Unit Plan 35 (Grade 5 Orchestra): Final Orchestra Performance

Focus: Perform orchestra music demonstrating growth in tone, rhythm, bow control, and ensemble skills for an authentic audience.

Grade Level: 5

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

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

I. Introduction

Students prepare for and present a final orchestra performance that showcases their growth in tone, rhythm, bow control, and ensemble habits. They review key routines—watching the conductor, matching bowings, tracking rests, and using concert posture—and apply these skills in dress rehearsals and a culminating performance. Along the way, students practice listening across the ensemble, adjusting volume for balance, and reflecting on their progress as beginning string musicians.

Essential Questions

• What does it mean to perform as part of an orchestra team, not just as one player?
• How do tone, steady beat, bow control, and listening help our performance sound polished for an audience?
• Why do rehearsal habits and performance etiquette matter as much as correct notes?
• How can we recognize and celebrate our musical growth from the beginning of the year to our final concert?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform assigned pieces with accurate pitch, steady beat, and consistent bow direction in an ensemble setting.
2. Demonstrate appropriate rehearsal and performance etiquette, including watching the conductor, tracking rests, and collaborating respectfully.
3. Maintain characteristic tone and adjust volume to blend with their section and the full ensemble.
4. Use teacher feedback from rehearsals to refine problem spots (rhythms, entrances, tone) before the performance.
5. Reflect on one area of growth and one goal for future orchestra performances.

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 or simple two-part piece together with consistent bow direction and steady tempo.
• 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 during rehearsal and performance.

Success Criteria — Student Language

• I can perform our music with steady beat, correct notes, and matching bowings with my section.
• I can watch the conductor, count my rests, and start/stop together with the group.
• I can use good tone and change how loud I play so the ensemble sounds balanced.
• I can name at least one way I improved this year and one goal for my next performance.