Lamp Final Project

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Intervals:
The first step to Audiation
Brianna Beaupré
Grade 6: Flute, Oboe, & Bassoon
Creekside Middle School
Cooperating Teacher: Wendy Higdon
Supervising Teacher: Dr. Michael Palmer
Unit Duration: 6 Lessons
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Table of contents
Purpose Statement……………………………………………………………………………….. Page 3
Unit Objectives……………………………………………………………………….…………….. Page 4
Vocabulary…………………………………………………………………………….…………….. Page 5
Unit Timeline……………………………………………………………………………………….. Page 6
Lesson Plans…………………………………………………………………………..…………….. Page 7
Student Assessment Tools…………………………………………………………………….. Page 32
Technology…………………………………………………………………………….…………….. Page 35
Differentiation and/or Accommodations……………………………………………….. Page 36
Pre-test: Student & Teacher Copy………………………………………………………….. Page 37
Post-test: Student & Teacher Copy………………………………………….…………….. Page 47
Pre- and Post-test Graphs……………………………………………………….…………….. Page 57
Unit Narrative………………………………………………………………………..…………….. Page 62
Assessment Narrative…………………………………………………………….…………….. Page 64
Instructional Narrative…………………………………………………………...…………….. Page 66
Results/Interpretive Narrative……………………………………………….…………….. Page 67
Final Statement……………………………………………………………………...…………….. Page 69
Project Rubric………………………………………………………………………..…………….. Page 70
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Purpose Statement
The purpose of this unit is to teach the students about intervals. I chose intervals
because I believe this is one of the first steps to developing audiation. This unit will focus
on being able to read and write generic intervals as well as visually identify and play
ascending vs. descending intervals, harmonic vs. melodic intervals, and a step vs. skip/leap.
This unit will also focus on the ability to aurally identify specific intervals. This unit will
address National Standards 2, 5, and 6. National Standard #2 will be addressed by playing a
variety of exercises meant to establish different interval types. They will also play their
regular repertoire in order to identify these intervals in material that they actually play on
a regular basis. Standards 5 and 6 will be addressed through constant reading and listening
of music in order to identify various intervals. The main goal for this unit is for students to
become comfortable in identifying generic intervals in their music and being able to aurally
identify a few select intervals in order to build their audiation and musicianship skills.
Primary Standards:
Nationals Standards:
2) Performing on instruments, alone and with others, a varied repertoire of music.
5) Reading, notating, and interpreting music
6) Listening to, analyzing, and describing music
Secondary Standard:
Indiana English and Language Arts Standards: Grade 6

6.RV.1 - Acquire and use accurately grade-level appropriate general academic and content-
specific words and phrases; gather vocabulary knowledge when considering a word or
phrase important to comprehension or expression.
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Objectives
National Standard #2
 I will be able to play a unison, third, fourth, and fifth on my instrument.
 I will be able to identify, sing, and play a third, fourth, and fifth by ear.
 I will be able to play ascending and descending intervals.
 I will be able to play steps and skips.
 I will be able to read and write intervals.
 I will identify, describe, and write harmonic and melodic intervals.
 I will be able to describe what an interval is as well as describe audiation and why
they are important to me as a musician.
 I will be able to identify a fifth and third by ear.
 I will be able to describe and identify skips vs. steps.
 I will be able to describe and identify ascending vs. descending intervals.
 I will be able to identify and perform a fifth, third, and fourth by ear.
Secondary Standard
 I will be able to describe what an interval is as well as describe what audiation is.
 I will be able to describe and identify skips vs. steps.
 I will be able to describe and identify ascending vs. descending intervals.
All objectives will be assessed informally in class by having students answer questions or
demonstrate their knowledge by writing on the board, playing, or singing. I will ask every
student to demonstrate their knowledge of a variety of objectives throughout the duration
of the unit.
Most objectives will also be assessed formally either through worksheets or the pre-test
and post-test. The only objectives that won’t be formally assessed includes singing
intervals, playing descending intervals, playing steps, writing melodic intervals, writing
about why audiation is important, identifying a skip vs. a step, and identifying an ascending
vs. descending intervals.
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Vocabulary
1. Ascending
2. Audiation- The ability to hear and comprehend music internally without it being
physically present
3. Descending
4. Harmonic Interval
5. Interval
6. Melodic Interval
7. Skip
8. Step
9. Unison
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Unit Timeline
Day 1- Fully explain unit and reason for unit topic. Test any students who missed class on
Friday. Introduce audiation to the students. Define an interval. Play a unison, third, fourth,
and fifth.
Day 2- Review what audiation and an interval is. Show students how to read and write
intervals. Have them complete the worksheets in class and collect it from everyone. Be sure
to pass out the advanced worksheet to the students that performed well on the test.
Introduce songs they can reference when trying to identify the interval of a fifth. Play
different intervals and have them raise their hands when they hear a fifth.
Day 3- Review reading and writing intervals with the students. Point out any specific
intervals that more students missed on the worksheet on Day 2. Also review hearing a fifth.
Discuss songs that they can think of when trying to identify the interval of a third.
Introduce harmonic and melodic intervals. Introduce skips vs. steps. Look at #76 and #77
in Accent on Achievement. Apply their new knowledge to these songs.
Day 4- Send students that have mastered the content out into practice rooms with an
advanced lesson. Start with fundamentals. Review intervals during fundamentals with each
exercise. Review #77 in the Accent on Achievement book. Have the students play a fifth and
third on their instruments. Review songs they can think of when identifying those two
intervals.
Day 5- Pass out a secondary lesson for those students who have mastered the content.
They can go to practice room to work on it and ask questions as needed. Review playing a
third and fifth. Have them practice playing the intervals ascending and descending.
Introduce the interval of a fourth. Give them songs they can reference when trying to
identify a fourth. Use musictheory.net to practice identifying a third, fourth, and fifth.
Practice audition music and apply their knowledge of intervals to it. Play though #77 in
Accent on Achievement if time.
Day 6- Review a fourth and the songs that can be used to identify a fourth. Have them sing
and play a third, fourth, and fifth. Practice the playing portion of the test. Pass out
worksheets and let them complete it in class. Go over the answers together on the
projector. Play fundamentals and apply intervals to these. Review #76 in Accent on
Achievement. Work through #78 and apply all of their interval knowledge in order to
review. Let the students know that the post-test will be the next day.
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Lesson Plans
Brianna Beaupre
6th Grade, Flute, Oboe, & Bassoon
March 20, 2017, Monday
Day 1 of LAMP Project
Materials: Instruments, pencil, Essential Musicianship
Secondary Standard – Indiana English and Language Arts Standards: Grade 6

