Unit Plan 36 (Grade 7 Band): Culminating Band Performance

Focus: Perform band music demonstrating musicianship (accuracy, tone, expression, style) and professionalism (etiquette, teamwork, leadership) in a culminating concert or final performance event.

Grade Level: 7

Subject Area: Band (Performing • Presenting • Reflecting)

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

I. Introduction

In this unit, students bring together everything they have worked on throughout the year to present a culminating performance. They focus on performing with accurate pitch and rhythm, steady tone quality, and clear expressive intent, while also demonstrating professional stage presence and ensemble responsibility. Students review concert etiquette, practice transitions and announcements, and prepare mentally and musically to perform for an audience. After the performance, they reflect on their growth as individual musicians and as a band, using evidence from recordings, feedback, and personal goals.

Essential Questions

• What does it look and sound like to perform with true musicianship (accuracy, tone, expression, style)?
• How do professionalism and etiquette (entry, exit, focus, support of peers) affect a band performance?
• How can we show our best musical work and growth from the year in one culminating concert?
• How can reflection on a performance help us grow as future musicians and leaders?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform concert repertoire with accurate pitch, rhythm, tone quality, and stylistic expression appropriate to each piece.
2. Demonstrate appropriate rehearsal and performance etiquette, including focused attention on the conductor, professional entry/exit, and supportive behavior toward peers.
3. Coordinate concert logistics (stage setup, transitions, announcements) to create a smooth, professional performance.
4. Use performance criteria and recordings to describe strengths and areas of growth in the culminating performance.
5. Reflect on personal and ensemble growth over the year and set at least one future musical goal.

Standards Alignment — 7th Grade Band (custom, NAfME-style)

• BD:Pr6.7a — Perform band music with accurate pitch, rhythm, tone quality, and expressive intent, showing developing stylistic understanding.
  • Example: Students perform a Grade 2 band piece with accurate dynamics and phrasing.
• BD:Pr6.7b — Demonstrate appropriate rehearsal and performance etiquette, including focused collaboration and respectful peer support.
  • Example: Students follow conductor cues, enter/exit professionally, and support section success.

Success Criteria — Student Language

• I can perform our concert music with mostly accurate notes and rhythms and a steady, characteristic tone.
• I can show expression and style (dynamics, phrasing, articulation) that match each piece.
• I can demonstrate professional behavior before, during, and after the performance.
• I can work with my section and the full band to make smooth transitions and support others on stage.
• I can describe what went well in our performance and how I have grown as a musician this year.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Final concert repertoire (scores and student parts) for 2–3 core pieces.
• Performance criteria rubric for pitch, rhythm, tone, balance, blend, expression, etiquette.
• Recording device and playback system to record and review the culminating performance.
• Stage diagram or seating chart for final concert setup.
• Concert script outline for announcements, piece introductions, and acknowledgments (optional student announcers).
• Reflection tools:
  • Post-Concert Reflection forms (personal and ensemble sections).
  • Short “Letter to My Future Self as a Musician” template.

Preparation

• Confirm concert date, time, and location; prepare a simple run-of-show (order, transitions, announcements).
• Create or adapt a performance rubric aligned to BD:Pr6.7a and BD:Pr6.7b in student-friendly language.
• Assign volunteer roles (optional): student announcers, stage crew/stand movers, section leaders for tuning and warm-up.
• Plan where the performance recording will be captured and how it will be shared/listened to in class.

Common Misconceptions to Surface

• “The performance is just about playing the right notes.” → A strong performance includes musicianship and professionalism, not only accuracy.
• “Once the concert starts, my job is just to play my part.” → Students are responsible for etiquette, focus, and supporting classmates throughout the event.
• “Reflection after the concert doesn’t matter.” → Thoughtful reflection helps musicians learn from experience and grow for future performances.
• “Only the conductor controls the performance.” → Each musician’s preparation, focus, and leadership affects the band’s success.

Key Terms (highlight in lessons) musicianship, professionalism, etiquette, tone quality, intonation, expression, style, stage presence, run-through, concert program, reflection, growth

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 50–60 minute block.)

Session 1 — Vision, Etiquette, and Concert Plan (Pr6.7a • Pr6.7b)

• Launch (6–8 min)
  • Ask: “Think of the best concert you’ve ever seen or imagined—what did the performers do that made it feel professional?”
  • Brainstorm a quick list of words on the board: focused, confident, prepared, expressive, respectful, etc.
• Explore (25–30 min)
  • Review concert performance criteria (pitch, rhythm, tone, expression, etiquette).
  • Present the concert plan: order of pieces, stage layout, warm-up sequence, entry/exit routes, and who will speak (if using student announcers).
  • Practice non-playing routines:
    • Silent stage entry and getting ready to play.
    • Responding to conductor cues (upbeat, cut-off, bows).
    • Transitioning between pieces (resting position, resetting music, acknowledging audience).
  • Run short excerpts of each piece focusing on starting and ending together with professional posture.
• Discuss (10–12 min)
  • Whole group: “What parts of our concert plan feel clear? What needs more practice?”
  • Connect etiquette and ensemble focus directly to BD:Pr6.7b.
• Reflect (5–8 min)
  • Exit slip: “One musicianship goal I have for the concert is __, and one professionalism goal is __.”

