Unit Plan 31 (Grade 6 Vocal Music): Independent Rehearsal Skills

Focus: Practice vocal music with increasing independence, using rehearsal strategies to improve pitch accuracy, rhythm, and blend without constant teacher prompting.

Grade Level: 6

Subject Area: Vocal Music (Rehearsal Skills • Performing • Ensemble Work)

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

I. Introduction

In this unit, students learn how to rehearse on their own like developing musicians instead of waiting for the teacher to fix everything. They revisit key rehearsal strategies—slow practice, counting/clapping, isolating tricky spots, and listening for blend—then apply them in sectionals, small groups, and individual work. By the end of the week, students complete an independent rehearsal check where they prepare a short passage with minimal teacher help and reflect on how they used strategies to improve.

Essential Questions

• What does it mean to rehearse independently instead of relying on the teacher?
• Which rehearsal strategies help most when I get stuck on pitch, rhythm, or words?
• How can I tell if my practice is actually making my singing better?
• How does my individual preparation affect the overall sound of the ensemble?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Name and describe at least three rehearsal strategies (slow practice, chunking, counting/clapping, isolating entrances, etc.).
2. Use rehearsal strategies to improve pitch accuracy and rhythm in short vocal passages with limited teacher guidance.
3. Work in small groups or sections to rehearse assigned music, staying on task and listening for blend.
4. Demonstrate independent rehearsal by preparing a short excerpt and then performing it more accurately after focused practice.
5. Reflect on their rehearsal choices and identify one strategy they will continue using in future choir music.

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

• VM:Pr5.6a — Apply rehearsal strategies to improve pitch accuracy, rhythm, and blend.
  • Example: Students rehearse a difficult phrase slowly, then return to tempo.

Success Criteria — Student Language

• I can list and explain more than one rehearsal strategy I know how to use.
• I can show that I used strategies to fix pitch or rhythm mistakes in my music.
• I can rehearse with a group or on my own without the teacher telling me every step.
• I can explain which rehearsal strategies helped me the most and how I know my singing improved.