Unit Plan 23 (Grade 8 Band): Music & Personal Growth

Focus: Reflect on identity, goals, and leadership through band participation, explaining how personal interests, experiences, and future plans shape musical choices and growth as a band musician.

Grade Level: 8

Subject Area: Band (Connecting • Reflection • Leadership & Identity)

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

I. Introduction

Students explore how being in band is not just about notes and rhythms, but about who they are becoming as people. Through guided reflection, writing, small-group discussion, and connections to current repertoire, they think about how personal interests, life experiences, and future goals influence the way they practice, perform, and lead. They consider times when band has helped them develop confidence, persistence, teamwork, and leadership, and how those traits carry beyond the band room. By the end of the unit, students create a Music & Personal Growth reflection or portfolio that connects their band journey to their identity and goals.

Essential Questions

• How do my personal interests, background, and experiences influence the way I participate in band?
• In what ways has band helped me grow in areas like confidence, responsibility, resilience, and leadership?
• How do my goals (musical and non-musical) shape the choices I make about practice, instrument, repertoire, and roles in the ensemble?
• How can reflecting on my growth as a band musician help me become a more intentional leader and teammate?
• How might the skills I build in band connect to my life outside of music now and in the future?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe key aspects of their musical identity (interests, influences, strengths, challenges) and how these relate to band participation.
2. Identify specific ways band has supported their personal growth (e.g., perseverance, focus, collaboration, leadership).
3. Explain how their goals (short- and long-term) influence choices about practice habits, repertoire, instrument, and roles in the ensemble.
4. Reflect on past experiences where they took initiative or leadership in band and outline ways to grow as a leader moving forward.
5. Create a Music & Personal Growth Reflection or mini-portfolio that connects their band experiences to their identity, goals, and leadership potential, using concrete examples.

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

• BD:Cn10.8a — Explain how personal interests, experiences, and goals influence musical choices, growth, and leadership as a band musician.
  • Example: Students reflect on how band participation supports their confidence or leadership skills.

Success Criteria — Student Language

• I can describe who I am as a musician, including my interests, influences, and challenges.
• I can give specific examples of how band has helped me grow (e.g., “I learned to keep going after mistakes,” “I became more confident speaking in front of others”).
• I can explain how my goals affect the way I practice, show up to rehearsal, and choose to participate.
• I can identify moments when I showed leadership or initiative in band and set a plan for how to grow as a leader.
• I can create a reflection or portfolio that clearly connects my band experiences to my identity and future plans.