Unit Plan 33 (Grade 6 Vocal Music): Evaluating Our Singing
Grade 6 students evaluate personal and ensemble performances using clear criteria, give specific feedback, and set goals to improve future vocal performances.
Focus: Evaluate personal and group performances using teacher-provided criteria, and use feedback to plan next steps.
Grade Level: 6
Subject Area: Vocal Music (Responding • Reflection • Performance Skills)
Total Unit Duration: 5 sessions (one week), 45–55 minutes per session
I. Introduction
In this unit, students learn to listen to their own singing and their ensemble’s performance like musicians, not just like audience members. Using simple teacher-provided checklists and rubrics, they evaluate performances for pitch accuracy, rhythm, diction, blend, and expression. Throughout the week, students practice giving kind, specific feedback and setting realistic performance goals for themselves and the choir.
Essential Questions
- What does it mean to evaluate a vocal performance using clear criteria?
- How can listening closely to pitch, rhythm, diction, blend, and expression help us improve our singing?
- How do we give helpful feedback that is respectful and specific, not hurtful?
- How can evaluation and reflection help our choir grow over time?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Use a teacher-provided checklist or rubric to evaluate a vocal performance (live or recorded).
- Identify strengths and areas for growth in personal and ensemble singing related to pitch, rhythm, diction, blend, and expression.
- Write or speak specific feedback using performance vocabulary (e.g., “clear consonants,” “steady beat,” “soft dynamics”).
- Compare two performances (early and later) and describe how the singing changed.
- Set at least one personal performance goal based on evaluation results.
Standards Alignment — Grade 6 Vocal Music (custom, NAfME-style)
- VM:Re9.6a — Evaluate vocal performances using teacher-provided criteria.
- Example: Students use a checklist to evaluate pitch accuracy and blend.
Success Criteria — Student Language
- I can use a checklist or rubric to evaluate how well we sang.
- I can explain one strength and one area to improve in our singing with details.
- I can give feedback that is kind, specific, and about the music, not the person.
- I can set a performance goal for myself based on what I heard.