Musical Content: Intervals & Audiation
Instructional Objectives: I will be able to play a unison, third, fourth, and fifth on my
instrument. I will also be able to describe what an interval is as well as describe audiation.
Procedure:
1. Test any students who were absent on Monday or didn’t get to do the individual
playing portion at the start of class.
2. Start lesson at about the last 20 minutes of class.
3. When I was thinking about what I wanted to do a unit over I wanted to choose
something that I thought you all would find not only interesting, but would benefit
from as well. I came up with intervals because I know that the ability to hear
intervals has great benefits musically.
a. First of all it helps with audiation. Does anyone have a guess as to what
audiation means?
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i. In your head (not out loud!) I want you to sing Happy Birthday. Raise
your hand if you were able to do that. That is an example of audiation.
b. Show poster board, but not the definition yet. Go through the different
audiation experiences/examples on the poster board first.
i. Ex: “I need complete silence for the next activity. I don’t want to hear
anybody humming or any other noises.”
1. Show Twinkle, Twinkle on overhead projector, but don’t show
the title! “Look at this music. Do you recognize this song?”
2. “How did you know it was Twinkle, Twinkle?”
ii. Ex: On the poster board it says “Beethoven was deaf when he wrote
his last symphony. Do you know what number this symphony was?”
1. Beethoven’s 9th Symphony, which they played earlier in the
year.
2. “Now I know that you can sing the main melody, but as we
listen to the actual symphony what other parts do you hear?
Beethoven heard all of that and was able to create it through
audiation.”
c. “Now that you know a little bit more about audiation let me hear your new
definition.”
4. “What things/activities do you think audiation helps with?”
5. “Imagine if you looked at a new piece of music and already could sing some of it in
your head. Do you think when you went to play it for the first time you would do a
better job of sight-reading it? Maybe you would at least be able to recognize if you
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weren’t playing the right notes. What if you sang your concert music in your head
pretty often? Do you think you would play it better?”
i. Learning intervals is the first step.
6. Define an interval.
7. We will be focusing on only a few intervals in order not to overwhelm you. Those
that are already comfortable with intervals will get more in depth information over
intervals.
8. The great thing is that you can already play the intervals we will be working on.
9. Play and hold your “C.” When I cue you I want you to play another “C.” That is one
interval. Now play a “C” and when I cue you switch to an “E.” Play a “C,” then an “F.”
Finally, play a “C,” then a “G.”
10. Some of you may know what those intervals were. We will discuss how to read and
write intervals as well as hear them tomorrow.
Assessment: There will be informal assessment through questioning.
Future Plans: We will focus on reading and writing intervals as well as being able to hear a
5th.
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Brianna Beaupre
March 21, 2017 Tuesday

