Unit Plan 21 (Grade 6 Orchestra): Compare Two Performances

Focus: Compare two performances of the same string work for tempo, dynamics, bowing clarity, tone quality, and ensemble unity using clear musical evidence.

Grade Level: 6

Subject Area: Orchestra (Listening • Critique • Performance Connection)

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

I. Introduction

In this unit, Grade 6 orchestra students become performance detectives. They listen closely to two performances of the same string piece (recordings or live vs. recording) and learn to notice differences in tempo, dynamics, articulation/bowing, tone quality, and ensemble unity. Students practice using simple criteria and music vocabulary to explain which performance is stronger and why. By the end of the week, students can compare performances thoughtfully and use those observations to improve their own ensemble playing.

Essential Questions

• How can we tell if a performance has good ensemble unity, steady tempo, and clear bowings?
• In what ways can two performances of the same piece sound different in tempo, dynamics, and tone?
• How can using criteria (what we look for) help us give fair, specific, and helpful feedback?
• How can comparing performances help us decide what to change or keep in our own playing?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe differences in tempo and dynamics between two performances of the same string work.
2. Notice and explain differences in articulation/bowing clarity, tone quality, and ensemble unity using simple music vocabulary.
3. Use a comparison checklist or rubric to evaluate two performances based on agreed-upon criteria.
4. Explain in writing or orally which performance they believe is stronger, citing specific musical evidence.
5. Suggest one or two changes our own ensemble could make, based on what they learned from the comparison.

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

• OR:Re8.6a — Compare two performances of the same string work, noting differences in tempo, dynamics, articulation/bowing, tone quality, and ensemble unity.
  • Example: Students compare two recordings and explain which has better ensemble togetherness and why.

Success Criteria — Student Language

• I can use words like steady, rushed, dragged to describe tempo in a performance.
• I can describe dynamics (soft/loud, crescendos/decrescendos) and say where they happen in the music.
• I can notice how clear the bowings/articulations are and how well the group plays together.
• I can use a checklist or rubric to rate performances and give a reason for my rating.
• I can say which performance I prefer and explain why, using at least two specific musical examples.