Unit Plan 18 (Grade 7 Vocal Music): Performance With Explanation
Grade 7 choir unit performing vocal music with accuracy and expressive intent while explaining how text and musical choices communicate meaning.
Focus: Perform vocal music with accurate pitch, rhythm, diction, and expressive intent while explaining expressive choices (text, dynamics, tempo, articulation, phrasing) to an audience.
Grade Level: 7
Subject Area: Vocal Music (Choir • Performance • Creative Communication)
Total Unit Duration: 5 sessions (one week), 50–60 minutes per session
I. Introduction
In this unit, students move from rehearsing music to sharing it with an audience and clearly explaining their expressive choices. Building on previous work with interpretation and rehearsal strategies, they prepare a short performance—either a class piece, a small-group song, or a short student creation—and pair it with a brief spoken or written explanation. Students learn to connect text meaning and musical elements (dynamics, tempo, articulation, phrasing, diction) so that both their performance and their explanation communicate a clear expressive intent.
Essential Questions
- How can singers show expressive intent through performance, not just “sing the notes”?
- How do musical elements and text choices work together to communicate a message to an audience?
- Why might it be important for performers to explain their choices, not just perform the piece?
- How can planning and reflecting on expressive choices help us perform with greater confidence and stylistic awareness?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Prepare a short vocal piece (class repertoire, small-group song, or created melody with text) with accurate pitch, rhythm, and clear diction.
- Make intentional expressive decisions about dynamics, tempo, articulation, phrasing, and diction that support the text and style.
- Create a short spoken introduction or program-style explanation that describes how their musical and text choices communicate expressive intent.
- Rehearse performance and explanation together, demonstrating stylistic awareness and stage presence.
- Present a final performance + explanation for peers or a classroom audience.
- Reflect on how explaining expressive choices deepened their understanding of the music and improved performance quality.
Standards Alignment — Grade 7 Vocal Music (custom, NAfME-style)
- VM:Cr3.7b — Present a final vocal creation and describe how musical elements and text choices communicate expressive intent to an audience.
- Example: Students perform their song and explain how dynamics and articulation match the lyric meaning.
- VM:Pr6.7a — Perform vocal music with accurate pitch, rhythm, diction, and expressive intent, showing stylistic awareness.
- Example: Students perform a two-part piece with clear diction and dynamic contrast.
Success Criteria — Student Language
- I can perform my piece with accurate notes and rhythms and clear diction.
- I can use dynamics, tempo, articulation, phrasing, and diction to match the mood and meaning of the text.
- I can explain to an audience why I chose certain dynamics, tempo, or articulation and how they support the lyrics or message.
- I can present myself with confidence and focus while speaking and singing.
- I can reflect on how my explanation and performance worked together to communicate expressive intent.