Session 2 — Dress Rehearsal: Flow and Focus (Pr6.7a • Pr6.7b)

• Launch (5–7 min)
  • Explain: “Today is our dress rehearsal—we will run the concert as if the audience is here.”
  • Quick review of etiquette expectations and transitions.
• Explore (25–30 min)
  • Perform a full dress rehearsal of the concert program in order; if possible, use the actual performance space.
  • Record the run-through for later review.
  • Emphasize:
    • Accurate pitch and rhythm.
    • Tone quality and dynamic contrast.
    • Professional entry, exits, and transitions between pieces.
• Discuss (10–12 min)
  • Short debrief: “What felt strong? Where did we lose focus or balance?”
  • Students individually circle 1–2 spots in their music to review before the performance.
• Reflect (5–8 min)
  • Quick write: “For the actual performance, I will pay special attention to __ (musicianship) and __ (professionalism).”

Session 3 — Culminating Performance Event (Pr6.7a • Pr6.7b)

(Timing may be adapted if the performance occurs outside regular class time; this session describes the instructional focus.)

• Launch (5–7 min)
  • Brief, calm warm-up: tuning, long tones, and a short excerpt from each piece to build confidence.
  • Final reminder of focus and etiquette: eyes on conductor, support for peers, professional behavior on and off stage.
• Explore (Performance Window)
  • Perform the full concert program for the chosen audience (school-day assembly, evening concert, or in-class audience).
  • During the performance, students:
    • Demonstrate accurate pitch, rhythm, and tone.
    • Apply expressive markings (dynamics, phrasing, articulation).
    • Show professionalism in posture, entry/exit, and interactions.
  • Record the performance for later listening and reflection.
• Discuss (5–10 min, post-performance if time allows)
  • Immediately after, hold a brief “first impressions” circle:
    • “One moment I felt proud of was __.”
    • “One section I still want to improve next time is __.”
• Reflect (5–8 min, or assigned as quick homework)
  • Simple prompt: “Describe one way you showed musicianship and one way you showed professionalism during the performance.”

Session 4 — Listening Back: Performance Review (Pr6.7a • Pr6.7b)

• Launch (5–7 min)
  • Ask: “How is listening to our performance different from how it felt while we were playing?”
  • Prepare students to listen with both celebration and curiosity, not just criticism.
• Explore (25–30 min)
  • Play back recorded excerpts from the culminating performance.
  • Students complete a Performance Review form, noting:
    • At least two strengths (e.g., “good balance in the chorale,” “clear articulation in the march”).
    • At least one growth area (e.g., “intonation on sustained notes,” “togetherness in fast runs”).
    • A rating or short comment for musicianship and professionalism based on the rubric.
• Discuss (10–12 min)
  • Whole group: share highlights—“What are we most proud of as a band?”
  • Connect successes to BD:Pr6.7a (accurate, expressive playing) and BD:Pr6.7b (etiquette, focus, collaboration).
• Reflect (5–8 min)
  • Exit slip: “This performance showed that we have grown in __, and next year I want to work on __.”

Session 5 — Year-End Growth Reflection (All Standards)

• Launch (5–7 min)
  • Ask: “Think back to the beginning of the year. How have you changed as a band musician?”
  • Brainstorm on the board: tone, range, reading, rhythm, confidence, leadership, listening, etc.
• Explore (25–30 min)
  • Students complete a Year-End Reflection or “Letter to My Future Self as a Musician” that includes:
    • One or two big areas of growth this year (with evidence from the performance or rehearsals).
    • A moment from the culminating performance they are especially proud of.
    • One goal for next year (musical skill, leadership, confidence, or professionalism).
  • Optional: Students share short excerpts of their reflections with a partner or small group.
• Discuss (10–12 min)
  • Whole group: “What did we discover about our band’s identity this year?”
  • Celebrate collective accomplishments and name transferable skills (teamwork, focus, perseverance).
• Reflect (5–8 min)
  • Final prompt: “One word that describes how I feel about this year’s band journey is __ because __.”

V. Differentiation and Accommodations

Advanced Learners

• Invite them to take visible leadership roles: tuning leaders, section captains, or student announcers.
• Ask them to write a short performance critique using more advanced musical vocabulary (balance, texture, phrasing, style).
• Encourage them to mentor younger or less experienced players during warm-ups and setup.

Targeted Support

• Provide a simplified performance rubric with icons or short phrases for each category (pitch, rhythm, tone, behavior).
• Practice etiquette routines step-by-step (entry, sitting position, horn up/down, bow).
• Offer focused goals for the performance (e.g., “play with a steady pulse,” “watch the conductor at all cut-offs”).
• Allow some students to reflect using short bullet points rather than long paragraphs.

