Unit Plan 21 (Grade 7 Orchestra): Compare Interpretations
Compare two recordings of the same Grade 7 string work to identify evidence-based differences in tempo, dynamics, articulation/bowing, phrasing, and ensemble unity, then apply those insights to improve interpretation and ensemble performance decisions.
Focus: Compare two interpretations of the same string work, citing evidence about tempo, dynamics, articulation/bowing, phrasing, and ensemble unity, and connect those insights to stronger performance decisions.
Grade Level: 7
Subject Area: Orchestra (Listening & Analysis • Interpretation • Critique)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, Grade 7 orchestra students learn that there is more than one “right” way to perform the same piece. By listening to and comparing two different performances of the same string work (or excerpt), they examine how choices in tempo, dynamics, articulation/bowing, phrasing, and ensemble unity create distinct interpretations. Students practice using musical evidence—measure numbers, time stamps, and descriptive language—to explain similarities and differences and to decide which choices best fit the style and expressive intent. Finally, they apply what they learn by adjusting their own ensemble performance.
Essential Questions
- How can two performances of the same piece sound so different, even though the notes are the same?
- In what ways do tempo, dynamics, articulation/bowing, phrasing, and ensemble unity shape a musical interpretation?
- How can we use evidence from recordings and scores to compare interpretations instead of just saying what we “like”?
- How can comparing different performances help us improve our own playing and match the intended style of the music?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify and describe differences in tempo, dynamics, articulation/bowing, phrasing, and ensemble unity between two recordings of the same string work.
- Use comparison charts, scores/parts, and time stamps/measure numbers to collect clear musical evidence.
- Evaluate the strengths and weaknesses of each interpretation using agreed-upon criteria (clarity, style match, expressive impact, unity).
- Explain which interpretation better fits the piece’s style and expressive intent, and justify their opinion with musical evidence.
- Apply at least one interpretive insight (tempo, dynamics, articulation, phrasing, or unity) to their own ensemble performance of the piece.
Standards Alignment — Grade 7 Orchestra (custom, NAfME-style)
- OR:Re8.7a — Compare interpretations of the same string work, citing evidence related to tempo, dynamics, articulation/bowing, phrasing, and ensemble unity.
- Example: Students compare two recordings and explain which has clearer phrasing and why.
Success Criteria — Student Language
- I can point out specific differences between two performances (how fast, how loud/soft, how smooth or separated, how together).
- I can use measure numbers or time stamps and musical vocabulary (tempo, dynamics, articulation, phrasing, ensemble unity) to support my ideas.
- I can explain why I think one interpretation fits the style or mood better, using musical evidence instead of “I just like it.”
- I can describe at least one change our ensemble could make to sound more intentional (tempo, dynamics shape, articulation, or unity).
- I can listen and talk about performances in a way that is respectful, specific, and helpful.