Unit Plan 28 (Grade 5 Orchestra): Expressive Playing

Focus: Use bow speed and dynamics to communicate musical ideas and mood.

Grade Level: 5

Subject Area: Orchestra (Performance • Musicianship)

Total Unit Duration: 5 sessions (1–2 weeks), 30 minutes per session

I. Introduction

Students explore how dynamics (loud/soft) and bow choices (speed and pressure) change the character of their sound. Through guided warm-ups, echo games, and short “expression challenges,” they practice playing phrases in different ways and talking about what they hear. By the end of the unit, students can use basic expressive tools on their instruments and explain how those choices help tell a musical “story.”

Essential Questions

• How can changes in bow speed and bow pressure make the music sound louder, softer, smoother, or more intense?
• What are dynamics, and how do they help us show musical character and mood?
• How can I follow simple expressive markings (like p, f, or crescendo) to play more expressively?
• How can I use words to describe how expressive playing changes what we feel and imagine when we listen?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate loud and soft playing on open strings and simple patterns by adjusting bow speed and bow weight (not just pressing harder).
2. Perform a short phrase following simple dynamic markings (e.g., p, f, crescendo/decrescendo) with mostly steady beat and clear tone.
3. Play a phrase smoothly and then more detached, and describe how the sound and character change.
4. Use basic music vocabulary (loud/soft, smooth/detached, strong/gentle) to describe their own and others’ expressive playing.
5. Perform a short “Expressive Phrase” that shows at least two expressive contrasts and explain in one sentence how those choices communicate a musical idea.

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

• OR:Pr4.5c — Demonstrate basic expressive elements (loud/soft, fast/slow, smooth/detached bowing) and describe how they change musical character.
  • Example: Students play a phrase legato and then detached and describe the difference.

Success Criteria — Student Language

• I can make my sound louder or softer by changing my bow speed and bow weight.
• I can follow simple dynamic markings like p and f, and basic crescendo/decrescendo lines.
• I can play a phrase smoothly and then more detached and tell how the character changes.
• I can use music words like dynamics, loud/soft, smooth/detached, and tone to talk about expressive playing.
• I can perform a short phrase that shows expression and explain what I tried to make the listener feel.