Unit Plan 18 (Grade 7 Band): Sharing Instrumental Creations

Focus: Perform created music (originals or arrangements) with accurate pitch, rhythm, tone, and clear expressive intent, and explain how musical choices communicate that intent to an audience.

Grade Level: 7

Subject Area: Band (Creating • Performing • Presenting & Reflecting)

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

I. Introduction

In this unit, students step into the role of composer–performers, bringing their own short pieces or arrangements to life. They work to polish accuracy, tone quality, and style, while also focusing on how dynamics, articulation, tempo, and phrasing communicate a specific mood or story to listeners. Through guided rehearsal, peer feedback, and short “composer’s talks,” students practice explaining the expressive intent behind their creations. By the end of the week, each student or small group will share a final performance of their instrumental creation and briefly describe how their musical choices support the intended character or emotion.

Essential Questions

• How can we perform our own music with the same accuracy and care we bring to published band pieces?
• In what ways do dynamics, articulation, phrasing, tempo, and tone help us communicate a specific mood or idea to an audience?
• What does it mean to explain expressive intent—and how can we describe our musical choices clearly?
• How does performing our own music change how we think about composers, performers, and audiences?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Prepare and perform a short original or arranged instrumental piece with accurate pitch, rhythm, and tone quality.
2. Make intentional expressive decisions (dynamics, articulation, tempo, phrasing) that match a chosen mood, character, or story.
3. Present their composition/arrangement to an audience, demonstrating developing stylistic understanding appropriate to the piece.
4. Explain in spoken or written form how specific musical choices in their piece (e.g., accents, crescendos, tempo shifts) communicate expressive intent.
5. Use peer and teacher feedback to make at least one final adjustment to improve clarity or expression before the sharing performance.

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

• BD:Cr3.7b — Present a final instrumental creation and explain how musical choices communicate expressive intent to an audience.
  • Example: Students perform their composition and explain how articulation and dynamics match the intended mood.
• 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 perform my own music with accurate notes, rhythms, and good tone.
• I can use dynamics, articulation, tempo, and phrasing on purpose to show a clear mood (e.g., calm, bold, playful).
• I can give a short “composer’s talk” that explains how my musical choices fit my expressive goal.
• I can respond to feedback by making at least one change that makes my performance clearer or more expressive.
• I can present my work with confidence and professionalism, treating the audience with respect.