Unit Plan 35 (Grade 6 Band): Final Performance Preparation

Focus: Refine final concert repertoire using focused rehearsal strategies, feedback, and goal-setting to improve accuracy, tone, balance, and expression.

Grade Level: 6

Subject Area: Band (Performing • Rehearsing)

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

I. Introduction

In this unit, students focus on polishing their final performance repertoire. They use recordings, rubrics, and peer/teacher feedback to identify areas for improvement in notes, rhythms, tone, balance, and expression. Through targeted sectionals, slow practice, and full-ensemble run-throughs, students refine problem spots, strengthen entrances and cutoffs, and build confidence for the final concert. The unit emphasizes how responding to feedback over time directly improves their performance quality.

Essential Questions

• How can teacher and peer feedback help us improve our performance before the final concert?
• What rehearsal strategies are most effective for fixing notes, rhythms, tone, and balance in real music?
• How do we know when our ensemble performance is concert-ready?
• How does preparing for a final performance help us grow as musicians and teammates?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use teacher and peer feedback to set specific goals for improving final performance repertoire.
2. Apply rehearsal strategies (slow practice, chunking, looping, counting, sectionals) to refine difficult measures.
3. Perform concert music with accurate notes, rhythms, tone quality, and basic expression as part of the ensemble.
4. Use a simple performance rubric to evaluate progress from an early run-through to a later run-through.
5. Reflect on how their individual improvements contribute to overall ensemble success in the final concert.

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

• BD:Pr5.6b — Respond to teacher and peer feedback to improve tone, rhythm accuracy, and expressive performance over time.
  • Example: Students adjust articulation after feedback and note improvement in a rehearsal log.
• 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.

Success Criteria — Student Language

• I can listen to and use feedback from my teacher and classmates to improve my playing.
• I can use rehearsal strategies (slow practice, chunking, looping) to fix hard spots in our concert music.
• I can perform our concert music with mostly accurate notes and rhythms, and a clear, steady tone.
• I can show basic expression (dynamics, style, clean entrances/cutoffs) as part of the ensemble.
• I can describe how my improvements and focus help our band sound better for the final performance.