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Name: Grade: to Melody

emphasize

Daniel M. Rodriguez, Matthew Warner 7th Grade Chorus

Date: 10/3/13

Title: Harmonic Approaches


Preparation: (link to prior knowledge or jump start)
Sing an 8 measure melody in 4/4 and ask the students to sing the melody back. 2. Then, begin to experiment with the melody with the class such as octaves, canons, volume, tone, and solfege. 3. Then, as the students why is it important to know how to reproduce musical sounds? Ask them to reproduce the melody on staff paper. 4. Now, invite the students to create a harmony as Daniel/Matthew sing the melody. 5. Ask the students why harmony is important? Listen to their Po responses Total: 15 minutes 1.

Musical Focus: concepts/skills to


Playing instruments Singing Timbre

Harmony Melody Creating Rhythm Movement Expressive Qualities Form


Materials:

1. 2. 3. 4. 5.

10 Audio Recorders 1 piano Staff Paper Pencils Staff board and markers

Standards Addressed
Sunshine State Standards (music)

MU.2.C.1.2

Process & Personalization: (teaching sequence & student participation) 1. Ask the students to get into groups of 3. 2. Once the groups have been made, explain the activity. 3. Daniel/Matthew will play the melody on the piano and instruct each group to create a harmony to the melody using quarter, half, and whole notes. Out of the three students in the group, one must sing the melody and the other two harmonize. After the students know what they will perform, they will record onto the audio recorder. 4. Distribute audio recorders and explain how they are used. 5. Communicate to the students that they have 20 minutes to collaborate and record their compositions.

MU.68.S.1.1
Sunshine State Standards (Other Subject)

Objectives: Learners will


Understand (cognitive):

How to dictate/reproduce melodic, harmonic, and rhythmic lines.


Encounter (experiential):

Different musical approaches to a given melodic line.

Assessment:
Written Informal Individual Performance Group Other:

Perform: (consolidation of lesson or Closure) 1. After time is called, invite each group to perform their compositions. 2. After each group performs ask them to explain why they chose to harmonize this way and what was the process? 3. After each group has performed and explained, instruct the students to then listen to their own recordings and transcribe their composition onto staff paper. Total time: 10 minutes. 4. Ask two volunteers to (1) collect the compositions and (2) collect the audio recorders. Notes/Extension: Find ways to apply this concept to all the pieces being studied in class. 1. Recognize and analyze certain harmonic approaches in real music from different periods. 2. The lesson could be flipped where students are given a harmony and must create a melody. 3. This application can lead to early understandings of counterpoint and four-part writing.

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