Unit Plan 12 (Grade 6 Band): Melody & Rhythm Creation

Focus: Create short instrumental melodies and rhythmic motives within a given key and meter, using stepwise motion and repeated patterns that feel complete and singable.

Grade Level: 6

Subject Area: Band (Creating • Writing/Notating • Performing)

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

I. Introduction

In this unit, students move from improvising in the moment to planning and writing their own short musical ideas. Using limited pitch sets, familiar keys (such as concert B♭ or E♭), and simple meters (4/4, 3/4), they compose melodic phrases and rhythmic motives that use mostly stepwise motion and repetition. Students explore what makes a melody feel finished, how repetition and contrast can make ideas memorable, and how to notate their creations clearly so they and others can perform them. By the end of the week, each student will have a short, original melody or motive that fits a given key and meter and can be performed by themselves or classmates.

Essential Questions

• What makes a melody or rhythmic motive feel clear, singable, and memorable?
• How do key and meter guide the notes and rhythms we choose when we create music?
• Why are stepwise motion and repeated patterns useful tools for writing melodies in band class?
• How can I notate my musical ideas so that other musicians can read and perform them accurately?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Create short rhythmic motives (1–2 measures) that fit a given meter (e.g., 4/4) using familiar note values and rests.
2. Compose short melodies (2–4 measures, extendable to 4–8) in a specified key (e.g., concert B♭ or E♭) using mostly stepwise motion and some repetition.
3. Use repeated patterns (rhythmic and/or melodic) to give their musical ideas a sense of unity and shape.
4. Notate their ideas using standard notation (pitches on the staff, correct stems, barlines, and time signature).
5. Revise their melody or motive after feedback to improve clarity, playability, and musicality.

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

• BD:Cr1.6b — Create short instrumental melodies or rhythmic motives within a given key and meter, using stepwise motion and repeated patterns.
  • Example: Students compose a 4–8 measure melody using mostly stepwise motion that ends on the tonic.

Success Criteria — Student Language

• I can write a short rhythm pattern that fits inside the time signature and feels like a complete idea.
• I can create a melody that mostly moves by steps and uses repetition so it is easy to sing or play.
• I can keep my melody in the correct key and make it end on the “home note” (tonic).
• I can write my idea using standard notation (notes on the staff, barlines, time signature).
• I can revise my idea after feedback to make it clearer and easier to perform.