Unit Plan 23 (Grade 7 Orchestra): Identity, Goals & Leadership
Reflect on Grade 7 orchestra identity, set meaningful goals, and build student leadership through action plans that strengthen practice habits, rehearsal culture, and ensemble growth.
Focus: Connect personal interests, experiences, and goals to ongoing musical growth and leadership in orchestra, and create action plans that guide practice, rehearsal habits, and section contributions.
Grade Level: 7
Subject Area: Orchestra (Identity & Reflection • Goal-Setting • Leadership)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, Grade 7 orchestra students step back from daily technique work to think about who they are as string musicians and who they want to become. Through guided reflection, self-inventory, and peer discussion, they connect their interests, experiences, and strengths to concrete goals for the year. Students also explore what it means to demonstrate leadership in orchestra—both with and without a formal title—by supporting section sound, rehearsal culture, and ensemble success. The unit culminates in a written and/or recorded Identity, Goals & Leadership Plan that students can revisit throughout the year.
Essential Questions
- How do my interests, experiences, and personality shape the kind of string musician and leader I am becoming?
- What kinds of goals (technical, musical, leadership) will help me grow this year in orchestra?
- What does leadership look and sound like in a middle school orchestra, even if I am not the “first chair”?
- How can understanding my own identity and goals help me make better choices about practice, participation, and supporting others?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Reflect on their musical identity by describing personal interests, past experiences, and current strengths/challenges as a string musician.
- Identify and articulate at least two clear goals (e.g., technique, musicianship, rehearsal habits, leadership) for the year in orchestra.
- Explain how their interests, experiences, and goals influence musical choices (e.g., practice focus, style preferences, willingness to lead/assist peers).
- Describe and give examples of leadership behaviors in orchestra (listening, modeling, encouraging, organizing, communicating) at the section and ensemble level.
- Develop a written or recorded Identity, Goals & Leadership Plan that connects who they are, what they want to grow in, and how they will take action in rehearsals and practice.
Standards Alignment — Grade 7 Orchestra (custom, NAfME-style)
- OR:Cn10.7a — Explain how personal interests, experiences, and goals influence musical choices, growth, and leadership as a string musician.
- Example: Students set a goal (stronger shifts, better vibrato readiness, section leadership) and explain why it matters.
Success Criteria — Student Language
- I can describe my musical identity using my interests, experiences, and strengths/challenges.
- I can set at least two specific goals for my playing or leadership and explain why they matter.
- I can give concrete examples of leadership behaviors in orchestra and identify which ones fit me best.
- I can explain how my goals and interests influence what and how I practice, and how I act in rehearsal.
- I can create an Identity, Goals & Leadership Plan that feels honest, realistic, and useful for the rest of the year.