Unit Plan 35 (Grade 7 Band): Final Performance Preparation

Focus: Refine final concert repertoire through focused rehearsal, use of teacher/peer feedback and recordings, and demonstrate accurate, expressive performance.

Grade Level: 7

Subject Area: Band (Performing • Rehearsing • Reflecting)

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

I. Introduction

In this unit, students concentrate on polishing their final performance repertoire. They use rehearsal recordings, teacher and peer feedback, and clear performance criteria (pitch, rhythm, tone quality, balance, blend, expression) to identify what is going well and what still needs work. Rehearsals emphasize targeted problem-solving—isolating tricky spots, improving consistency, and adding expressive details that match the style of each piece. By the end of the week, students present a final in-class performance run-through showing growth in accuracy and musicality, and they reflect on their progress as individual musicians and as an ensemble.

Essential Questions

• How can recordings and feedback help us improve our accuracy and expression before a final performance?
• What rehearsal strategies are most effective when we are refining, not just learning, music?
• What does it look and sound like to perform with accurate pitch, rhythm, tone quality, and stylistic expression?
• How can we use what we’ve learned about our playing this year to set final performance goals and show our best work?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use teacher and peer feedback plus rehearsal recordings to identify specific strengths and areas for improvement in final repertoire.
2. Apply focused rehearsal strategies (slow practice, sectionals, looping measures, singing/air playing) to improve pitch, rhythm, tone, balance, and expression.
3. Set and track at least one personal playing goal and one ensemble goal for the final performance.
4. Perform final repertoire with accurate pitch and rhythm, stable tone, and stylistic expression appropriate to each piece.
5. Reflect on their growth as band musicians using evidence from rehearsals, recordings, and the final run-through.

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

• BD:Pr5.7b — Use teacher/peer feedback and rehearsal recordings to set goals and track progress toward improved accuracy and expressiveness.
  • Example: Students listen to a recording and set a weekly goal for tone or rhythm clarity.
• 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 listen to recordings and use feedback to name specific things our band does well and needs to improve.
• I can use targeted rehearsal strategies (slow practice, looping measures, section work) to fix problem spots.
• I can perform our final music with accurate notes and rhythms, a steady tone, and appropriate expression.
• I can set and explain at least one personal playing goal and one ensemble goal for our performance.
• I can describe how my playing and our ensemble sound have improved over time using specific examples.