461897571 music theory lesson plans PDF

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! Lesson&1:&Introduction&to&Simple&vs.&Compound&Meter& ! Teacher’s!Name:!Noël!Zucchero! Grade!Levels:!9-12! Music!Theory!I! February!13,!2018! & & Objectives! • By!the!end!of!Lesson!1,!students!will!be!able!to!visually!and!aurally!identify!the!differences! between!simple!and!compound!meter.! •

By!the!end!of!Lesson!1,!students!will!be!able!to!perform!simple!rhythmic!exercises!in! compound!meter.!

! Learning&Standards& NJ!State!Standards! •

1.3.5.B.4:!Decoding!musical!scores!requires!understanding!of!notation!systems,!the!elements! of!music,!and!basic!compositional!concepts!

•

1.3.12.B.1:!Technical!accuracy,!musicality,!and!stylistic!considerations!vary!according!to! genre,!culture,!and!historical!era!

•

1.3.12.B.2:!The!ability!to!read!and!interpret!music!impacts!musical!fluency!

National!Composition/Theory!Standards! •

MU:Re7.2.C.la:!Analyze!aurally!the!elements!of!music!(including!form)!of!musical!works,! relating!them!to!style,!mood,!context,!and!describe!how!the!analysis!provides!models!for! personal!growth!as!a!composer,!performer,!and/or!listener.! !

Materials:& •

Computer!

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Google!Slides!Presentation!

•

Projector!

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Whiteboard! !

Assessment& Informal& •

The!class!will!perform!rhythmic!exercises!in!both!simple!and!compound!meter.!During!this! time,!the!teacher!will!observe!which!students!struggle!to!perform!the!exercises.!

•

The!class!will!clap!the!subdivisions!of!musical!examples!and!determine!within!their!groups!if! the!piece!is!in!simple!or!compound!meter.!During!this!time,!the!teacher!will!observe!who!is! taking!charge!in!the!groups!and!has!a!good!grasp!on!the!material.!

! Formal:! •

Students!will!create!slideshow!presentations!to!be!presented!in!Lesson!3,!where!they!will! find!real-world!musical!examples!of!the!following:& o

A!song!in!compound!meter!from!before!1980&

o

A!song!in!compound!meter!from!after!1980&

o

A!song!in!simple!meter!from!before!1980&

o

A!song!in!simple!meter!from!after!1980&

o

A!song!in!simple!duple!or!quadruple!from!2018&

& Process& •

The!teacher!will!ask!students!if!anybody!knows!what!the!difference!between!simple!and! compound!meter!is! o

Simple!–!beat!divisible!by!two!

o

Compound!–!beat!divisible!by!three!

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The!teacher!will!begin!the!prepared!slideshow!on!meter!

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Review!Kodaly!spoken!syllables! o

Draw!the!rhythm!“ta!ta!ti-ti!ta”!(4/4)!on!the!board!using!quarter!notes!and!eighth! notes,!with!no!time!signature!!

o

Draw!the!rhythm!“ta!!ti-ti-ti!ta-ti!ta”!(12/8)!on!the!board!using!dotted!quarter!notes! and!eighth!notes! §

Tap!rhythm!on!the!board!to!help!lead!students!in!speaking!the!rhythms!on! syllables!

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Continue!until!students!are!able!to!go!speak!going!back!and!forth!between!simple!and! compound!meter!with!a!success!rate!of!80%!!

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Play!musical!examples!in!slide!2! o

Billy!Joel:!We!Didn’t!Start!the!Fire!(simple!meter)!

o

Billy!Joel:!She’s!Always!a!Woman!(compound!meter)! §

For!each!musical!example,!students!will!put!their!hands!up!if!they!think!the! song!is!simple!meter,!and!put!their!hands!on!their!head!if!they!think!the! song!is!in!compound!meter!

o

The!teacher!assesses!the!students’!aural!understanding,!taking!note!of!which! students!are!following!others!or!struggling!

•

The!teacher!will!play!four!more!musical!examples!embedded!into!slides!3-7! o

Each!table!will!be!a!team,!with!80’s!band!names!for!team!names!

o

Each!team!gets!a!question!

§

If!they!guess!the!meter!correctly,!they!get!a!point.!If!they!guess!incorrectly,! the!same!song!moves!on!to!the!following!team!

•

Images!in!slide!7!compare!a!measure!of!3/4!of!all!eighth!notes!back-to-back!with!a!measure! of!9/8!of!all!eighth!notes!(with!no!time!signature!shown)! o

Students!will!have!a!visual!understanding!that!both!measures!consist!of!six!eighth! notes,!but!the!different!barring!is!what!gives!simple!and!compound!a!different!feel!

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Add!time!signatures!on!slide!8,!and!practice!speaking!on!rhythm!syllables!going!between!3/4! and!9/8!

