Unit Plan 21 (Grade 7 Vocal Music): Comparing Performances

Focus: Compare interpretations of the same vocal work, citing evidence about tempo, dynamics, articulation, and phrasing to explain differences in style and emotional impact.

Grade Level: 7

Subject Area: Vocal Music (Choir • Listening/Analysis • Critique)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, students become active musical critics, comparing different performances of the same vocal piece. Through careful listening and guided discussion, they notice how changes in tempo, dynamics, articulation, and phrasing create different interpretations of the same notes on the page. Students learn to support their opinions with specific musical evidence instead of simply saying “I like this one better.” The unit culminates in a Performance Comparison & Reflection, where students explain which interpretation they feel is most effective and why.

Essential Questions

• How can two performances of the same vocal piece sound so different?
• In what ways do tempo, dynamics, articulation, and phrasing change the emotion and meaning of a song?
• How can we use musical evidence (specific moments, measures, or phrases) to support our opinions about performances?
• Why is it important for singers to listen critically to multiple interpretations of a work?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Listen to at least two interpretations of the same vocal work and identify similarities and differences in tempo, dynamics, articulation, and phrasing.
2. Describe how specific performance choices change the mood, style, and emotional impact of the piece.
3. Use a comparison organizer to track observations during listening and rehearse using evidence-based language.
4. Explain which interpretation they find more effective and justify their opinion using concrete musical examples.
5. Share their comparison in a short written or spoken critique, demonstrating respectful, constructive language.
6. Apply insights from comparison to their own ensemble performance, suggesting one or two interpretive improvements.

Standards Alignment — Grade 7 Vocal Music (custom, NAfME-style)

• VM:Re8.7a — Compare interpretations of the same vocal work, citing evidence about tempo, dynamics, articulation, and phrasing.
  • Example: Students compare two performances and explain how phrasing changes emotional impact.

Success Criteria — Student Language

• I can hear and describe differences in tempo, dynamics, articulation, and phrasing between performances.
• I can explain how those differences change the emotion or style of the song.
• I can use specific examples like “In measure ___ they slowed down” or “The phrase on ‘___’ was more legato” to support my opinion.
• I can respectfully say which performance I prefer and give clear musical reasons.
• I can suggest a way to adjust our own choir’s performance using ideas from the comparisons.