Unit Plan 27 (Grade 5 Orchestra): Ensemble Performance

Focus: Perform orchestra music with steady beat, correct notes, and unified bowing while demonstrating positive ensemble habits and rehearsal etiquette.

Grade Level: 5

Subject Area: Orchestra (Performance • Ensemble Skills • Musicianship)

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

I. Introduction

Students prepare for a focused ensemble performance that highlights steady beat, accurate notes, and together bowings. They review rehearsal routines, practice entering and ending together, and learn how to listen across the group for balance and unity. Throughout the unit, they connect personal goals to their role in helping the orchestra sound confident and together in performance.

Essential Questions

• How do steady beat, correct notes, and unified bowing help an orchestra sound like one group instead of many separate players?
• What rehearsal habits and etiquette help everyone stay together and play their best?
• How can I show that I am a responsible ensemble member during a performance?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform a short orchestra piece with a steady beat, mostly correct notes, and matching bow directions.
2. Watch the conductor, track rests, and follow clear start/stop cues as part of the ensemble.
3. Adjust bow speed and volume to balance with others and avoid overpowering the group.
4. Demonstrate rehearsal and performance etiquette, including respectful listening, staying ready, and supporting section-mates.
5. Reflect on one personal performance goal and describe how it helps the orchestra succeed.

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

• OR:Pr6.5a — Perform beginning orchestra music with accurate pitch, steady beat, appropriate bowing, and characteristic tone in an ensemble setting.
  • Example: Students perform a unison class piece together with consistent bow direction.
• OR:Pr6.5b — Demonstrate appropriate rehearsal and performance etiquette, including watching the conductor, tracking rests, and respectful collaboration.
  • Example: Students follow bowings, enter together, and support section success.

Success Criteria — Student Language

• I can play my part with a steady beat, mostly correct notes, and matching bowings with my section.
• I can watch the conductor, count rests, and start/stop with the group.
• I can listen and adjust my volume so my sound fits with the ensemble.
• I can describe one way my attitude and behavior help the orchestra perform well.