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The!teacher!will!show!on!the!board!that!one!beat!of!6/8!normally!equals!a!dotted!quarter! note,!and!one!beat!of!3/4!normally!equals!a!quarter!note!

•

!Slide!9!contains!a!rhythmic!exercise!in!6/8!which!students!will!perform!on!rhythmic! syllables!

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Slide!10!contains!a!clips!of!Queen:!We!Are!the!Champions! o

The!teacher!will!facilitate!a!class!discussion!of!whether!the!piece!is!in!simple!or! compound!meter!

•

After!the!class!makes!their!decision,!the!teacher!will!put!the!song’s!sheet!music!on!the!board! and!students!will!follow!along!so!they!have!visual!representation!of!compound!meter!in!a! real-world!musical!context!

•

Upon!completion!of!the!slideshow,!students!will!use!the!remainder!of!class!to!work!on!their! meter!slideshow!presentation!projects!

!

Lesson&2:&Introduction&to&Time&Signatures& ! Teacher’s!Name:!Noël!Zucchero! Grade!Levels:!9-12! Music!Theory!I! February!14,!2018! & & Objective! • By!the!end!of!Lesson!2,!students!will!be!able!to!visually!and!aurally!identify!the!time! signatures!2/4,!3/4,!4/4,!5/4,!6/8,!9/8,!and!12/8.! •

By!the!end!of!Lesson!2,!students!will!be!able!to!identify!potential!time!signatures!from! musical!excerpts.!

! Learning&Standards& NJ!State!Standards! •

1.3.12.B.1:!Technical!accuracy,!musicality,!and!stylistic!considerations!vary!according!to! genre,!culture,!and!historical!era!

•

1.3.12.B.2:!The!ability!to!read!and!interpret!music!impacts!musical!fluency!

•

1.3.5.B.1:!Complex!scores!may!include!compound!meters!and!the!grand!staff!

National!Composition/Theory!Standards! •

MU:Re7.2.C.la:!Analyze!aurally!the!elements!of!music!(including!form)!of!musical!works,! relating!them!to!style,!mood,!context,!and!describe!how!the!analysis!provides!models!for! personal!growth!as!a!composer,!performer,!and/or!listener.!

! Materials:& •

Computer!

•

Google!Slides!Presentation!

•

Projector!

•

Whiteboard! !

Assessment& Informal& •

During!each!musical!example,!students!will!raise!their!hands!if!they!think!the!example!is!in! simple!meter,!and!put!their!hands!on!their!head!if!they!think!it!is!compound.!The!teacher!will! evaluate!each!student’s!ability!to!aurally!identify!meter!

•

Teacher!will!ask!students!how!confident!they!feel!on!the!new!material,!and!to!show!with! thumbs!up,!thumb!in!the!middle,!or!thumb!down!

!

Formal:& •

Upon!completion!of!the!slideshow!introduction,!students!will!complete!a!graded!classwork! assignment!identifying!different!time!signatures!and!re-barring!well-known!folk!songs.!&

& Process& •

Review!topic!ideas!from!Lesson!1& o

When!students!walk!in,!they!will!grab!a!Do-Now!paper& §

The!top!question!will!ask,!“What!is!the!difference!between!simple!and! compound!meter?&

§

The!bottom!of!the!page!will!have!two!blank!measures,!and!students!will!do! a!simple!rhythmic!dictation,!one!in!simple!duple!and!one!in!compound! duple&

§ •

After!writing!the!rhythms,!they!will!be!asked!to!identify!the!meter!type&

Students!hand!in!the!Do-Now,!and!the!teacher!will!look!them!over!and!assess!their! understanding!while!students!spend!15!minutes!finishing!their!slideshow!projects&

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If!students!have!a!good!grasp,!move!on!to!introducing!time!signatures& o

If!not,!review!yesterday’s!material&

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Start!slideshow&

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Slide!3-!Introduce!with!one!measure!examples!of!time!signatures!that!are!easy!to!understand& o

4/4,!3/4,!and!5/4&

o

When!four!is!on!the!bottom,!the!top!number!is!how!many!quarter!notes!there!are! per!measure,!not!necessarily!how!many!beats!&

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Slide!4-!Musical!example& o

Brubeck:!Take!5&

o

Ask!students!what!time!signature!they!think!it!is!written!in& §

Why!is!it!different!from!all!the!other!time!signatures!and!meters!we!have! talked!about!so!far?&

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Slide!5-!Review!of!simple!vs.!compound& o

Especially!in!compound!meter,!the!number!on!top!does!not!indicate!how!many!beats! per!measure&

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If!the!number!on!the!bottom!is!8,!the!time!signature!is!most!likely!compound!meter& o

Review!We!Are!the!Champions!sheet!music&

o

Talk!about!how!the!song!is!written!in!6/8!–!compound!duple&

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Slide!7-!Students!will!perform!a!rhythmic!exercise!in!6/8!on!Kodaly!syllables&

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Slide!8-!Simple!triple!vs.!compound!triple! o

Students!will!speak!rhythmic!exercises!in!3/4!and!9/8,!as!seen!on!the!board!

