Unit Plan 19 (Grade 6 Orchestra): Elements & Form in Repertoire

Focus: Identify and describe musical elements (rhythm, melody, tempo, dynamics) and simple AB/ABA form within orchestra repertoire.

Grade Level: 6

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

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

I. Introduction

In this unit, Grade 6 orchestra students learn to hear and see structure in the music they play and listen to. They review core musical elements—rhythm, melody, tempo, dynamics—and then use those elements to identify simple forms such as AB and ABA in short listening examples and class repertoire. Students practice describing where sections change, how dynamics and melody shift from A to B, and how a piece can return to an earlier idea. By the end of the week, students create a simple listening/score map that labels sections and describes musical elements in each one.

Essential Questions

• How do rhythm, melody, tempo, and dynamics work together to shape what we hear in orchestra music?
• What is the difference between AB and ABA form, and how can we tell when a new section begins?
• How can we use musical vocabulary to describe what we hear and see in a piece of music?
• How does understanding form help us rehearse, remember, and perform orchestra music more confidently?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and describe musical elements (rhythm, melody, tempo, dynamics) in short orchestra examples.
2. Recognize and label AB and ABA form in listening examples and/or printed parts.
3. Use section labels (A, B, A) and simple diagrams to show how a piece is organized.
4. Explain how changes in dynamics, melody, or texture help signal a new section in a piece.
5. Create a short listening/score map for a class piece, clearly labeling form and describing elements in each section.

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

• OR:Re7.6a — Identify and describe musical elements (rhythm, melody, tempo, dynamics) and simple form (AB/ABA) in orchestra music.
  • Example: Students identify an ABA form and describe how dynamics change in the B section.

Success Criteria — Student Language

• I can point to or describe the rhythm, melody, tempo, and dynamics in a piece of orchestra music.
• I can tell where the A section ends and the B section begins, and say if a piece is AB or ABA.
• I can use words like loud/soft, fast/slow, same/different melody to describe sections.
• I can make a simple map or chart that shows A/B sections and what changes between them.
• I can explain how knowing the form of a piece helps me rehearse and remember it better.