Instructional Objectives: I will be able to describe what an interval is as well as describe

audiation and why they are important to me as a musician. I will be able to read and write
intervals as well. I will also be able to identify a fifth by ear.
Procedure:
1. Review what we learned yesterday: “Someone explain audiation to me in your own
words so I know that you understand what it is.”
a. “What are some ways that you could apply this to what we do in class every
day either with fundamentals or music from the book?”
b. “What are some benefits of audiation?”
c. “What does audiation have to do with intervals?”
2. Draw a few intervals on the board. Ask for volunteer to demonstrate how you read
intervals.
3. Demonstrate how to write intervals.
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4. Pass out sheet and have them quickly finish it. This should only take a few minutes.
They can keep working on it as we move to the next activity.
5. “Yesterday I mentioned that I listened for certain songs when I was learning to hear
intervals.” (Play a 5th on the keyboard.) “For example, every time I hear this interval
I hear Star Wars. Do you hear it?” (Play a little bit of Star Wars.)
a. “Other songs work as well. Twinkle, Twinkle, Bad Romance by Lady Gaga (ra-
ra-ro-ma-ma), and Can’t Help Falling In Love by Elvis/21 pilots cover.”
b. “When you hear a fifth does it sound hollow or open to you?” (Play a
harmonic 5th repeatedly for a moment so they get a chance to listen to it.)
i. “If you are unsure, compare that to a second or third.” (Play a second
and third repeatedly, then go back to playing a 5th.)
ii. “Raise your hand if you could hear a difference between the intervals.
Can someone describe what they hear or think of when they hear a
fifth?” “Who uses a song? Who uses the hollow sound?”
c. Play different intervals and when the students think they hear a 5th have
them raise their hands.
6. “Tomorrow we will review the fifth and start working on hearing 3rds. If you want
to practice tonight you can go to musictheory.net”
a. Quickly show them the website and how they can customize ear training and
identify written intervals.
b. We will do some of this tomorrow.
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Assessment: This will be done informally with questioning. It will also be done formally
because I will collect the worksheet they did and check it to make sure they understand the
concepts of identifying and writing intervals.
Future Plans: Tomorrow we will work on hearing a 3rd. We will also discuss harmonic vs.
melodic and skip vs. step.
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Brianna Beaupre
March 22, 2017 Wednesday
Materials: Instruments, pencil, Essential Musicianship, Accent on Achievement

Instructional Objectives: I will be able to identify a fifth and third by ear. I will identify,
describe, and write harmonic and melodic intervals. I will also be able to describe and
identify skips vs. steps.
Procedure:
1) Review reading and writing intervals on board. Review a second, seventh, and
octave since some missed this on their worksheet on Tuesday. Remind them that
they need to start counting on the line or space that the first note is on.
a. Play around the world quickly with identifying intervals on musictheory.net.
2) Review hearing a 5th. “What songs can you listen for when trying to identify a 5th?
What else can you listen for?”
a. “Raise your hand when you hear a 5th.”
3) “Now let’s talk about songs that have a 3rd.” When the Saints Go Drumming In (played
for the concert) and Kumbaya.
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a. “How does it sound? Is it a crunchy sound? Is it as open as a 5th?”
4) Harmonic vs. Melodic
a. “Can someone draw on the board a harmonic interval?” (If someone knows
ask him or her how he or she knows what it is. If no one knows then prompt
them. “Think of the word harmony.”
i. Explain harmonic intervals and give another example on the board.
b. “Based off of what we just learned about harmonic intervals can someone
draw on the board a melodic interval?”
i. Show definition and example on board.
c. “Is 4-10 from Essential Musicianship melodic or harmonic? What interval
should we be listening for?” Play it as written.
i. “How could we reconstruct this exercise to make it harmonic?” Play it
harmonically.
5) Skip vs. Step
a. Play a melodic interval of a 2nd on the keyboard. “Raise your hand if you think
that was a step. Raise your hand if you think it was a skip.”
i. Ask someone who knew it was a step how they would define a step.
ii. “If that is a step then what is a skip or leap?”
iii. Play different melodic intervals asking students if they are skips or
steps. Point out that a 3rd is very close to being a step and see if that
helps anyone with hearing the interval.
Project Accent on Achievement music on screen. #76 & #77
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6) “Look at these two songs. Do they have mostly steps or skips? There are only 2 skips
in #76. Where are they? Where are the skips in #77? What intervals are these
skips?”
7) Play 1-1 & 2-1 so they can warm-up their instruments some.
8) Look at #77. “What is in the key signature? What are some other musical symbols
that we see in this piece?” forte, piano, rit., fermata
9) “In order to practice audiation I am going to give you the first note and then I want
you to sing it in your head while I conduct.”
a. Discuss whether or not they were successful with singing it in their head.
b. “Now let’s try singing it aloud.” (They may not want to do this.) Discuss how
this went and if they thought it was helpful at all. “Did singing it in your head
help you to sing it aloud?”
c. “Now let’s try to play it and see how we do.”
d. Discuss the results. “Did we match what we sang? Do you think singing
helped us play it better than if we hadn’t sang it at all? Do you think if we all
knew this piece really well we would sight-read it better?”
10)Chunk it in 4 measure sections.
a. “Do you hear the 3rd in M. 3?”
b. Model 4 measures at a time, while they air and finger along.
c. Have them then play it. Give comments to fix things.
d. Listen to smaller groups play it the sections.
e. “What are you hearing? Do you hear any mistakes?”
11)If there is time do a run-through.
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Assessment: Assessment will be done informally through questioning and a game of
“around the world.”
Future Plans: We will discuss ascending vs. descending and introduce the interval of a 4th.
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Brianna Beaupre
March 23, 2017 Thursday

