Unit Plan 9 (Grade 8 Band): Early Performance Assessment

Focus: Perform band repertoire demonstrating accurate pitch, rhythm, tone, balance, and expressive intent, while showing leadership, focus, and professionalism in rehearsal and performance.

Grade Level: 8

Subject Area: Band (Performance Skills • Musicianship & Expression • Professionalism & Leadership)

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

I. Introduction

Students prepare for an early performance assessment that serves as a checkpoint on their progress in accuracy, tone, balance/blend, expression, and professionalism. They unpack a clear performance rubric, rehearse with intentional focus, and practice concert etiquette and stage presence. Throughout the week, students take on more leadership roles—leading warm-ups, helping peers, and modeling focused rehearsal behavior. By the end of the unit, students will perform selected repertoire in a mock concert / recorded assessment, then reflect on their strengths and next steps.

Essential Questions

• What does it mean to give a high-quality band performance, not just “get through the notes”?
• How do pitch, rhythm, tone, balance, and expression work together to create a musical performance?
• What does professionalism look like in band rehearsals and performances (focus, body language, collaboration, etiquette)?
• How can student leadership and peer support help the ensemble sound and look more confident on stage?
• How can an early performance assessment help us set realistic goals for the rest of the year?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform assigned band repertoire with accurate pitch and rhythm, demonstrating consistent tone, balance/blend, and expressive contrast.
2. Show stylistic understanding of at least one piece (e.g., march, lyrical, fanfare) through appropriate articulation, dynamics, phrasing, and tempo.
3. Demonstrate professional rehearsal habits (on-task behavior, preparedness, focused listening) and concert etiquette (entrances, exits, posture, audience awareness).
4. Take on at least one leadership role (e.g., section warm-up leader, count-off leader, peer coach) that supports ensemble success.
5. Use a performance rubric and, when available, recordings to evaluate their own playing and set specific improvement goals.
6. Reflect on their early-year performance level and identify at least two concrete next steps for growth.

Standards Alignment — 8th Grade Band (custom, NAfME-style)

• BD:Pr6.8a — Perform band music with accurate pitch, rhythm, tone, balance, and expressive intent, demonstrating stylistic understanding.
  • Example: Students perform a Grade 2–3 band piece with clear dynamic contrast and accurate articulation.
• BD:Pr6.8b — Demonstrate leadership, focus, and professionalism in rehearsal and performance, including respectful collaboration and peer support.
  • Example: Students lead section warm-ups and model rehearsal expectations.

Success Criteria — Student Language

• I can perform our concert piece(s) with mostly accurate notes and rhythms and a steady tempo.
• I can maintain a characteristic tone and adjust for balance and blend with the ensemble.
• I can show musical expression that matches the style of the piece (dynamics, articulation, phrasing).
• I can demonstrate professional behavior on stage and in rehearsal (focused, respectful, prepared).
• I can explain one way I showed leadership or support for others during this unit.
• I can use a rubric or recording to identify what I did well and what I need to improve next.