Unit Plan 7 (Grade 7 Vocal Music): Dynamics & Phrasing
Grade 7 choir unit using dynamics and phrasing to shape musical lines, connecting tone, diction, and text to expressive meaning and vocal style.
Focus: Apply dynamics and phrasing to shape musical lines, connecting tone quality, diction, and text setting to expressive meaning and style in vocal music.
Grade Level: 7
Subject Area: Vocal Music (Choir • Expression • Interpretation)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students learn how to make music sound expressive and intentional by shaping phrases with dynamics, articulation, and clear diction. They experiment with singing the same line in different ways—legato vs. detached, soft vs. strong—to discover how musical choices change the mood and meaning. Students also connect their expressive choices to the text and style of the piece, learning how tone quality and text setting support the story. By the end of the week, each singer can explain and demonstrate why they chose certain dynamics and phrasing for a short passage.
Essential Questions
- How do dynamics, phrasing, and articulation shape the feeling and meaning of a vocal line?
- How do tone quality, diction, and text setting help communicate the style and message of a song?
- How can I make intentional expressive choices instead of just singing all phrases the same way?
- What does it mean to perform a phrase in a way that matches the text and style of the music?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Explain and demonstrate how dynamics, phrasing, articulation, and diction affect interpretation of a short vocal phrase.
- Apply dynamic contrasts (p, mp, mf, f, cresc., decresc.) and phrase shaping (arches, breath placement) to make musical lines more expressive.
- Adjust tone quality and diction to match the style and meaning of the text (e.g., gentle vs. energetic, serious vs. playful).
- Mark music with phrase arcs, breath marks, and dynamic symbols to plan an expressive interpretation.
- Compare two interpretations of the same phrase or excerpt and explain which better fits the text and style, using musical vocabulary.
- Reflect on personal expressive strengths and set a goal for using dynamics and phrasing more intentionally in future pieces.
Standards Alignment — Grade 7 Vocal Music (custom, NAfME-style)
- VM:Pr4.7c — Explain and demonstrate how musical elements (dynamics, tempo, articulation, phrasing, diction) shape interpretation and style.
- Example: Students demonstrate two phrasing choices and explain which better fits the style.
- VM:Re7.7b — Explain how tone quality, diction, and text setting contribute to meaning and style in vocal music.
- Example: Students explain how crisp consonants support an upbeat jazz-style piece.
Success Criteria — Student Language
- I can show two different ways to sing a phrase and explain why one fits the style better.
- I can mark dynamics and phrase arcs in my music and actually sing them that way.
- I can change my tone and diction to match the mood and meaning of the text.
- I can explain how text setting and tone work together to communicate the song’s message.
- I can describe one expressive skill I improved (dynamics, phrasing, articulation, diction, or tone).