Unit Plan 3 (Grade 6 Vocal Music): Finding the Singing Voice
Build healthy head voice and explore vocal range for changing voices through gentle exercises, singing, and listening for tempo, dynamics, and pitch highs/lows.
Focus: Explore head voice and vocal range appropriate for changing voices, connecting healthy technique to musical elements in listening and performance.
Grade Level: 6
Subject Area: Vocal Music (Technique • Vocal Health • Listening)
Total Unit Duration: 5 sessions (one week), 45–55 minutes per session
I. Introduction
In this unit, students focus on finding and developing their singing voice as it grows and changes. They explore the difference between speaking voice, chest voice, and head voice, using posture and breathing from the previous unit to support a healthy, easy tone. Through sirens, simple patterns, short songs, and listening to recordings, students map their comfortable vocal range and learn to recognize basic musical elements such as tempo and dynamics in vocal music. The goal is for each student to feel more confident about how their voice works and where it sounds best in choir.
Essential Questions
- How is my singing voice different from my speaking voice?
- What is head voice, and why is it important for changing voices?
- How do people’s vocal ranges differ, and how can I find a range that feels healthy and comfortable?
- How do musical elements like pitch, tempo, and dynamics help shape vocal lines when we sing and listen?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Demonstrate correct posture and breathing while exploring different parts of the voice (speaking, chest, and head).
- Produce a light, free head voice tone in a comfortable range using sirens and simple patterns.
- Identify their approximate comfortable range (low to high) and describe where their voice feels strongest and most relaxed.
- Apply head voice and range awareness to short songs or canons, choosing healthy pitch levels and maintaining tone quality.
- While listening to vocal music, identify musical elements such as tempo, dynamics, and pitch range (high/low).
- Reflect on one way their understanding of their changing voice has grown during the unit.
Standards Alignment — Grade 6 Vocal Music (custom, NAfME-style)
- VM:Pr4.6a — Demonstrate correct singing posture, breathing, and tone production appropriate for changing voices.
- Example: Students practice relaxed posture and breath support before singing.
- VM:Re7.6a — Identify musical elements used in vocal music selections.
- Example: Students identify tempo and dynamics while listening to a choir recording.
Success Criteria — Student Language
- I can show singer’s posture and take low breaths while exploring my high and low notes.
- I can sing in a light head voice that feels easy, not forced or shouty.
- I can tell about where my lowest and highest comfortable notes are and which part of my range feels best.
- I can keep a healthy tone while singing a short song in a range that fits my voice.
- I can listen to a vocal piece and name at least one musical element (tempo, dynamics, or high/low pitches) I notice.