Unit Plan 18 (Grade 8 Vocal Music): Sharing Vocal Creations

Focus: Perform original vocal music (compositions, arrangements, or collaboratively created pieces) with accurate pitch/rhythm, clear diction, and strong expressive and stylistic intent, and explain how musical decisions communicate meaning to an audience.

Grade Level: 8

Subject Area: Vocal Music (Choir • Composition • Performance)

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

I. Introduction

In this unit, students bring their vocal creations to the stage. Using pieces developed in earlier composition and notation units (solo, small ensemble, or full choir works), they prepare a sharing performance that showcases both craftsmanship and stylistic awareness. Students refine their pieces for public presentation, focusing on accuracy, diction, expressive intent, and style, and then practice explaining their musical decisions in simple, audience-friendly language. By the end of the week, students will perform their original music and clearly communicate what they wanted listeners to feel or understand.

Essential Questions

• What does it mean for a vocal creation to show craftsmanship and stylistic awareness?
• How do choices in melody, harmony, phrasing, dynamics, tempo, and tone quality communicate expressive intent to an audience?
• How can I perform my own music with the same or greater accuracy and professionalism as published repertoire?
• How do I talk about my music so that listeners understand the ideas and emotions behind it?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Prepare an original vocal composition or arrangement for performance, revising details to improve craftsmanship and stylistic consistency.
2. Perform their created music with accurate pitch and rhythm, clear diction, and stylistically appropriate tone, phrasing, and dynamics.
3. Demonstrate increasing independence in rehearsal and performance (entrances, cutoffs, dynamic shaping, part security).
4. Write or speak a brief program-style explanation that describes the expressive intent and key musical decisions in their piece.
5. Reflect on how their musical choices (form, contour, harmony, text setting, expressive markings) support their intended mood, story, or message.
6. Evaluate their performance experience and identify strengths and next steps as both creators and performers.

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

• VM:Cr3.8b — Present a final vocal creation that demonstrates craftsmanship and stylistic awareness, and explain how musical decisions communicate intent to an audience.
  • Example: Students perform their composition and explain how articulation, dynamics, and tone supported the text.
• VM:Pr6.8a — Perform vocal music with accurate pitch/rhythm, clear diction, expressive intent, and stylistic accuracy, demonstrating increased independence.
  • Example: Students perform a two-part piece with accurate entrances and dynamic shaping.

Success Criteria — Student Language

• I can perform my own music with accurate pitch, rhythm, and clear text.
• I can make my performance sound intentional and in style (not random) through phrasing, dynamics, and tone.
• I can explain in simple words what I wanted my piece to express and how my musical choices support that.
• I can perform with more independence (confident entrances, strong part, good focus) than earlier in the year.
• I can reflect on my performance and identify what worked well and what I’d improve next time.