Unit Plan 23 (Grade 6 Band): Music & Personal Goals

Focus: Reflect on personal progress in band, connect interests and experiences to learning, and set meaningful musical goals for growth.

Grade Level: 6

Subject Area: Band (Connecting • Reflecting • Goal Setting)

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

I. Introduction

In this unit, students pause to look back at their band journey and look ahead to where they want to go. They reflect on what they enjoy most in band (favorite pieces, moments, or roles), what they find challenging, and how their interests and goals shape the way they practice and participate. Using simple reflection tools and goal-setting templates, students identify strengths, growth areas, and next-step goals (e.g., tone, rhythm accuracy, confidence, leadership). By the end of the week, each student will create a Personal Music Goal Plan that connects who they are, what they care about, and how they will grow as a band musician.

Essential Questions

• How do my interests, experiences, and feelings about music shape the way I learn and participate in band?
• What does progress as a band musician look and sound like over time?
• How can I set realistic, specific goals that help me grow in tone, technique, rhythm, and confidence?
• How can reflecting on my progress help me become a more motivated, responsible band member?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Reflect on their band experiences (favorites, challenges, proud moments) and describe how these influence their musical choices.
2. Identify at least two personal strengths and two growth areas as a band musician (e.g., tone, rhythm, practice habits, confidence).
3. Set 1–2 clear, realistic personal music goals that connect to their interests and long-term growth in band.
4. Develop a simple action plan (specific strategies, timelines, and supports) to work toward these goals.
5. Create and share a Personal Music Goal Plan that explains why their goals matter and how they will track progress.

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

• BD:Cn10.6a — Describe how personal interests and goals influence musical choices and growth as a band musician.
  • Example: Students set a goal (stronger tone, faster fingerings, confidence) and explain why it matters.

Success Criteria — Student Language

• I can describe what I like about band and how that affects the way I practice and play.
• I can name strengths I already have and areas where I want to improve.
• I can write clear music goals that connect to my interests (for example, “I want a stronger low range because I love powerful melodies.”).
• I can plan specific actions (practice strategies, rehearsal habits) to help me reach my goals.
• I can explain my Personal Music Goal Plan to someone else so they understand what I’m working toward and why.