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Before doing sectionals, you could have each section discuss what they need to improve on as a small group before the actual sectional happens. This way students are able to work on what they know they need to improve on rather than what you or the section leader thinks that the group needs to work on.

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Have students create a "Belt Test"/Badge for their classmates to complete or earn.

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We "score" a short cartoon for a JH project.  Using Garageband, Soundtrap, Chome music Lab, etc., students can choose the interface, the genre, etc, in order to score a short clip (30 seconds-1 minute).  They have time to share and collaborate with others in the class for feedback and help; we also use our LMS to create a discussion specifically for the objective--then encourage students to not only ask questions, but to see if they can ANSWER questions that are posted.  I use this with projects.

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Voice/Choice- Choose Composer, Choose Favorite song from composer to study, Choose how to present- slide show, physical poster, report, "children's book type story". Create- make some sort of arrangement for classroom instruments (i.e. Boomwhackers or rhythm inst.) like the play-along Youtube Videos. Connect- work with a group, partner feedback, share play-along video on Youtube for "other music kids?" Utilize Schoology discussion post for questions.

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Have the students pick an area they are passionate about and be the conductor and work on that area.

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Students can collaboratively create their own major scales by one student picking the first pitch and the rest adding the next notes.
They can join up with a partner to create a different major scale figuring out what accidentals would be in the key.
I will open up questions they have afterwards.

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5th grade band playing Bb Concert Scale

They all sing the scale and then play the scale together. Start simple as whole notes and let things move on from there
We figure out how we are going to play the scale rhythmically - students choose, we all work with that choice together
We are doing this all together and sharing together

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Give students a couple of learning objectives to choose from. (Eighth note and sixteenth note rhythms)

Give them activity options to choose from. (Different eighth note or sixteenth note rhythm patterns to practice)

Let them create some eighth note and sixteenth note rhythm patterns to practice.

Have them share created rhythms patterns with peers or even another class to practice together.

Let them ask questions about rhythms or activities. Let them answer the questions of other students or other class.

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BINGO activity, for students to share their music outside the classroom. Create squares like, sing for a family member, play a rhythm for a teacher, etc. When they fill five squares (people who are the listeners initial the squares), they can return their card for a small prize.

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BINGO activity, for students to share their music outside the classroom. Create squares like, sing for a family member, play a rhythm for a teacher, etc. When they fill five squares (people who are the listeners initial the squares), they can return their card for a small prize.

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I would have my students select a solo/small ensemble piece, but I also would make them do some research on the piece they are playing. They get to pick something they think they can do. They also will have the ability to talk/share out a little about their piece so their audience (the rest of the band) can have more context. Lastly, students can use critical thinking skills and present their interpretations of what the composer wanted them to do. Additionally, not only are they sharing their knowledge about the piece they are playing, but they are also sharing the piece itself. The context allows for students to connect more to the piece.

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Students create their own rhythms to sight read with the subdivision typed or written underneath (slides or worksheet). Students share their rhythms with others in class and check others. The questions can be typed in the notes section or written on a worksheet.