Unit Plan 7 (Grade 6 Orchestra): Dynamics & Phrasing
Grade 6 orchestra unit develops expressive playing through dynamics, phrasing, and articulation—linking bow speed/weight, tempo feel, and tone color to interpretation and musical character.
Focus: Use dynamics and phrasing to shape musical lines and expression, connecting bow use, articulation, tempo, and tone to interpretation.
Grade Level: 6
Subject Area: Orchestra (Expression • Phrasing • Bowing/Articulation)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, Grade 6 orchestra students explore how dynamics and phrasing turn notes into musical sentences. Through focused warm-ups, listening, and short excerpts, they practice shaping lines with crescendo/decrescendo, breathing or bow “releases,” and clear articulation (legato vs. staccato). Students connect how dynamics, tempo, articulation, phrasing, and tone work together to communicate mood and character. By the end of the week, they can explain and demonstrate how specific expressive choices change the way a phrase feels and sounds to the listener.
Essential Questions
- How do dynamics and phrasing help turn a string part from just notes into a musical story?
- In what ways do articulation, tempo, and tone affect the character of a phrase?
- How can my bow use (speed, weight, connection between notes) show where a phrase begins, grows, and ends?
- What expressive choices can I make—and explain—to match the style and emotion of a piece?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Perform short phrases using dynamic contrast (p, mf, f, crescendo, decrescendo) while maintaining stable intonation and tone.
- Shape musical lines with clear phrasing, showing where a phrase starts, builds, and releases.
- Demonstrate and compare articulations (legato vs. staccato/detaché) and explain how they change character.
- Adjust tempo feel and tone to support the intended mood (e.g., calm vs. energetic) of a short excerpt.
- Perform a brief “expressive phrase study” and explain how their choices in dynamics, articulation, phrasing, and tone affect interpretation.
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.
Success Criteria — Student Language
- I can use soft and loud dynamics and smooth changes (crescendo/decrescendo) to shape a phrase.
- I can show where a phrase begins, grows, and ends using my bow and air/breath.
- I can play a phrase legato and staccato and explain how the character changes.
- I can adjust tempo feel and tone to match the mood my teacher asks for.
- I can describe my expressive choices in words (dynamics, articulation, phrasing, tone) and connect them to interpretation.