Unit Plan 23 (Grade 6 Orchestra): Identity & Goals as a String Player
Grade 6 orchestra unit linking student interests to goals, habits, and identity to build reflective, motivated string players and ensemble contributors.
Focus: Connect personal interests and goals to instrument growth, rehearsal habits, and long-term identity as a string player.
Grade Level: 6
Subject Area: Orchestra (Identity • Reflection • Goal-Setting)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, Grade 6 orchestra students explore who they are becoming as string players and how their interests, listening habits, and daily choices shape their growth. Through guided reflection, listening examples, and goal-setting activities, they connect favorite styles and pieces to specific skills they want to improve. Students design personal practice and rehearsal habits that match their goals and check how these habits can help them contribute to the ensemble. By the end of the week, each student creates an “Identity & Goals as a String Player” profile and a simple action plan for the coming quarter.
Essential Questions
- How do my interests (favorite music, players, styles) influence the kind of string musician I want to become?
- What goals do I have for my playing (tone, intonation, bow control, reading, leadership), and why do they matter to me?
- How can my practice habits and rehearsal behaviors help me reach those goals?
- How does my growth as a string player affect what I can contribute to our orchestra?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe at least two personal interests (styles, pieces, players) that influence their identity as a string player.
- Identify current strengths and areas for growth in their playing (tone, intonation, bow control, reading, etc.).
- Write one or more specific goals for their instrument and explain why those goals matter.
- Connect their goals to practice routines and rehearsal habits that support growth (e.g., warm-ups, focused repetition, note-taking).
- Create a brief “Identity & Goals as a String Player” profile and action plan that they can revisit later in the year.
Standards Alignment — Grade 6 Orchestra (custom, NAfME-style)
- OR:Cn10.6a — Describe how personal interests and goals influence musical choices and growth as a string player.
- Example: Students set a goal (stronger tone, cleaner bowing, better intonation) and explain why it matters.
Success Criteria — Student Language
- I can explain what kind of string player I want to become and what music inspires me.
- I can name at least one strength and one area for growth in my playing.
- I can write clear goals for my instrument and explain why they are important to me.
- I can describe practice and rehearsal habits that will help me reach those goals.
- I can create a short identity & goals profile that shows who I am and where I’m heading as a string musician.