Unit Plan 19 (Grade 5 Orchestra): Revising Music
Grade 5 orchestra unit where students revise short melodies using feedback to improve playability, bow control, left-hand accuracy, and tone.
Focus: Revise simple musical ideas using teacher feedback to improve playability, bow control, and left-hand accuracy.
Grade Level: 5
Subject Area: Orchestra
Total Unit Duration: 1–2 weeks, 30-minute sessions
I. Introduction
Students learn that composing is only the first step—and that real musicians revise their ideas to make them easier to play and more musical. Using short melodies they have already created and notated, they practice listening to feedback, marking changes, and testing whether revisions improve playability, bow control, and left-hand accuracy. By the end of the unit, each student has a “before and after” version of their piece and can explain what they changed and why.
Essential Questions
- Why do musicians revise their music instead of keeping the first version?
- How can teacher feedback and simple criteria (playability, bow control, left-hand accuracy) help us improve a piece?
- What does it look and sound like when a revision truly makes music easier to play and sound better?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Review a short melody they created and identify places where bowing, rhythm, or finger patterns feel awkward.
- Use teacher feedback and simple criteria (playability, bow control, left-hand accuracy) to plan at least two specific revisions.
- Revise their notated music using clear markings (erasing, rewriting notes, adjusting rhythms, or changing bowings).
- Rehearse both original and revised versions and describe how the revision changed the way it feels and sounds.
- Present a “before and after” example and explain one revision choice using student-friendly musical language.
Standards Alignment — Grade 5 Orchestra (custom, NAfME-style)
- OR:Cr3.5a — Revise a musical idea using teacher feedback to improve playability, bow control, or left-hand accuracy.
- Example: Students simplify a rhythm so it can be played smoothly with the bow.
Success Criteria — Student Language
- I can find at least one spot in my piece that is hard to play and explain why.
- I can use feedback to change my music so it is easier to play or sounds smoother.
- I can show and play the original and revised versions and describe what I changed.
- I can explain how my revision helped my bow control, left-hand accuracy, or overall sound.