Unit Plan 14 (Grade 6 Band): Notating Musical Ideas

Focus: Document musical ideas using basic notation and/or simple recording tools, clearly showing pitch, rhythm, and expressive markings.

Grade Level: 6

Subject Area: Band (Creating • Documenting • Performing)

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

I. Introduction

In this unit, students learn how to capture their musical ideas so that they and others can perform them later. Building on their work with melodies, rhythmic motives, and form, they practice writing basic notation on the staff and/or using simple recording tools. They focus on representing pitch (high/low, line/space), rhythm (note values in a meter), and simple expressive markings such as dynamics and articulation. By the end of the week, each student will have at least one short idea that is clearly documented on paper or in a recording with a matching notation sketch.

Essential Questions

• Why is it important for musicians to write down or record their musical ideas?
• How can I show pitch, rhythm, and expression (dynamics, articulation) clearly in basic notation?
• How do notation and recordings work together to help other musicians understand and perform my ideas?
• What makes a notated idea easy to read and accurate for a band musician?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and use basic notation symbols (staff, clef, key signature, time signature, barlines, note values, rests).
2. Notate short rhythmic patterns that correctly match a given time signature (e.g., 4/4) with clear stems and beams.
3. Notate short melodic ideas on the staff, showing accurate pitch direction and alignment with rhythm.
4. Add simple expressive markings (e.g., p, f, crescendo, staccato, legato) to their notated ideas.
5. Use basic recording tools and/or notation to document a short musical idea so another musician can re-create it.

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

• BD:Cr2.6b — Use basic notation and/or recording tools to document musical ideas, including pitch, rhythm, and simple expressive markings.
  • Example: Students notate a melody with dynamics (p, f) and basic articulations (staccato/legato).

Success Criteria — Student Language

• I can correctly write rhythms that fit inside a time signature using basic note values and rests.
• I can place notes on the staff to show correct high/low pitches and stepwise motion.
• I can add simple dynamics (like p and f) and articulation marks (like staccato and legato) to show how my idea should sound.
• I can use notation and/or a recording so someone else can perform my idea accurately.
• I can check and revise my notation to make it more clear and readable.