Unit Plan 22 (Grade 6 Vocal Music): Evaluating Vocal Performances
Grade 6 students use clear criteria and specific evidence to evaluate vocal performances—pitch, rhythm, blend, diction, and expression—through respectful listening, feedback, and goal-setting.
Focus: Use clear criteria and specific evidence to evaluate vocal performances, including class, peer, and recorded examples.
Grade Level: 6
Subject Area: Vocal Music (Responding • Evaluating • Listening)
Total Unit Duration: 5 sessions (one week), 45–55 minutes per session
I. Introduction
In this unit, students learn how to listen critically and respectfully to vocal performances using teacher-provided criteria. They practice using a simple checklist or rubric to evaluate elements like pitch accuracy, rhythm, blend, diction, and expression in both recordings and live class performances. Students then apply those criteria to give constructive feedback and reflect on how evaluation can help them grow as singers.
Essential Questions
- What does a “strong” vocal performance sound like, and how can we describe it clearly?
- How can using criteria and checklists help us evaluate performances fairly?
- How can I use specific musical evidence instead of just “I liked it” or “I didn’t like it”?
- How can evaluating performances help me improve my own singing and ensemble skills?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe key elements of vocal performance, such as pitch accuracy, rhythm, blend, diction, and expression.
- Use a teacher-provided checklist or rubric to evaluate recorded and live vocal performances.
- Support evaluations with specific examples from what they heard (e.g., “The pitch was flat on the high note in measure 8,” “The diction was clear on the word ___”).
- Give respectful, constructive feedback to peers based on the evaluation criteria.
- Reflect on how evaluation feedback can guide next steps for improving their own singing.
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 explain what criteria we are using to judge a vocal performance.
- I can use a checklist or rubric to rate a performance on things like pitch, blend, diction, and expression.
- I can give examples from the performance to support my ratings.
- I can share feedback in a way that is respectful and helpful, not hurtful.
- I can name one or two goals for my own singing based on what I learned from evaluating performances.