Unit Plan 6 (Grade 5 Orchestra): Loud & Soft—Bow Speed

Focus: Explore dynamics (loud/soft) by adjusting bow speed and bow pressure, and describe how expressive choices change musical character.

Grade Level: 5

Subject Area: Orchestra (Tone • Dynamics • Expression)

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

I. Introduction

Students explore how bow speed and bow pressure create different dynamic levels and tone qualities on their string instruments. Through guided warm-ups, echo patterns, and short expressive phrases, they learn to play loud and soft sounds on purpose instead of by accident. They connect what they feel in the bow arm to what they hear, and begin to describe how loud/soft, smooth/detached playing changes the mood and character of the music.

Essential Questions

• How do bow speed and bow pressure help us play louder or softer on string instruments?
• How do different bow choices (smooth vs. detached, gentle vs. strong) change the character of the music?
• How can I control my bow so that dynamics match what the conductor and music are asking for?
• Why are expressive elements like loud/soft and smooth/detached important when playing with an orchestra?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Demonstrate loud and soft playing on open strings by changing bow speed and bow pressure.
2. Perform simple patterns smoothly (legato-like) and more detached, and describe the difference in sound.
3. Follow basic dynamic directions from the teacher or music (e.g., “everyone play soft,” “this measure louder”).
4. Use simple words to describe how dynamics and bow style change the mood of a short musical example.
5. Complete a brief Loud & Soft Bow Control Performance Task showing controlled dynamics and basic expressive description.

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 use my bow to play louder by changing how fast or strongly I move it.
• I can use my bow to play softer with control, not just by accident.
• I can play a short pattern smoothly and then more detached, and explain how they sound different.
• I can describe how dynamics (loud/soft) and bow style change the feeling of the music.