Practicum Teaching Lesson Plan

Understandings Statement: Students will understand how popular music is typically structured
in a basic and repetitive way. They will recognize the basic chords and structural elements of
popular music and recognize how they sequence together with relevant examples of recognizable
pop music. Most importantly, students will discern the idea that popular music and composition
is not far from anyones reach, and writing and processing this type of music is accessible to
them- especially through technology.

Learning Goals:
I can identify basic sections of song form in popular music. (i.e. verse, chorus, bridge, etc.)
I can use chords and basic chord progressions to sequence music of popular style.
I can identify structure and chords in pre-existing popular music.

Materials:
Uptown Funk by Bruno Mars
Piano to play basic chords and basslines
Board to write out sequence elements and chord progressions

Procedure:
Maggie: Popular Song Form (sequencing)
Introduce sequencing of pop songs
Talk about technology relevance in popular music, and how lots of popular music is more
accessible than we think when it comes to form
(Intro)
Verse
Usually repetitive;
Follows same chords
Similar rhythms
Leads into pre-chorus
Pre-chorus
Obvious that its different from the verse, but not quite the chorus or catchy part of the song
Chorus
Usually includes a short, catchy hook that it repeats often
Can also include a catchy bassline that is repetitive in nature
Then repeats structure; verse, pre-chorus, chorus
Bridge
Different from chorus or verse
Often a new melodic or rhythmic idea
Can be over different or varied chords or bassline from earlier in the song
Chorus (slightly altered);
Sometimes new bassline, sometimes different dynamic, sometimes alternate instrumentation
Leading into final chorus; can include riffs, new instruments, etc.
 Example: Bruno Mars Uptown Funk
*Raise hands when we get to (verse, bridge, chorus, etc.) of the song

Lexi: Common chord progressions in pop songs

Similar to the overall form of pop songs, the music or theory part of pop songs is also not as
complex as one might think.
Usually very repetitive
Use uptown funk example (show in intro of uptown funk)
Common chord progression that is in many pop songs, easy to sing to, easy to add instruments
into, easy to write a melody over, easy to figure out on your own.
I-V-vi-IV
Can switch the order of just these four chords, they will most likely still work in different order

Common progression used in popular electronic music: C-D-em (I-II-iii)

Playing around with these chord progression leaves lots of room to change aspects of the melody,
parts of the rhythm, the overall sequencing, which is why they are so commonly used in pop
music; also very catchy and get stuck in your head!
If youre interested in songwriting, youre always encouraged to add your own ideas that can
vary from any of the typical pop song elements, but hopefully this helped show that writing pop
music isnt a task that is far from anyones reach.

Assessments:
Have students raise hands in listening example to identify change in song sections.
Have students recall songs that follow the popular and basic 4-chord progression.

Adaptations:
Size: will write out most elements of sequencing and chord names on the whiteboard for the
benefit of the whole class.
Color: Write in different colors for different roman numerals and different sections of pop songs
to differentiate when the sections change.
Pacing: If students would like more time to listen to pop music and identify sequencing
elements, they may do so on their own computer with headphones and write them out as a
timestamp. If the pace is too slow, students can choose pop music of their own to identify
sequencing and chords.
Modality: Students will have the option to do things more hands on by using their own devices,
or by following the device used by the instructor. Headphones are optional to all students.

Reflection
 Teaching in this class was different from other lessons I have done, because I have not
taught many lessons on popular music. I enjoyed getting to teach students about a topic that was
relevant to them, and they were interested to learn more about the topic of popular song form.
Some students asked questions about instrumentation and bass lines, and they seemed to
recognize several of the concepts that were being presented to them. While there were some
times not all students were focused on the lesson, it was still encouraging to see that most
students were engaged. It was also encouraging to know that after the lesson, students were
going to work on their own projects, and could directly apply what we had taught in the lesson to
their own work. Overall, I think this lesson was helpful to teach to students who are interested in
creating popular music, and the students responded positively.