Unit Plan 33 (Grade 7 Orchestra): Evaluate Ensemble Growth

Focus: Evaluate ensemble progress using evidence from rubrics and recordings, then set specific goals for improvement.

Grade Level: 7

Subject Area: Orchestra (Reflection • Assessment • Rehearsal Strategies)

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

I. Introduction

In this unit, Grade 7 orchestra students step into the role of evaluators as well as performers. Using recordings of their own ensemble and clear performance rubrics, they learn to describe strengths and next steps in areas like tone, intonation, rhythm accuracy, bow unity, expression, and balance/blend. Students practice giving specific, evidence-based feedback (naming measures and musical details) and then use that feedback to set personal and ensemble goals. By the end of the week, they will be able to look back at earlier recordings, compare them to more recent ones, and explain how the ensemble has grown over time—and where it should go next.

Essential Questions

• How can we tell if our ensemble is improving, not just playing more pieces?
• What does high-quality feedback sound like, and how is it different from “It was good/bad”?
• How can rubrics and recordings help us make specific goals for tone, intonation, rhythm, bow unity, expression, and balance/blend?
• How can we use what we learn from evaluation and reflection to change how we rehearse in the future?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe ensemble performance using a criteria-based rubric (tone, intonation, rhythm, bow unity, expression, balance/blend).
2. Use recordings to identify specific measures and moments that show strengths or areas for growth.
3. Write or discuss evidence-based evaluations, citing measure numbers and musical details to support their judgments.
4. Use rubric results and feedback to set clear, realistic goals for ensemble improvement in targeted areas.
5. Create a simple action plan and track progress, noting changes between earlier and more recent recordings.

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

• OR:Re9.7a — Evaluate orchestra performances using established criteria (tone, intonation, rhythm accuracy, bow unity, expression, balance/blend) and justify judgments with evidence.
  • Example: Students rate a performance and cite measures where intonation was strong or weak.
• OR:Pr5.7b — Use teacher/peer feedback and rehearsal recordings to set goals and track progress toward improved intonation, rhythm accuracy, tone, and expression.
  • Example: Students listen to a recording and set a goal for cleaner entrances and more unified bowings.

Success Criteria — Student Language

• I can use a rubric to describe how our ensemble is doing in tone, intonation, rhythm, bow unity, expression, and balance/blend.
• I can point to specific measures in a recording to show where we are strong and where we need to grow.
• I can write or say feedback that includes evidence, not just opinions.
• I can set clear goals (e.g., “cleaner beginnings in measures 12–16,” “better balance in the melody at letter B”).
• I can explain how our ensemble has improved and what we should work on next.