Unit Plan 9 (Grade 7 Band): Early Performance Check

Focus: Perform band repertoire demonstrating accurate pitch, rhythm, tone quality, and expressive intent, while showing appropriate rehearsal/performance etiquette, ensemble focus, and peer support.

Grade Level: 7

Subject Area: Band (Performing • Ensemble Skills • Professionalism)

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

I. Introduction

In this unit, students prepare for an early performance check to see how well they can apply skills learned so far—tone, rhythm, balance, blend, articulation, and style—in real band repertoire. They focus on playing with accurate pitch and rhythm, maintaining steady tempo, and shaping dynamics and phrasing to show developing stylistic understanding. At the same time, they practice performance etiquette: watching the conductor, entering and exiting with professionalism, staying focused between pieces, and supporting their sectionmates. By the end of the week, students participate in a short in-class performance check and reflect on both their musical strengths and their ensemble habits.

Essential Questions

• What does it mean to perform band music with accuracy and expressive intent at the middle school level?
• How do pitch, rhythm, tone, and dynamics work together to show stylistic understanding in performance?
• What does professional performance etiquette look and feel like in a school band setting?
• How does my individual focus and behavior affect the experience of the ensemble and the audience?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform selected band pieces or excerpts with generally accurate pitch, rhythm, tone quality, and steady tempo.
2. Demonstrate expressive intent through appropriate dynamics, articulation, and phrasing, showing developing understanding of style.
3. Show performance etiquette by watching the conductor, following cues, maintaining focus between pieces, and entering/exiting professionally.
4. Collaborate respectfully with peers, offering supportive feedback and modeling positive rehearsal behaviors.
5. Reflect on performance strengths and areas for growth, setting one specific musical goal and one ensemble-behavior goal for the next phase of the year.

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 band music with mostly accurate notes and rhythms at a steady tempo.
• I can use dynamics, articulation, and phrasing to show the style of each piece (e.g., march vs. lyrical).
• I can show professional behavior in rehearsal and performance: watching the conductor, staying quiet between pieces, and encouraging my section.
• I can follow all expectations for performance etiquette (stage presence, posture, bowing/acknowledging audience if appropriate).
• I can explain one thing I do well in performance and one thing I want to improve next.