9/17/12-10/01/12-Steps, leaps, and repetition

Music Fundamentals

Lesson Objective: SWBAT: Listen and identify melodies that are ascending or descending. SWBAT: Determine between indefinite and definite pitch. SWBAT: Identify and recognize steps, leaps, and repeats. SWBAT: Recognize the difference between a phrase end and a cadence. SWBAT: Understand how the contour of a melody can be used to emphasize lyrics. SWBAT: Recognize and describe the difference between repetition and contrast.

Essential Skill to be mastered: Students will be able to listen to a melody and determine the direction-either up or down. Students will be able to listen to a melody and recognize steps, leaps, and repeats-also locate them in music. Students will be able to state differences in phrase endings and cadences. Students will be able to discuss composer techniques such as contour and repetition to emphasize lyrics. Students will be able to discuss and describe the techniques of repetition and contrast as used by a composer. Students will be able to draw the contour of a melodic line.

I can statement: I can locate and identify steps and leaps. I can determine the contour of a melody. I can identify and discuss techniques that composers use to emphasize lyrics. I can identify and discuss cadences and phrases used in a song. I can determine repetition and contrast as used by a composer.

IPI level: Teacher led instruction, Student work with teacher engaged

Teacher Strategy Utilized: Day 1: Ear training pretest to check the students ability to recognize notes and melodies that move up or down. Students will listen to the c.d. and circle the correct responses. Students will look at the text on page 24-25, read the text, and locate the steps and leaps in the song "Annie Lee." Students will discuss definite and indefinite pitch. What instruments use definite pitch? How do you know? What instruments use indefinite pitch? How do you know? Small group activity to list instruments from each category. Day 2: Discuss tonal center with attention to cadence. Discuss phrase. How are the endings of a phrase and cadence different? Listen to "The Butterfly" and look for color coded endings. Day 3: Discuss contour-cross curricular definitions. Draw the contour while listening to a symphony and "Jesu, Joy of Mans Desiring." Discuss imagery. Locate examples in the text and find examples 1, 2, and 3 in the book. Day 4: Discuss extending a melody in the song "Tea for Two" and other forms of extension. How do contrast and repetition extend a melody? Discuss sequence. Find examples in other songs in the book. Day 5: Count the number of times (repetition) of the phrase "on the road again" occurs in the song. Is section B of the song different from section A? Why? How does the songwriter make this section contrast with section A? Day 6:Review and Written Assessment Day 7: Listening Assessment-What do you Hear? Number 2 and Assessment 1-Leap, Step, and Contour-Music Notation Examples

Rigor or Level reached on Bloom's Taxonomy: Analyze, Evaluate


Written Assessment
Day 1:

1. What is a step in music?

2. What is a leap in music?

3. What is the difference between a step and a leap? How do you determine what you are hearing?

Day 2:

1. What is a phrase?

2. What is a cadence?

3. Describe a leap.

4. Describe a step.

Day 3:

1. What is meant by repetition in music?

2. What is contrast? Provide an example.

3. What is meant by contour?

Day 4:

1. Describe the contour of a city skyline. How does that relate to music?

2. What type of contour would you expect from a song that utilizes leaps.

Day 5:

1. Describe the contour of a melody that contains several leaps.

2. Describe the contour of a melody that contains several steps.

3. Describe the contour of a melody that contains repetition.

Day 6:

1. Define the following words and use the glossary if necessary:

Contour

Repetition

Contrast

Phrase

Cadence

Step

Leap

Day 7:

Sequence

Pitch

Tonal Center

Use the glossary in the book.

Day 8:

1. In the school where would you find a place that uses  contour?

2. Where would you find a place that uses repetition?

3.Where do we find sequence in our music?

Day 9:

1. Describe the difference between steps and leaps.

2. What do you expect to hear when you are listening for contrast in a piece of music?

3. How does a musician play a sequence on a piano?

4. At what points in the music do we expect to hear a cadence?

5. Why is it important to know the tonal center of a piece of music?

6. What type of sound is associated with repetition?

9/4/12-9/20/12-Note values

Music Fundamentals

Lesson Objective:SWBAT determine meter such as steady and unsteady beat as it relates to a rhythm. SWBAT find and perform the beat of a song. SWBAT: identify a time signature and explain the symbol. SWBAT: Identify, perform, and determine the value of quarter notes, eighth notes, sixteenth notes, whole notes dotted quarter notes and the rests of the same value.SWBT: compose a four measure piece in 4/4 time using notes and rests.

Essential Skill to be mastered: Students can identify and perform steady/unsteady beat while finding the beat of a song. Students can identify but also explain a 4/4 (common) time signature and others such as those with a different numerator or denominator. Students are able to identify and explain different types of notes and be able to apply these types of notes to a composition that they create.

I can statement: I can determine steady and unsteady beat. I can use a time signature to determine note values. I can compose a four measure composition.

IPI level:Teacher led discussion, Student Learning Conversations, Student Work with Teacher Engaged

Teaching Strategy Utilized: Day 1:Check knowledge of the word beat by using a bellringer. Introduction to beat-steady and unsteady. Use page 8-9 of the text to have them tap the x of the song. Read aloud pages 10-11 and have them write notes on beat and meter. Play rhythm round game. Day 2: Check prior knowledge of note values and time signature. Teach time signature and relate to fractions-numerator and denominator. Discuss 4/4 time as the most common time signature. Discuss other time signatures such as 6/8. Take notes on time signature. Take notes on note values-whole, half, quarter, eighth, sixteenth. Have them figure the next value (double) on their own. Keep going and see what they can determine. Day 3-Review 10-11 and chant combined note values. Use musictheory.net to reinforce the concept. Day 4-Choose a song and work as a class to look at the music and determine note values and how to perform. Introduce composing and use the board to create a composition (several measures) with the class. Perform. Give the students a chance to ask questions and clarify. Have them begin by creating one measure on their own. Have students come to the front and write on the board. The class will then perform and check the example. Day 5 and 6-Students will be given class time to compose a four measure example and then perform. A quiz will be given over the note values and a grade will be taken on compositions. Day 7, 8, and 9-Students will be given written perimeters for a twelve measure composition that includes using a variety of types of notes and the grand staff. Day 10-Students will complete a written reflection outlining their experiences as a new composer.

Rigor or Level reached on Bloom’s Taxonomy: Application, Composing

Written Assessment

In a paragraph describe how to use a staff to name notes and the system that you use for identifying the lines and spaces. Please include information about the treble clef and if possible the bass clef. Pretend you are writing to someone who has never been able to read music.

Reflection:

In one paragraph describe  your experience as a composer. Include details on what was easy and what was difficult. What surprised you about composing? What expectations did you have for the project and what was the overall outcome.