Unit Plan 22 (Grade 8 Band): Evaluating Performances
Grade 8 band unit evaluating performances with a rubric on tone, intonation, rhythm, balance, blend, and expression, using evidence to set improvement goals.
Focus: Evaluate band performances (live and recorded) using clear criteria—tone, intonation, rhythm, balance, blend, and expression—and justify judgments with specific musical evidence.
Grade Level: 8
Subject Area: Band (Responding & Evaluating • Critical Listening • Performance Feedback)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
Students develop their ears and judgment as musician-critics, learning how to evaluate band performances using consistent criteria rather than just “I liked it.” They explore what high-quality tone, intonation, rhythm, balance, blend, and expression sound like in real recordings and practice using a rubric to rate performances and explain why. Students then apply the same criteria to their own ensemble performance or rehearsal recording, giving constructive feedback and setting improvement goals. By the end of the unit, they can evaluate performances with evidence-based comments and use that information to guide future rehearsals.
Essential Questions
- What makes a band performance “good,” and how can we describe that using clear criteria, not just opinions?
- How do tone, intonation, rhythm, balance, blend, and expression each contribute to the overall quality of a performance?
- What does it mean to justify an evaluation with musical evidence, and why is that important?
- How can evaluating other bands’ performances help us improve our own playing as an ensemble?
- How can we give honest, helpful feedback that supports growth rather than just criticizing?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe and use a set of performance criteria (tone, intonation, rhythm, balance, blend, expression) when listening to band performances.
- Apply a performance rubric to at least two recordings, assigning ratings and supporting them with specific musical observations.
- Explain, using musical vocabulary, how strengths and weaknesses in the criteria affect the overall effectiveness of a performance.
- Evaluate a recording of their own ensemble using the same rubric, identifying areas of success and areas for improvement.
- Set at least one ensemble or personal goal based on their evaluation and explain how they will work toward it in rehearsal.
Standards Alignment — 8th Grade Band (custom, NAfME-style)
- BD:Re9.8a — Evaluate band performances using established criteria (tone, intonation, rhythm, balance, blend, expression) and justify judgments with evidence.
- Example: Students use a rubric to evaluate a performance and reference specific measures.
Success Criteria — Student Language
- I can explain what tone, intonation, rhythm, balance, blend, and expression mean in the context of band performance.
- I can use a rubric to rate a performance and give specific examples (measures, moments, details) to support my ratings.
- I can describe how strengths or problems in one area (like intonation or rhythm) affect the overall performance.
- I can use the same criteria to evaluate our own band and identify both strengths and next steps.
- I can give respectful, constructive feedback instead of just saying “good” or “bad.”