which performance is faster/slower, louder/softer, and smoother/rougher in sound.
3. Describe at least one difference and one similarity between performances using music vocabulary (tempo, tone, loud/soft).
4. Share an opinion about which performance they prefer and give one musical reason to support it.
5. Complete a short Comparison Reflection showing they can compare performances using words and/or simple drawings.

Standards Alignment — Grade 5 Orchestra (custom, NAfME-style)

• OR:Re8.5a — Compare two performances of the same string piece, noting differences in tempo, dynamics, or tone quality.
  • Example: Students explain which performance sounds smoother and why.

Success Criteria — Student Language

• I can listen carefully to two performances of the same piece.
• I can use words like fast/slow, loud/soft, and smooth/rough to describe tempo and tone.
• I can say one way the performances are different and one way they are the same.
• I can explain which performance I prefer and give at least one musical reason.