Unit Plan 22 (Grade 6 Band): Evaluating Performances

Focus: Evaluate band performances using clear criteria (tone, rhythm, intonation, balance, expression) and justify ratings with musical evidence.

Grade Level: 6

Subject Area: Band (Responding • Listening/Analysis • Reflection)

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

I. Introduction

In this unit, students move from simply listening to actively evaluating band performances using a teacher-provided rubric. They listen to recordings (including their own ensemble when possible), rate each criterion—tone, rhythm, intonation, balance, and expression—and then justify their scores using specific musical observations. Students practice using evidence-based language instead of just “I liked it,” learning how evaluation helps them set realistic goals for improvement as individual musicians and as an ensemble.

Essential Questions

• What makes a band performance sound strong, expressive, and well-balanced?
• How can we use criteria and musical evidence to evaluate performances fairly?
• Why is it important to explain why we give a certain rating, not just the number?
• How can evaluating performances help us choose personal and ensemble goals for improvement?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe key performance criteria (tone, rhythm, intonation, balance, expression) in student-friendly language.
2. Use a teacher-provided rubric to rate recorded band performances on each criterion.
3. Justify each rating with at least one piece of specific musical evidence from the performance.
4. Compare ratings with peers and revise scores or explanations when given additional musical evidence.
5. Write or record a brief Performance Evaluation & Goal Statement that uses rubric scores and evidence to name next steps for improvement.

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

• BD:Re9.6a — Evaluate band performances using teacher-provided criteria (tone, rhythm, intonation, balance, expression) and justify ratings with evidence.
  • Example: Students use a rubric to rate a rehearsal run and cite a specific spot where rhythm accuracy improved.

Success Criteria — Student Language

• I can describe what tone, rhythm, intonation, balance, and expression mean in a band performance.
• I can use a rubric to give reasonable scores for each criterion.
• I can back up my ratings with at least one clear musical example (“In the soft section, the clarinets were out of tune,” etc.).
• I can talk with classmates about our scores and adjust my thinking when I hear new evidence.
• I can set at least one personal and one ensemble goal based on my evaluation.