Unit Plan 32 (Grade 7 Band): Expressive Performance

Focus: Perform music with confident expression and developing stylistic awareness, combining accurate pitch and rhythm with dynamics, phrasing, tone color, and articulation that fit the style of each piece.

Grade Level: 7

Subject Area: Band (Performing • Expression • Style)

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

I. Introduction

In this unit, students concentrate on expressive performance—moving beyond correct notes and rhythms to make the music communicative and stylistically appropriate. Using selected ensemble repertoire and chorales, they explore how dynamics, articulation, tempo, tone color, and phrasing shape the character of marches, lyrical pieces, and other styles. Students listen to recordings, mark expressive decisions in their music, and rehearse phrases with intentional contrast and nuance. By the end of the week, they perform excerpts or full pieces that demonstrate accurate playing and clear expressive intent, reflecting on how their choices fit the style.

Essential Questions

• What does it mean to perform with expression rather than just “playing the right notes”?
• How do dynamics, phrasing, articulation, and tone color change the character and meaning of band music?
• What does it mean to show “stylistic understanding” in a march, chorale, or lyrical piece?
• How can I use rehearsal strategies and feedback to make my performance more expressive and confident?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform selected band excerpts with accurate pitch, rhythm, and steady tempo, maintaining characteristic tone quality.
2. Identify and apply expressive markings (dynamics, articulation, phrase marks, tempo changes) in their music.
3. Demonstrate stylistically appropriate expression in at least two contrasting pieces (e.g., march vs. lyrical work).
4. Use teacher/peer feedback and simple checklists to refine expressive elements in their playing.
5. Present a short expressive performance (excerpt or piece) and explain at least one expressive decision they made.

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.

Success Criteria — Student Language

• I can play my part with mostly accurate notes, rhythms, and steady tempo.
• I can follow and perform dynamics, phrasing, and articulation markings in my music.
• I can adjust my tone, articulation, and dynamics to match the style of a piece (e.g., bold march vs. smooth chorale).
• I can use feedback and self-checklists to make my performance more expressive.
• I can explain at least one expressive choice I made and how it fits the music.