Unit Plan 27 (Grade 6 Band): Ensemble Performance

Focus: Perform ensemble repertoire with accurate notes, rhythms, tone quality, and basic expression while demonstrating appropriate rehearsal and performance etiquette, including focused listening and respectful collaboration.

Grade Level: 6

Subject Area: Band (Performing • Responding • Connecting)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students bring together their technique, reading skills, and ensemble habits to prepare and present a short ensemble performance. They refine notes, rhythms, and tone quality on selected pieces while learning to listen across the group for balance, blend, and alignment with the conductor. Students also practice clear performance etiquette—entering and exiting the stage, acknowledging the audience, and supporting peers. After performing (for a live or in-class audience), they reflect on their musical growth and identify next steps.

Essential Questions

• What does it mean to perform accurately and expressively as part of a band ensemble?
• How do listening, following the conductor, and ensemble etiquette affect a performance?
• How can we show confidence and professionalism even when we feel nervous?
• How does preparing for a performance help us grow as individual musicians and as a band?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform selected ensemble repertoire with mostly accurate notes, rhythms, and tone quality.
2. Demonstrate basic expression (dynamics, phrasing) appropriate to the style of the music.
3. Follow conductor cues (tempo, cutoffs, dynamics) and listen for ensemble balance and timing.
4. Show appropriate rehearsal and performance etiquette, including focused behavior, quiet transitions, and peer support.
5. Reflect on their performance, identifying strengths and goals for future ensemble playing.

Standards Alignment — 6th Grade Band (custom, NAfME-style)

• BD:Pr6.6a — Perform band music with accurate notes, rhythms, tone quality, and basic expression in an ensemble setting.
  • Example: Students perform a Grade 1.5–2 piece with correct notes and clear dynamics.
• BD:Pr6.6b — Demonstrate appropriate rehearsal and performance etiquette as a band member, including respectful collaboration and focus.
  • Example: Students follow conductor cues, track rests, and support ensemble success.

Success Criteria — Student Language

• I can perform my ensemble part with mostly accurate notes and rhythms.
• I can use dynamics and basic expression that fit the style of the music.
• I can watch the conductor, listen to others, and adjust to stay together.
• I can show professional behavior before, during, and after a performance.
• I can describe what went well in our performance and what I want to improve next time.