Unit Plan 32 (Grade 5 Orchestra): Evaluating Our Orchestra
Grade 5 orchestra unit teaching students to evaluate ensemble performance with clear criteria, musical evidence, and reflective goal setting.
Focus: Evaluate ensemble progress using simple performance criteria and musical evidence.
Grade Level: 5
Subject Area: Orchestra (Performance • Responding • Reflection)
Total Unit Duration: 1–2 weeks, 30-minute sessions
I. Introduction
Students learn how to listen like musicians, using simple criteria and evidence to evaluate their own orchestra. They build a shared understanding of what makes a strong performance—steady beat, correct notes, bow control, tone, and starting/stopping together—and practice giving kind, specific feedback. Using checklists, short recordings, and a guided reflection, students identify ensemble strengths and next steps and set at least one goal for improvement.
Essential Questions
- What does it mean to evaluate our orchestra instead of just “liking” or “not liking” a performance?
- How can criteria and musical evidence help us describe how our orchestra is doing?
- How can kind, specific feedback help our ensemble grow?
- What goals can we set to make our orchestra sound more together, in tune, and expressive?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and explain basic performance criteria (steady beat, correct notes, bow control, tone, playing together).
- Use a simple evaluation checklist or rubric to rate a performance of the class orchestra.
- Give at least one evidence-based comment about a performance (e.g., “The beat was steady in measure 4”).
- Set a personal or ensemble goal based on evaluation results.
- Reflect on how feedback and goals can help the orchestra improve over time.
Standards Alignment — Grade 5 Orchestra (custom, NAfME-style)
- OR:Re9.5a — Evaluate an orchestra performance using teacher-provided criteria (steady beat, correct notes, bow control, tone, start/stop together) and give one evidence-based comment.
- Example: Students say, “The rhythm was steady, but the bowings were not together.”
Success Criteria — Student Language
- I can use our class criteria to talk about how our orchestra sounds.
- I can give one clear comment that uses musical evidence (where, what, how).
- I can name one strength and one area to grow for our ensemble.
- I can set a simple goal for myself or the group based on what I heard.