Unit Plan 18 (Grade 6 Band): Sharing Musical Creations
Perform Grade 6 band compositions with expressive dynamics, tempo, articulation, and tone—then explain how those choices communicate an intended mood or purpose.
Focus: Perform created music and clearly describe expressive choices (dynamics, tempo, articulation, tone) that communicate an intended mood or purpose.
Grade Level: 6
Subject Area: Band (Creating • Performing • Connecting/Reflecting)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students bring their created music to life in performance. Building on earlier composing and revising work, they now focus on sharing their creations with an audience and explaining how their musical choices communicate a particular mood or story. Students refine accuracy (notes, rhythms, tone) and basic expression (dynamics, tempo, articulation), then learn to speak briefly about their intent—what they wanted listeners to feel or picture. By the end of the unit, each student or small group will perform a short piece they created and describe the expressive decisions that shape its character.
Essential Questions
- How can my musical choices (dynamics, tempo, articulation, tone) make a piece sound exciting, calm, mysterious, or powerful?
- What does it mean to communicate a mood or purpose through instrumental music?
- How can I prepare to perform my created music with accurate notes, rhythms, and basic expression?
- How can I explain my expressive choices so my audience understands my musical intent?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Refine a short created composition or arrangement for performance, focusing on accurate notes, rhythms, and tone quality.
- Use dynamics, tempo, and articulation to communicate a chosen mood or story in their music.
- Perform their created music for peers with appropriate ensemble etiquette and basic expression.
- Describe at least two expressive choices (e.g., soft vs. loud, slower vs. faster, smooth vs. separated) and how they support their intended mood or purpose.
- Reflect on how sharing their music and explaining their choices helps them grow as a band musician and creator.
Standards Alignment — 6th Grade Band (custom, NAfME-style)
- BD:Cr3.6b — Present a final musical creation and describe how musical choices communicate the intended mood or purpose.
- Example: Students perform their composition and explain how tempo and dynamics supported their intent.
- 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 perform my created music with mostly accurate notes and rhythms and a clear sound.
- I can use dynamics, tempo, and articulation to show the mood I want (for example, calm, scary, bold, or playful).
- I can perform with basic expression, not just “play the notes.”
- I can explain at least two musical choices I made and how they help my music sound the way I imagined.
- I can listen respectfully to others’ creations and share positive, specific feedback about their expressive choices.