Unit Plan 27 (Grade 6 Vocal Music): Ensemble Performance

Focus: Perform vocal music collaboratively with accurate pitch, rhythm, diction, and expression, while demonstrating appropriate performance etiquette as both singer and audience member.

Grade Level: 6

Subject Area: Vocal Music (Performing • Ensemble Skills • Etiquette)

Total Unit Duration: 5 sessions (one week), 45–55 minutes per session

I. Introduction

In this unit, students bring together their vocal technique, rhythm skills, and expressive tools to prepare and perform a short ensemble piece. They focus on singing with accurate pitch, steady rhythm, clear diction, and expressive dynamics, while also practicing performance etiquette—how to enter, stand, respond to the conductor, and listen respectfully. By the end of the week, students will present an informal ensemble performance and reflect on what it means to perform as part of a team.

Essential Questions

• What does it mean to perform vocal music with accuracy and expression in an ensemble?
• How do performance etiquette and focus affect the success of a choir performance?
• How can we support each other as singers so that the group performance is stronger than any one voice alone?
• What responsibilities do we have as both performers and audience members during a concert or sharing?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform a unison or simple two-part piece with mostly accurate pitch, rhythm, diction, and expression.
2. Follow conductor cues for entrances, cutoffs, dynamics, and tempo changes.
3. Demonstrate appropriate performance etiquette (entering/exiting, posture, focus, audience behavior).
4. Rehearse using simple strategies (marking tricky spots, slow practice, sectional repetition) to improve ensemble accuracy.
5. Reflect on their growth as ensemble singers, noting strengths and next steps.

Standards Alignment — Grade 6 Vocal Music (custom, NAfME-style)

• VM:Pr6.6a — Perform vocal music with appropriate pitch, rhythm, diction, and expression.
  • Example: Students perform a unison song with clear diction and dynamic contrast.
• VM:Pr6.6b — Demonstrate appropriate performance etiquette as a singer and audience member.
  • Example: Students enter the risers quietly and maintain focus during performances.

Success Criteria — Student Language

• I can sing my ensemble piece with mostly correct notes, rhythms, and clear words.
• I can follow the conductor’s cues for when to start, stop, and change dynamics.
• I can show good performance etiquette when I am onstage and when I am in the audience.
• I can use rehearsal strategies to fix tricky spots and help my group sound better.
• I can describe one way my ensemble performance improved during this unit.