Unit Plan 8 (Grade 7 Band): Rehearsal Strategies

Focus: Apply sectional rehearsal and slow practice to solve musical challenges, using feedback and recordings to set goals and track progress.

Grade Level: 7

Subject Area: Band (Rehearsal Skills • Ensemble Development • Reflective Musicianship)

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

I. Introduction

In this unit, students learn how to rehearse smarter, not just longer. Instead of always “running the whole piece,” they explore specific rehearsal strategies—like sectional practice, slow practice, looping tricky measures, and using recordings—to fix real problems in their music. They practice identifying where the music breaks down, choosing a strategy, and then listening for improvement. Students also learn how to use teacher and peer feedback, as well as recordings of the band, to set personal and ensemble goals for accuracy, expression, and overall performance quality.

Essential Questions

• What makes a rehearsal effective, and how is that different from simply playing through pieces?
• How can sectional rehearsal and slow practice help solve specific musical challenges (rhythm, notes, blend, intonation)?
• How do teacher and peer feedback and rehearsal recordings help me identify what to fix and how to improve?
• What does it look like to take personal responsibility for progress in a band rehearsal, not just wait for the director?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify problem spots in band music (e.g., tricky rhythms, intonation issues, balance problems) and describe them in clear musical terms.
2. Apply sectional rehearsal (working with their instrument group) and slow, looped practice to improve accuracy in specific measures.
3. Use rehearsal strategies such as isolating parts, counting and clapping rhythms, and “chunking” music into smaller sections before rejoining the full ensemble.
4. Listen to teacher/peer feedback and rehearsal recordings to set personal and section goals for improved tone, rhythm, and expression.
5. Reflect on how intentional rehearsal strategies lead to noticeable improvement in performance quality over time.

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

• BD:Pr5.7a — Apply rehearsal strategies to improve individual accuracy and ensemble blend, balance, intonation, and rhythmic precision.
  • Example: Students isolate difficult measures, slow practice, and then rejoin the ensemble.
• 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.

Success Criteria — Student Language

• I can point to specific measures that need work and say what the problem is (notes, rhythm, balance, intonation, style).
• I can use slow, looped practice and sectional rehearsal to fix tough spots instead of just playing from beginning to end.
• I can listen to feedback and recordings and write a clear goal for what I want to improve.
• I can explain at least one rehearsal strategy that helped me or my section sound better.
• I can hear and describe how our band’s performance quality improved after using targeted rehearsal strategies.