Unit Plan 36 (Grade 6 Vocal Music): Vocal Performance Day

Focus: Perform vocal music demonstrating growth in pitch, rhythm, diction, and expression while showing strong ensemble and audience etiquette.

Grade Level: 6

Subject Area: Vocal Music (Performing • Presenting • Reflecting)

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

I. Introduction

In this culminating unit, students bring together everything they have learned about healthy technique, musical accuracy, and expression to present a final vocal performance. They focus on singing with accurate pitch and rhythm, clear diction, and expressive intent, while also demonstrating professional rehearsal and performance etiquette as both performers and audience members. After the performance, students reflect on their growth as individual singers and as an ensemble.

Essential Questions

• What does it mean to perform with musical excellence and professional etiquette, not just “get through the song”?
• How do pitch, rhythm, diction, and expression work together to create a strong performance?
• What does respectful performance and audience behavior look and sound like?
• How can reflecting on our performance help us grow as singers for the future?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Perform a prepared vocal piece with mostly accurate pitch, rhythm, diction, and expression.
2. Demonstrate appropriate performance etiquette (entering, standing, focusing, exiting) as singers.
3. Show respectful audience etiquette while peers perform (listening quietly, watching attentively, responding appropriately).
4. Use simple musical language to describe at least one area of personal or ensemble growth.
5. Complete a brief Performance Day Reflection that connects rehearsal work to performance outcomes.

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

• 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.
• VM:Pr6.6b — Demonstrate appropriate performance etiquette as a singer and audience member.
  • Example: Students enter the risers quietly and maintain focus during performances.

Success Criteria — Student Language

• I can perform our song with mostly correct pitch and rhythm.
• I can use clear diction and show expression that matches the song’s mood.
• I can show professional performance etiquette when I sing on stage.
• I can be a respectful audience member when others perform.
• I can explain at least one way I have improved as a singer this year.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Final performance piece(s) (unison or simple part-singing) that students have prepared in previous units.
• Printed music scores/lyric sheets for all students (if still needed on stage).
• Piano or other accompaniment; backing tracks if used.
• Performance space setup: risers or performance formation, microphones (if available), music stands as needed.
• Simple performance program or running order (optional).
• Performance Day Reflection sheet (smiley scale/checklist plus short prompts).
• Recording device (audio/video) to capture the performance (optional but recommended).

Preparation

• Confirm logistics for performance (time, space, any audience such as another class, staff, or families).
• Rehearse and finalize entrance, standing positions, transitions, and exits.
• Prepare a visual checklist for etiquette: “Eyes on conductor, still bodies, quiet mouths, kind claps.”
• Make copies of the reflection sheet and have pencils available for after the performance.

Common Misconceptions to Surface

• “Performance day is just like rehearsal.” → Performance day requires extra focus, responsibility, and professionalism.
• “Only the teacher matters; I can relax on stage.” → Every singer’s focus and body language affect the whole ensemble.
• “Audience behavior doesn’t matter.” → Respectful listening and applause support the performers and show community.
• “If I make one mistake, the performance is ruined.” → Mistakes are normal; what matters is recovery, teamwork, and overall musicality.

Key Terms (highlight in lessons) performance, etiquette, ensemble, audience, focus, pitch, rhythm, diction, expression, stage presence, entrance, exit, reflection, growth

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 45–55 minute block.)

Session 1 — Performance Expectations & Run-Through (VM:Pr6.6a, VM:Pr6.6b)

• Launch (6–8 min)
  • Ask: “Think about the best performance you’ve seen. What did the performers and the audience do that made it feel special?”
  • Create a T-chart: Performer Etiquette vs. Audience Etiquette.
• Explore (22–25 min)
  • Review performance piece(s) with one focused run-through, stopping briefly for reminders on entrances, cutoffs, and dynamics.
  • Practice walking on and off the risers or stage, modeling quiet transitions and focus.
• Discuss (8–10 min)
  • Ask: “What do we still need to polish before performance day (pitch, rhythm, diction, expression, etiquette)?”
  • Set 2–3 clear class goals (e.g., “Stronger consonants on the chorus,” “Still bodies between sections”).
• Reflect (3–5 min)
  • Exit slip: “One thing I will focus on this week to be performance ready is ___.”

