Unit Plan 31 (Grade 6 Band): Independent Rehearsal

Focus: Practice music independently using effective rehearsal strategies (slow practice, chunking, counting, looping) to improve accuracy and confidence.

Grade Level: 6

Subject Area: Band (Practicing/Rehearsing • Performing • Responding)

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

I. Introduction

In this unit, students learn how to practice on their own so that time at home or during lessons leads to real improvement. They explore and apply rehearsal strategies such as slow practice, chunking tricky spots, counting out loud, and looping short sections. With teacher modeling and guided practice logs, students plan short independent rehearsal segments, track what works, and notice how their accuracy and confidence improve. By the end of the week, they can explain and demonstrate what smart practice looks and sounds like for their band music.

Essential Questions

• What is the difference between just “playing through” music and practicing effectively?
• How can strategies like slow practice, chunking, counting, and looping help me fix mistakes faster?
• How can I tell if my independent rehearsal is actually improving my accuracy and timing?
• How can I create a simple practice plan that I can use at home or in class?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe at least three rehearsal strategies (slow practice, chunking, counting, looping) and when to use each.
2. Identify tricky spots in their music and apply at least one strategy to improve accuracy and timing.
3. Plan and carry out a short independent rehearsal segment (5–10 minutes) using a written or mental practice plan.
4. Explain how a chosen strategy changed their performance of a specific measure or phrase.
5. Create a simple independent practice plan they can use beyond this unit, including goals, steps, and reflection.

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

• BD:Pr5.6a — Apply rehearsal strategies (slow practice, chunking, counting, looping) to improve individual accuracy and ensemble timing.
  • Example: Students isolate a two-measure rhythm, count it, loop it, then reintegrate it into the full phrase.

Success Criteria — Student Language

• I can name and use specific rehearsal strategies (slow practice, chunking, counting, looping) instead of just starting at the beginning every time.
• I can find hard spots in my music and work on them by themselves until they improve.
• I can show that a strategy helped by playing a measure more accurately than before.
• I can run a short independent rehearsal where I follow a simple plan instead of guessing what to do.
• I can write or describe a practice plan I could use at home or in band.