Unit Plan 21 (Grade 6 Band): Comparing Performances
Compare two recordings of the same Grade 6 band piece as “music critics,” identifying differences in tempo, dynamics, articulation, balance, and overall effect while using clear musical vocabulary and evidence-based opinions.
Focus: Compare two performances of the same band piece, noting differences in tempo, dynamics, articulation, balance, and overall musical effect.
Grade Level: 6
Subject Area: Band (Responding • Listening/Analysis)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students become “band critics” who listen closely to how different performers interpret the same band work. They compare two recordings (or live vs. recorded) of the same piece, noticing changes in tempo, dynamics, articulation, balance, and style. Students practice using musical vocabulary to explain why one performance may feel more energetic, expressive, or clear than another. By the end of the unit, they will create a short written or spoken performance comparison that uses specific musical evidence to support their opinions.
Essential Questions
- How can two performances of the same piece sound so different?
- How do changes in tempo, dynamics, articulation, and balance affect the mood and clarity of band music?
- What does it mean to evaluate a performance using evidence, not just “I liked it” or “I didn’t”?
- How can listening to multiple performances help us improve our own playing in band?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and describe differences in tempo, dynamics, articulation, and balance between two performances of the same band work.
- Use musical vocabulary (e.g., legato, staccato, crescendo, blend) to explain how each performance sounds.
- Explain how these differences change the mood, energy, or effectiveness of the music.
- Use a simple comparison organizer or rubric to evaluate performances with specific musical evidence.
- Create a short Performance Comparison (paragraph, chart, or recorded explanation) that states a preference and supports it with clear musical evidence.
Standards Alignment — 6th Grade Band (custom, NAfME-style)
- BD:Re8.6a — Compare two performances of the same band work, noting differences in tempo, dynamics, articulation, and balance.
- Example: Students compare two recordings and describe how tempo changes affect the mood.
Success Criteria — Student Language
- I can hear and describe differences in tempo, dynamics, articulation, and balance between two performances.
- I can use musical words (like legato, staccato, crescendo, balanced, blended) instead of just “good” or “bad.”
- I can explain how a change in tempo or dynamics changes the mood of the performance.
- I can use a comparison chart or rubric to organize my thoughts about two performances.
- I can choose which performance I prefer and give musical reasons to support my opinion.