Session 2 — Polishing Musical Details (VM:Pr6.6a)

• Launch (5–7 min)
  • Review class goals. Ask: “Which part of the song still feels hardest for you? Why?”
• Explore (25–30 min)
  • Warm up with exercises that match performance needs (e.g., diction drills, dynamic contrasts, breath control).
  • Target 2–3 tricky sections of the piece:
    • Rehearse for pitch and rhythm accuracy first.
    • Add diction and expression, checking that lyrics are clear and emotion is visible.
  • Combine improved sections into a full run of the song, using concert-level focus.
• Discuss (8–10 min)
  • Ask: “Where did we hear the biggest improvement today? What did we change musically?”
  • Connect improvements to VM:Pr6.6a (pitch, rhythm, diction, expression).
• Reflect (3–5 min)
  • Quick write: “Today I improved my performance by ___ (e.g., singing more in tune, using clearer words, showing more emotion).”

Session 3 — Performance Etiquette & Dress Rehearsal (VM:Pr6.6b)

• Launch (6–8 min)
  • Review the etiquette chart. Ask: “What message do our faces and bodies send to the audience, even before we sing?”
• Explore (22–25 min)
  • Practice entrance procedures (how to walk in, where to look, how to stand).
  • Practice bow/acknowledgement and exit after the final song.
  • Run a full “dress rehearsal” of the program:
    • Students enter, stand, perform, bow, and exit without stopping, using best concert behavior.
• Discuss (8–10 min)
  • Ask: “Did we look like a professional ensemble? What went well? What should we adjust before performance day?”
  • Highlight both singer etiquette and audience expectations for when others perform.
• Reflect (3–5 min)
  • Reflection prompt: “One etiquette habit I will focus on during our real performance is ___ because ___.”

Session 4 — Vocal Performance Day (VM:Pr6.6a, VM:Pr6.6b)

• Launch (5–7 min)
  • Calm, focused warm-up emphasizing breath, tone, and listening.
  • Brief reminder: “We show our growth today through both our sound and our behavior.”
• Explore (25–30 min)
  • Perform the final program for the chosen audience (another class, staff, families, or video camera):
    • Students enter with quiet focus.
    • Perform selected piece(s) with attention to pitch, rhythm, diction, and expression.
    • Demonstrate respectful bowing and exiting.
  • When not performing, students demonstrate audience etiquette for peers.
• Discuss (8–10 min)
  • After the performance (and once students are seated), ask: “How did it feel? What went well? What surprised you?”
  • Optionally replay a short part of the recording and notice strengths (blend, focus, energy).
• Reflect (3–5 min)
  • Short reflection jot: “One moment in our performance that made me proud was ___ because ___.”

Session 5 — Reflection, Feedback & Celebration (VM:Pr6.6a, VM:Pr6.6b)

• Launch (5–7 min)
  • Share a positive comment about the ensemble’s performance and etiquette.
  • Explain that today is about reflecting on growth and celebrating work.
• Explore (20–25 min)
  • Students complete a Performance Day Reflection sheet, including:
    • A quick self-rating on pitch, rhythm, diction, expression, and focus.
    • One area they improved most this year as a singer.
    • One area they want to grow in next year.
  • Optional: play a short clip of an early rehearsal vs. performance for comparison.
• Discuss (10–12 min)
  • Invite volunteers to share a reflection (what they are proud of, what they learned, how they felt on stage).
  • Emphasize that performance is both a musical and personal growth experience.
• Reflect (3–5 min)
  • Final prompt: “If you could tell next year’s 6th grade choir one tip about performance day, what would it be?”

V. Differentiation and Accommodations

Advanced Learners

• Assign leadership roles (e.g., section leader to help with entrances, dynamics, or posture reminders).
• Ask them to write a more detailed reflection comparing their performance to specific rehearsal goals.
• Invite them to help introduce a piece to the audience (brief spoken explanation of title, composer, or mood).