Multilingual Learners

• Use a visual anchor chart for key performance expectations (images for posture, eyes on conductor, bowing, etc.).
• Allow reflection in a mix of home language and English, especially in early drafts.
• Provide sentence frames such as:
  • “I felt proud when __ because __.”
  • “Our band sounded strong in __ because __.”
• Pair students with supportive peers for discussion-based reflection before writing.

IEP/504 & Accessibility

• Ensure accessible performance setup (seating, stand height, lighting) tailored to student needs.
• Offer extra rehearsal cues (visual, verbal) for key entrances and cut-offs.
• Provide options for reflection: audio recordings, short interviews, or graphic organizers instead of extended writing.
• Break the reflection into small prompts to reduce overwhelm (“Describe one strength,” then “Describe one goal,” etc.).

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students articulate at least one musicianship and one professionalism goal for the concert.
• Session 2 — Dress rehearsal shows improvement in transitions, focus, and basic musical accuracy.
• Session 3 — Observation during the culminating performance shows students applying etiquette and musicianship skills.
• Session 4 — Performance Review forms include specific musical evidence and balanced comments (strengths and growth areas).
• Session 5 — Year-End Reflections show students identifying growth and setting realistic future goals.

Summative — Culminating Performance & Reflection (0–2 per criterion, total 10)

1. Musical Accuracy (BD:Pr6.7a)

• 2: Performs with largely accurate pitch and rhythm; errors are minor and do not significantly disrupt the performance.
• 1: Some pitch or rhythm errors occur, but overall performance remains recognizable and mostly secure.
• 0: Frequent errors in pitch or rhythm significantly affect the performance.

2. Tone Quality & Expression (BD:Pr6.7a)

• 2: Maintains a generally steady, characteristic tone and demonstrates dynamics and phrasing that fit the style.
• 1: Tone and expression are present but inconsistent or sometimes not aligned with the style.
• 0: Tone is often unstable and expression is minimal or inappropriate to the style.

3. Professionalism & Etiquette (BD:Pr6.7b)

• 2: Consistently demonstrates appropriate performance etiquette (focused posture, eyes on conductor, respectful behavior, smooth transitions).
• 1: Mostly professional, with minor lapses in focus or etiquette that do not majorly disrupt the performance.
• 0: Frequent lapses in etiquette or focus negatively impact the performance.

4. Ensemble Participation & Support (BD:Pr6.7b)

• 2: Actively contributes to ensemble success (timely setup, supportive of peers, follows cues, maintains balance/blend when applicable).
• 1: Participates but may need reminders to support ensemble needs or follow cues consistently.
• 0: Rarely follows cues or supports ensemble norms; behavior sometimes distracts from performance.

5. Reflection & Growth Awareness

• 2: Reflection clearly identifies specific strengths and growth areas, using examples from the performance; sets at least one thoughtful future goal.
• 1: Reflection mentions strengths or goals but in general terms or with limited evidence.
• 0: Reflection is very brief, missing, or does not address performance or growth meaningfully.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your steady tone and confident entrance in the opening piece set a professional tone for the concert.”).
• Ask one question (e.g., “What helped you stay focused during the quiet chorale section?”).
• Give one suggestion (e.g., “Next time, think about watching the conductor even more closely during tempo changes.”).

VII. Reflection and Extension

Reflection Prompts

• What moment in our culminating performance made you feel most proud, and why?
• How did you show professionalism during the concert, even when you weren’t actively playing?
• If you could perform this concert again, what is one musical element you would focus on improving (pitch, rhythm, tone, expression, balance, etc.)?
• How have you grown this year as a band musician, teammate, and performer?

Extensions

• Concert Reflection Letter: Write a letter to a family member, teacher, or future self describing the culminating performance, including what you learned and what you’re proud of.
• Performance Portfolio: Compile a small portfolio with programs, reflections, and recordings to document this year’s journey in band.
• Mentor Moment: Share advice with younger band students (live or in writing) about preparing for performances with musicianship and professionalism.
• Future Goal Plan: Create a simple plan for off-season or summer practice, focusing on one or two personal goals (tone, range, reading, confidence) to carry into next year’s band experience.

Standards Trace — When Each Standard Is Addressed

• BD:Pr6.7a — Sessions 1–4
  • Session 1: Setting goals for accurate, expressive performance.
  • Session 2: Dress rehearsal focused on pitch, rhythm, tone, and style in full run-through.
  • Session 3: Culminating performance demonstrating accuracy and expressive intent.
  • Session 4: Using recordings to evaluate how well the band met musicianship expectations.
• BD:Pr6.7b — Sessions 1–5
  • Session 1: Explicit teaching and practice of stage etiquette and professionalism.
  • Session 2: Dress rehearsal emphasizing focus, transitions, and collaboration.
  • Session 3: Live demonstration of performance etiquette in front of an audience.
  • Session 4: Reflection on professional behavior and ensemble support during the concert.
  • Session 5: Articulating how students have grown in professionalism and leadership as band members.