Unit Plan 21 (Grade 7 Band): Comparing Performances
Compare interpretations of the same band work through critical listening, citing evidence on tempo, articulation, balance, and style, then apply those insights to refine Grade 7 ensemble performance.
Focus: Compare interpretations of the same band work, citing evidence about tempo, articulation, balance, and style, and use this analysis to improve ensemble performance.
Grade Level: 7
Subject Area: Band (Responding • Critical Listening • Performance Refinement)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students become critical listeners, learning that there is more than one “right” way to perform a band piece. By listening to two or more interpretations of the same work (professional recordings, school ensembles, or their own group), they compare choices in tempo, articulation, balance, and style. Students identify which interpretation best matches the piece’s character and why, using specific musical evidence rather than personal preference alone. By the end of the week, they will complete a Performance Comparison Analysis and apply their insights to improve how they perform the piece in class.
Essential Questions
- What does it mean to have a different interpretation of the same band work?
- How do tempo, articulation, balance, and style change the way a performance feels and what it communicates?
- How can we use evidence from listening (not just opinions) to compare performances?
- In what ways can comparing performances help us make better musical decisions in our own band playing?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and describe differences in tempo, articulation, balance, and style between two or more recordings of the same band work.
- Use musical vocabulary to explain how these differences affect character, energy, clarity, and expression.
- Complete a Performance Comparison Organizer that cites specific musical evidence (measures, moments, or timestamps).
- Explain which interpretation they believe best matches the intended style of the work and justify their choice.
- Apply insights from performance comparison to adjust their own ensemble performance (tempo consistency, articulation, balance, stylistic choices).
Standards Alignment — 7th Grade Band (custom, NAfME-style)
- BD:Re8.7a — Compare interpretations of the same band work, citing evidence about tempo, articulation, balance, and style.
- Example: Students compare two recordings and explain which better matches the style.
Success Criteria — Student Language
- I can hear and describe differences in tempo, articulation, balance, and style between performances.
- I can point to specific moments (measures or timestamps) as evidence for my comparisons.
- I can explain which performance I think best matches the piece’s style and why.
- I can use what I learn from listening comparisons to improve how I perform the piece in band.
- I can share my ideas using clear music vocabulary instead of just saying “I liked it” or “It sounded weird.”