Unit Plan 25 (Grade 6 Orchestra): Authentic Style Choices

Focus: Perform a piece using style choices informed by context, including tempo, articulation/bowing, dynamics, and character.

Grade Level: 6

Subject Area: Orchestra (Style • Context • Performance)

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

I. Introduction

In this unit, Grade 6 orchestra students move from understanding context to performing in style. Building on their knowledge of culture, history, and purpose from prior work, they apply that context directly to how they play—adjusting tempo, articulation/bowing, dynamics, and tone color to match the piece’s character. Through guided rehearsal, listening, and reflection, students experiment with different style options and decide which best fits the piece’s authentic context, then present a short performance with a brief explanation of their choices.

Essential Questions

• How do context clues (who, where, when, why) help us decide on style choices when we perform a piece?
• Why do tempo, articulation/bowing, dynamics, and tone color need to match the character and purpose of the music?
• How can we tell if our performance is authentic to the style, and how can we explain the choices we made?
• How do ensemble decisions (shared bowings, unified dynamics, matching tone color) help communicate style to an audience?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify key context clues for a selected piece (era, culture, purpose, dance vs. song, etc.) and summarize them in student-friendly language.
2. Choose and demonstrate tempo, dynamics, articulation/bowing, and tone color that fit the piece’s context and style.
3. Rehearse a short piece or excerpt with unified stylistic decisions across the ensemble (matching bowings, dynamic shape, and character).
4. Explain, in writing or orally, how at least two style choices (e.g., bowing, tempo) are informed by the music’s cultural/historical context.
5. Perform a short selection in authentic style, showing consistent technique and clear expressive intent appropriate to context.

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

• OR:Pr4.6c — Explain and demonstrate how dynamics, tempo, articulation/bowing, phrasing, and tone affect interpretation in string music.
  • Example: Students perform a phrase with staccato vs. legato bowing and explain how character changes.
• OR:Cn11.6a — Identify and describe how string music reflects cultural, historical, or social contexts and how context influences performance choices.
  • Example: Students research a folk tune and explain how culture affects tempo and style.

Success Criteria — Student Language

• I can explain the context of our piece (where it comes from, what it was used for, and/or when it was written).
• I can choose tempo, dynamics, articulation/bowing, and tone color that match the piece’s style and purpose.
• I can perform my part with unified bowings and matching dynamics so the ensemble sounds stylistically together.
• I can explain at least two of my style choices and how they connect to the piece’s context.
• I can perform in a way that communicates a clear character (e.g., dance-like, noble, calm, energetic) to the audience.