Unit Plan 23 (Grade 8 Vocal Music): Music & Identity

Focus: Reflect on how identity, interests, and personal goals shape students’ experiences as singers and influence their musical choices, growth, and potential leadership in choir.

Grade Level: 8

Subject Area: Vocal Music (Choir • Reflection • Connections)

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

I. Introduction

In this unit, students explore the connection between who they are and how they sing. Through guided reflection, discussion, and goal-setting, they examine how their background, interests, strengths, and fears influence what music they enjoy, how they participate in rehearsal, and how they see themselves in the ensemble. Students identify personal goals for growth (range, confidence, sight-singing, leadership, expression) and consider ways they can contribute positively to choir culture as developing musicians and leaders.

Essential Questions

• How do my identity and interests influence the way I experience and perform music?
• What personal goals matter most to me as a singer, and why?
• How can I use my unique strengths and perspective to show leadership and support others in choir?
• In what ways can reflecting on music and identity help me make more intentional choices about practice, repertoire, and participation?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe key parts of their identity as singers (background, interests, strengths, challenges) and how these shape their musical experiences.
2. Explain how their musical preferences and choices (styles they like, roles they take on, practice habits) connect to their identity and goals.
3. Set at least one specific, realistic personal goal for growth as a singer (e.g., range, confidence, sight-singing, expression, leadership) and explain why it matters.
4. Identify ways they can show leadership in choir (formal or informal) that align with their personality and values.
5. Create a short “Music & Identity” reflection product (written, visual, or recorded) that connects their identity, interests, and goals to their current and future musical life.

Standards Alignment — Grade 8 Vocal Music (custom, NAfME-style)

• VM:Cn10.8a — Explain how identity, interests, and goals influence musical choices, growth, and leadership as a singer.
  • Example: Students set a personal goal (range, confidence, sight-singing) and explain why it matters to them.

Success Criteria — Student Language

• I can describe parts of who I am (interests, strengths, challenges) that affect how I sing and what I enjoy in choir.
• I can explain how my musical choices (styles I like, effort I put in, roles I take) connect to my identity and goals.
• I can set at least one clear, realistic goal as a singer and say why it’s important for my growth.
• I can name at least one way I can be a positive leader or role model in choir, even without a title.
• I can create a reflection that shows how music and identity connect for me now and in the future.