Unit Plan 33 (Grade 7 Band): Evaluating Ensemble Growth

Focus: Evaluate ensemble progress over time using clear musical criteria (tone, intonation, rhythm, balance, blend, expression) and justify judgments with evidence from recordings and scores.

Grade Level: 7

Subject Area: Band (Responding • Analyzing • Reflecting)

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

I. Introduction

In this unit, students step into the role of musical evaluators, using their ears and eyes to track how the band has grown over time. They co-create and use a performance rubric focused on tone, intonation, rhythm, balance, blend, and expression, then apply it to recordings of their own ensemble and, when possible, to other groups. Students learn to support their judgments with specific musical evidence (“In measure 16, the clarinets are sharp,” “The trumpets balance the melody well in the second phrase”) and to distinguish helpful, growth-focused feedback from vague criticism. By the end of the week, they produce an Ensemble Growth Evaluation & Reflection that documents progress and sets clear next steps.

Essential Questions

• How can we tell if our ensemble sound is improving over time?
• What criteria (tone, intonation, rhythm, balance, blend, expression) matter most when evaluating a band performance?
• What does it mean to support an evaluation with musical evidence, not just opinion?
• How can thoughtful feedback and evaluation help our band set goals and keep growing?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe and use established criteria (tone, intonation, rhythm, balance, blend, expression) to evaluate band performances.
2. Listen to recordings and identify strengths and growth areas, citing specific spots (measures, phrases, entrances) as evidence.
3. Distinguish between vague opinions and evidence-based evaluations, revising comments to be more helpful and precise.
4. Complete an Ensemble Growth Evaluation comparing two performances of the same piece or excerpt over time.
5. Write or present a brief reflection and goal statement that uses evaluation evidence to propose next steps for ensemble improvement.

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

• BD:Re9.7a — Evaluate band performances using established criteria (tone, intonation, rhythm, balance, blend, expression) and justify judgments with evidence.
  • Example: Students use a rubric to rate a performance and cite specific measures as evidence.

Success Criteria — Student Language

• I can use a performance rubric to describe how our band sounds in different areas (tone, rhythm, balance, etc.).
• I can give feedback that includes specific musical evidence, not just “good” or “bad.”
• I can compare two performances of the same piece and explain how we improved or what still needs work.
• I can explain how my evaluation leads to realistic goals for our band.
• I can communicate my evaluation and goals in a way that is clear, respectful, and focused on growth.