Unit Plan 22 (Grade 7 Vocal Music): Evaluating Vocal Performances
Grade 7 choir unit evaluating vocal performances using intonation, blend, balance, diction, and expression, justifying ratings with musical evidence.
Focus: Evaluate vocal performances using established criteria (intonation, blend, balance, diction, expression) and justify ratings with specific evidence.
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 move from simply saying “good” or “bad” to using clear criteria to evaluate vocal performances. They listen to recordings and live examples, focusing on intonation, blend, balance, diction, and expression. Using a rubric and guided prompts, students practice giving evidence-based feedback and assigning ratings that match what they hear. By the end of the week, they will use a Vocal Performance Evaluation Rubric to assess performances (including their own choir) and explain their scores with specific musical evidence.
Essential Questions
- What does it mean to evaluate a vocal performance using clear criteria instead of just “I liked it” or “I didn’t”?
- How do intonation, blend, balance, diction, and expression affect the overall quality of a performance?
- How can we use specific musical moments as evidence to support our ratings and feedback?
- How can careful evaluation help us improve our own singing and ensemble performances?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe and use established criteria (intonation, blend, balance, diction, expression) when listening to vocal performances.
- Complete a Vocal Performance Evaluation Rubric for recorded or live performances, assigning reasonable ratings.
- Cite specific musical evidence (measures, moments, phrases) to justify each rating.
- Use respectful, constructive language when giving feedback to peers or performers.
- Apply insights from evaluations to suggest concrete rehearsal goals for the ensemble.
- Reflect on how evaluation skills can support lifelong listening and performance growth.
Standards Alignment — Grade 7 Vocal Music (custom, NAfME-style)
- VM:Re9.7a — Evaluate vocal performances using established criteria (intonation, blend, balance, diction, expression) and justify ratings with evidence.
- Example: Students use a rubric to rate a performance and cite one specific moment as evidence.
Success Criteria — Student Language
- I can explain what intonation, blend, balance, diction, and expression mean in a choir performance.
- I can use a rubric to rate a performance and support my rating with at least one specific example.
- I can give respectful feedback that focuses on musical choices, not on people.
- I can suggest one or two specific rehearsal goals based on what I hear in a performance.
- I can describe how evaluating others’ performances helps me become a better singer and listener.