Unit Plan 18 (Grade 6 Vocal Music): Performance With Reflection
Perform Grade 6 vocal music with accurate pitch, rhythm, diction, and expressive choices—then explain how tempo, dynamics, articulation, and tone communicate musical intent to an audience.
Focus: Perform vocal music with accurate pitch, rhythm, diction, and expression, and explain expressive choices that communicate musical intent.
Grade Level: 6
Subject Area: Vocal Music (Creating • Performing • Responding)
Total Unit Duration: 5 sessions (one week), 45–55 minutes per session
I. Introduction
In this unit, students bring together their performance skills and creative thinking by performing a prepared song or short vocal creation and then explaining their expressive choices. They revisit how tempo, dynamics, articulation, and tone support the meaning of the text, and they practice talking about why they sang the way they did. Students present a short performance (solo, small group, or full ensemble excerpt) and reflect on how their musical decisions communicate intent to an audience.
Essential Questions
- How do my choices about tempo, dynamics, articulation, and tone change the way a song feels to an audience?
- What does it mean to perform with accuracy and expression at the same time?
- How can explaining my musical choices help me understand the piece more deeply?
- How does reflection help me grow as a singer for future performances and creations?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Perform a short vocal piece or creation with mostly accurate pitch, rhythm, diction, and expression.
- Identify at least two musical choices (tempo, dynamics, articulation, tone) made in their performance.
- Explain how those choices support the text meaning or mood of the song.
- Use simple reflection tools (checklists, sentence stems, or short paragraphs) to describe strengths and next steps as performers.
- Listen to peers’ performances and provide supportive comments that notice specific expressive choices.
Standards Alignment — Grade 6 Vocal Music (custom, NAfME-style)
- VM:Cr3.6b — Present a completed vocal creation and describe how musical choices communicate intent.
- Example: Students perform their song and explain how tempo and dynamics support the text.
- 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.
Success Criteria — Student Language
- I can perform my song with mostly correct notes, rhythms, and words.
- I can point to at least two musical choices I made (tempo, dynamics, articulation, tone).
- I can explain how my choices fit the meaning or mood of the song.
- I can describe one strength and one goal for my singing after I perform.
- I can give peers kind, specific feedback about their expressive choices.