Targeted Support

• Provide a simple visual checklist for performance (e.g., 1. Stand tall, 2. Eyes on conductor, 3. Quiet mouth).
• Practice small chunks of the performance (entrance only, first phrase only) with clear, repeated modeling.
• Allow students to stand in positions that reduce anxiety (e.g., not on the very edge of the risers).
• Offer sentence frames for reflection:
  • “I felt proud when ___.”
  • “I improved my singing by ___.”

Multilingual Learners

• Use clear gestures and visual icons (ear for listening, eye for watching, mouth for diction) to model expectations.
• Allow reflections to include a mix of languages as needed, with key music words in English.
• Pair students with supportive partners to help clarify instructions for entrances/exits.
• Provide an example reflection paragraph they can use as a model.

IEP/504 & Accessibility

• Ensure safe and comfortable stage/risers access (ramps, railings, appropriate placement).
• Allow seating or alternative standing positions as needed.
• Provide extra preview of the performance routine (entrances, where to stand) before the full class practices.
• Offer alternative reflection options (drawing, audio recording, or a brief conference with the teacher).

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students identify key performance and audience etiquette behaviors and set performance goals.
• Session 2 — Rehearsal shows improvement in at least one targeted area (pitch, rhythm, diction, expression).
• Session 3 — Dress rehearsal demonstrates growing stage presence and consistent etiquette.
• Session 4 — Performance shows application of musical skills and etiquette with appropriate focus.
• Session 5 — Reflections show awareness of strengths and areas for future growth.

Summative — Vocal Performance & Reflection (0–2 per criterion, total 10)

1. Musical Accuracy (VM:Pr6.6a)

• 2: Performs with mostly accurate pitch and steady rhythm; minor errors do not disrupt the piece.
• 1: Some pitch or rhythm errors occur but overall performance is recognizable and mostly together.
• 0: Frequent pitch or rhythm errors make the performance difficult to follow.

2. Diction & Expression (VM:Pr6.6a)

• 2: Words are generally clear and understandable; dynamics and tone show appropriate expression.
• 1: Some words are unclear or expression is uneven, but the overall mood is still apparent.
• 0: Diction is mostly unclear and expression does not match the song’s character.

3. Performer Etiquette (VM:Pr6.6b)

• 2: Student consistently demonstrates appropriate performance etiquette (quiet entrance, focus on conductor, still posture, respectful exit).
• 1: Student shows mostly appropriate etiquette with a few minor lapses.
• 0: Student frequently disregards performance expectations.

4. Audience Etiquette (VM:Pr6.6b)

• 2: When listening, student is attentive, quiet, and respectful; responds appropriately with applause.
• 1: Student is generally respectful as an audience member with occasional reminders needed.
• 0: Student often distracts others or does not follow audience expectations.

5. Reflection on Growth

• 2: Reflection clearly describes at least one specific area of growth and one future goal as a singer.
• 1: Reflection mentions growth but is vague or does not include a clear future goal.
• 0: Reflection is missing or does not address growth.

VII. Reflection and Extension

Reflection Prompts

• What part of our performance made you most proud, and why?
• How did our rehearsal work show up in the way we sang and behaved on stage?
• How did it feel to be part of a team performance instead of singing alone?
• What is one goal you have for yourself as a singer in future grades?

Extensions

• Performance Replay: At a later date, re-watch or re-listen to the performance and have students add a second reflection about what they notice with fresh ears.
• Letter to Future Choir: Students write a short note to next year’s 6th grade choir explaining what they should remember for performance day success.
• Mini-Showcase: Use a future class to share one favorite section again, this time with students choosing their own expressive goals (e.g., “Let’s make this verse extra gentle and connected”).

Standards Trace — When Each Standard Is Addressed

• VM:Pr6.6a — Sessions 1–5 (refining and performing the final piece with attention to pitch, rhythm, diction, and expression; demonstrating musical growth in dress rehearsal, performance, and reflection).
• VM:Pr6.6b — Sessions 1, 3–5 (establishing and practicing performer/audience etiquette; applying it during dress rehearsal and performance; reflecting on how etiquette supports a successful performance experience).