Lesson Plan #1: Introduction Date: /2 /21 Length: 0 mins Class Groupings: Small Groups, Individual

Materials: Laptop, Noteflight Music Notation Software, piano or other keyboard instrument (for demonstrating)

Goals for Students:

● Understand the difference between arranging, composing, and transcribing
● Understand the triads in diatonic major and minor scales
● Experiment with writing a chord progression and melody using notation software
● Competencies: Create, Assess

Activities & Strategies

● Introduction: mins
○ Ask students about their experience with composing
○ Create a dialogue with students about what they want to know about the topic. Are there any
particular worries or questions? Any specific topics that students want to learn more about?
● Composing vs Arranging vs Transcribing: mins
○ Take time to describe the differences between composing, arranging, and transcribing. Ask students
before giving them the answers
● What are triads and how are they different?: 1 mins
○ Acti it Ask students to build major, minor, and diminished triads with you. First write them out,
then play along with a keyboard if applicable. Stress the importance of also being able to hear the
differences and similarities between the triads.
○ Acti it Play some assorted triads and have students identify them without looking.
○ Go through the major and minor diatonic scales and show how the triads are different (and similar)
in each as you ascend. Explain Roman Numerals.
○ Acti it Have students open up Noteflight and notate all triads for Bb Major and Concert G minor.
Try to have students notate all the accidentals if applicable. Avoid using key signatures.
● Functions of Chords and Chord Progressions: 10 mins
○ Take some time to explain Tonic, Sub-Dominant, and Dominant Functions of Chords.
○ Play some common chord progressions on the piano for the students and explain where the Tonic,
Sub-Dominant, and Dominant functions are happening in the progression.
○ Listen to two pop tunes that use some of the Common Progressions provided.
○ Acti it Have students pick one of the four bar progressions provided, write it out in a key of their
choice, and write a melody to it. Have students share if there is enough time.
● Wrap Up: mins
○ Answer any questions
○ Have them fill out Google Form - a few questions focusing on the music theory aspects of the lessons

Work for Students:

● Google Form (online quiz)- a few questions focusing on the music theory aspects of the lessons
● Bar Chord Progression & Melody that students submit (written assessment)
Lesson Plan #2: Spicing Things Up Date: /12/21 Length: 0 mins Class Groupings: Small Groups
Materials: Laptop, Noteflight Music Notation Software, piano or other keyboard instrument, student’s instruments
(optional)

Goals for Students:

● Learn about th chords and how they add more dissonance and pull to certain triads
● Be able to identify different types of cadential motion: Authentic, Half, Plagal, and Deceptive
● Know some different simple percussion rhythms that can be used for this and future projects
● Competencies: Create, Assess, Perform

Activities & Strategies

● Review: mins
○ Review major vs minor triads (have students build them for you)
○ Go over the functions of Tonic, Sub-Dominant, and Dominant harmonies - talk about how they
function in specific chord progressions. (emphasize specific chord tones)
● Cadences: minutes
○ Explain the four main types of cadential and play them on the piano.
○ Ask students how each cadence makes them feel. Have students come up with adjectives that
describe the motion (great opportunity to use the chat feature for online class)
● Spicing up some chords: 10 mins
○ Explain what th chords are and how you can use combinations of major/minor triads and
major/minor ths to create different sounds. Talk about applied chords and how they function.
○ Acti it Play an example of an Dom applied chord in band music. In this case, a march was used
(The Alamo by Karl King) given that the students are working on this piece in class for a
performance later this spring.
● Rhythm and Style: -10 mins
○ Introduce percussive elements to the class. Explain how style affects the feel of music.
○ Acti it Have students use their hands to drum through four different styles - Rock/Funk, Clave
Rhythms, Shuffle Beat, and a Waltz feel in / . As the instructor, you can demonstrate and then have
students join in with you when they feel comfortable
○ Acti it Have students go into their progression from last time and add a percussion line
● Tips on how to create a great melody: 10 minutes
○ Discuss the students about stepwise vs skipping motion
○ Have students examine their own melodies and see if they can change anything to provide more
variety (a good combination of steps and skips)
○ Have them play their instruments and experiment with creating melodies by improvising (being
online helps with this)
● Wrap Up: - mins
○ Answer any questions
○ Have them fill out Google Form #2 on more music theory and ask students if there is anything that
needs clarification and what they still want more help on.
○ Introduce the final project and have students start to brainstorm what they might want to do

Work for Students:

● Google Form (online quiz) - music theory and asking questions on what students are still confused about
● Students have the opportunity to resubmit changes they made to their bar progressions for feedback
Lesson Plan #3 : Thinking Big Picture Date: /1 /21 Length: 0 mins Class Groupings: Small Groups
Materials: Laptop, Noteflight Music Notation Software, piano or other keyboard instrument, student’s instruments
(optional)

Goals for students:

● Understand the difference between Strophic, Binary, and Ternary Form
● Be able to identify characteristics that makes a B section contrasting
● Understand how to move in and out of a key change
● Competencies: Assess, Perform (with final project)

Activities & Strategies

● Review: 2- mins
○ Review th chords and applied chords to prepare for the discussion on key changes
○ Go over the four types of cadential motion and clarify any questions regarding which one is which
● Different Types of Form: 10 mins
○ Discuss with students the effect of form on music and how it can provide variety to a composition.
○ Acti it Play three musical examples for students and have them figure out which one follows each
form (use the online chat feature). In this case the examples used were Amazing Grace, Over the
Rainbow, and Greensleeves
● Creating Contrast with a B Section: 1 mins
○ Discussion: What are ways to change up our B section? Go back to recording if students are having a
hard time coming up with things. Different melody, different style, key change, etc.
○ Listen to a tune that has severe style changes to show how contrast can create interest. In this case
the tune was L’Via L’Viaquez by the Mars Volta
○ Acti it Have students add a B section to their four bar composition that they already completed
after Lesson #1. Have students share if time allows.
● Explaining Key Changes: 10 mins
○ Discussion: Why do key changes exist? What purpose do they serve?
○ Review the concept of applied chords
○ Give some tips on things to watch out for in key changes (accidentals, range of the melody, minor vs
major chords, etc.)
● Wrap Up: - mins
○ Introduce Final Project and discuss the guidelines
○ Have students fill out Google Form # on Musical Form
○ Have students download the acapella app to complete the performing aspect of their project
○ Give students time to work on their final project (if time)

Work for Students:

- Google Form (online quiz)- on Musical Form
- Create their final project (composition and video assignment)

Music Used:
● Greensleeves - Traditional English Folk Song, Over The Rainbow - Harold Arlen, Amazing Grace -
Performed by the Phantom Regiment Drum & Bugle Corps