Unit Plan 21 (Grade 6 Vocal Music): Comparing Performances
Grade 6 students compare expressive choices in vocal performances—tone, dynamics, tempo, articulation, and diction—to explain how interpretation and meaning change.
Focus: Compare expressive choices (tone, dynamics, tempo, articulation, diction) across vocal performances to explain how they shape interpretation.
Grade Level: 6
Subject Area: Vocal Music (Responding • Listening • Critiquing)
Total Unit Duration: 5 sessions (one week), 45–55 minutes per session
I. Introduction
In this unit, students learn to listen like music critics, noticing how different performers make expressive choices with tone, dynamics, tempo, and diction. By comparing two or more performances of the same or similar vocal piece, they describe how each version feels and what it communicates. Students practice using music vocabulary and specific examples from the recordings to explain which interpretation best matches the text and style.
Essential Questions
- How can two performances of the same song sound and feel so different?
- What are expressive choices, and how do they shape the interpretation of a vocal piece?
- How can I use evidence from what I hear (tone, dynamics, tempo, diction) to compare performances?
- How can comparing performances help me make better expressive choices as a singer and ensemble member?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Identify expressive choices in vocal performances, including tone quality, dynamics, tempo, articulation, and diction.
- Explain how these expressive choices change the mood, character, or message of a song.
- Compare at least two performances of the same or similar vocal work, noting similarities and differences in interpretation.
- Use specific musical evidence (e.g., “softer here,” “slower tempo,” “clearer consonants”) to support their comparisons.
- Write or present a short performance comparison that explains which interpretation they feel best matches the text and why.
Standards Alignment — Grade 6 Vocal Music (custom, NAfME-style)
- VM:Re8.6a — Explain how expressive choices shape interpretation in vocal performances.
- Example: Students compare two choir performances of the same song.
Success Criteria — Student Language
- I can name and describe expressive choices in a performance (tone, dynamics, tempo, articulation, diction).
- I can explain how those choices change the feeling or meaning of the song.
- I can compare two performances and give specific reasons why they sound different.
- I can use music vocabulary like warm tone, crescendo, faster tempo, clear diction, and legato in my explanations.
- I can say which performance I think fits the lyrics and style best and explain why.