•

o

Musical!example:!Simple!triple-!Handel:!And!the!Glory!of!the!Lord!

o

Musical!example:!Compound!triple-!!Bach:!Jesu,!Joy!of!Man’s!Desiring!

Slide!9-!Simple!quadruple!vs.!compound!quadruple! o

Students!will!speak!rhythmic!exercises!in!4/4!and!12/8,!as!seen!on!the!board!

o

Musical!example:!Compound!quadruple-!Michael!Jackson:!The!Way!You!Make!Me! Feel!

•

Teacher!will!ask!students!how!confident!they!feel!on!the!new!material,!and!to!show!with! thumbs!up,!thumb!in!the!middle,!or!thumb!down!

•

Teacher!will!evaluate!student!self-reflection!and!take!note!of!whether!it!is!the!same!or! different!students!that!struggled!in!the!previous!lesson!

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Upon!completion!of!the!slideshow!introduction,!students!will!complete!a!graded!classwork! assignment!from!the!textbook!Tonal&Harmony!(2-2!and!2-4)!identifying!different!time! signatures!and!re-barring!well-known!folk!songs.!& o

While!students!are!working,!the!teacher!will!walk!around!and!evaluate!student! work,!and!help!when!possible&

!

Lesson&3:&Presentation&and&Composition& ! Teacher’s!Name:!Noël!Zucchero! Grade!Levels:!9-12! Music!Theory!I! February!15,!2018! & & Objective! • By!the!end!of!Lesson!3!students!will!solidify!aural!skills!of!simple!versus!compound!meter,! and!compose!a!4-measure!major!melody,!in!one!of!the!specified!time!signatures.! ! Learning&Standards& NJ!State!Standards! •

1.3.8.B.3:!Understanding!of!discipline-specific!arts!terminology!(e.g.,!crescendo,!diminuendo,! pianissimo,!forte,!etc.)!is!a!component!of!music!literacy.!

•

1.3.12.B.4:!Basic!vocal!and!instrumental!arranging!skills!require!theoretical!understanding!of! music!composition.!

National!Composition/Theory!Standards! •

MU:Cr2.1.C.la:!Assemble!and!organize!sounds!or!short!musical!ideas!to!create!initial! expressions!of!selected!experiences,!moods,!images,!or!storylines.!

! Materials:& •

Computers!

•

Projector!

•

Whiteboard!

•

Sibelius! !

Assessment& Informal& •

The!teacher!will!play!musical!examples!on!the!piano.!If!students!think!the!example!is!in! simple!meter,!students!will!raise!their!hand.!If!the!students!think!the!example!is!in! compound!meter,!students!will!put!their!hands!on!their!heads.&

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While!the!students!present,!the!teacher!assesses!if!students!were!able!to!accurately!identify! the!different!types!of!meter!asked&

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While!students!are!working!on!their!melodies,!the!teacher!will!walk!around!and!evaluate! student!progress.!!

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The!teacher!will!ask!students!questions!about!their!melodies!to!understand!their!process.!! !

Formal:& •

Students!will!take!a!summative!meter!quiz&

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Students!will!compose!a!melody!following!the!three!rules!of!melody!discussed!in!class:& 1. Notes!can!go!higher,!go!lower,!or!stay!the!same& 2. One!high!focal!point& 3. Go!home!!!(Start!and!end!on!tonic)&

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The!teacher!will!grade!students’!melodies!based!on!if!they!followed!the!three!rules,!and!if!the! rhythms!accurately!stayed!within!the!chosen!time!signature&

& Process& •

For!the!first!30!minutes!of!class,!students!will!present!their!slideshow!project.!Each!student! will!play!two!musical!examples!of!their!choosing,!and!the!teacher!assesses!if!the!student!was! able!to!accurately!identify!songs!in!the!given!meters&

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Students!will!have!30!minutes!to!take!their!quiz&

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Teacher!will!explain!to!the!class!the!three!rules!of!melody,!and!hand!out!the!assignment! sheet!for!the!composition!projects& o

Students!may!compose!a!four-measure!major!melody!in!4/4,!5/4,!6/8,!or!12/8.! Whatever!time!signature!they!choose,!they!must!also!identify!in!their!title!the!meter! type!(simple!quadruple,!compound!duple,!etc.)&

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The!teacher!will!walk!through!how!to!set!up!Sibelius!in!the!correct!format,!and!the!students! will!follow!along!each!step!on!their!computers&

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Students!will!spend!the!remainder!of!the!class!composing!their!melodies.!&...