Instructional Objectives: I will be able to identify a fifth and third by ear. I will also be able
to describe and identify ascending vs. descending intervals. I will be able to identify and
describe harmonic vs. melodic intervals.
Procedure:
Fundamentals:
1. Flute Slur Octave Sheet #6, goal: constant steady smooth air
2. Essential Musicianship 1-1, goal: start and end the note together
a. What interval is 1-1?
3. 2-1, goal: every note starts exactly the same
4. 3-1, goal: the middle note is the same in pitch & volume as the 1st & 3rd note
a. Show how the pitch changes with your hand (up & down)
5. 3-2, goal: the middle note is the same in pitch & volume as the 1st & 3rd note
a. Show how the pitch changes with your hand (up & down)
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b. “We are going to compare & contrast those two exercises; how are those two
exercises similar or different?”
i. 3-1 the middle note is lower, 3-2 the middle note is higher
c. “What others words mean to go up or down?” “Does ascend mean to go up or
go down? How about descend?”
6. 4-10, goal: listen for the interval of a 5th when we play these
a. Play this both melodically and harmonically
Accent on Achievement
1. “Look at #77. How did we attempt audiation yesterday with this song? Do you think
it had value? Do you think if we did it more often you would be better at it or like it
more?”
2. “What is in the key signature? What are some other musical symbols that we see in
this piece?” forte, piano, rit., fermata
3. Air and finger with Smart Music.
4. Chunk it in 4 measure sections.
a. “Do you hear the 3rd in M. 3?”
b. Model 4 measures at a time, while they air and finger along.
c. Have them then play it. Give comments to fix things.
d. Listen to smaller groups play it the sections.
e. “What are you hearing? Do you hear any mistakes?”
5. “Ask for students to play ascending and descending sections of the music.”
6. Perform a run-through.
Review of Intervals
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1. Ask for students to play a 5th starting on a Concert C. “What note did you play? Do
we agree that this was a 5th? Now someone play a 3rd starting on a Concert C. What
note did you play? This is similar to which part of the pre-test?”
a. “I know some people were confused about how they were supposed to guess
the second note. My goal is that when I play the interval you will be able to
know what the interval is. (unison, 3rd, 4th, 5th) You will then be able to
translate that to which note you need to play on your instrument.”
2. If there is time review the songs and things they can listen for in order to identify a
3rd and 5th.
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Brianna Beaupre
March 24, 2017 Friday

Instructional Objectives: I will be able to identify and perform a fifth, third, and fourth by
ear. I will also be able to identify and perform skip vs. leap and ascending vs. descending.
Procedure:
1. Send three students who are comfortable with hearing intervals out into the
practice rooms with a worksheet to work on by themselves. They can come in and
ask questions at any time and will join the class when they have finished.
Review of Intervals
3. Ask for students to play a 5th starting on a Concert C. “What note did you play? Do
we agree that this was a 5th? Let’s all play that together a few times as half notes.” (C
half note, G half note, 4 counts of rest on a loop.)
a. “Now play it descending.” See if they recall this term from yesterday. Switch
between ascending and descending as they loop it.
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4. “Now someone play a 3rd starting on a Concert C. What note did you play? We are
going to do the same exercise that we did with the 5th with this interval as well.”
5. Review the songs and things they can listen for in order to identify a 3rd and 5th.
Write them on the board as the students recall the songs.
6. Ask each student to identify intervals using musictheory.net to make an interval
game using only 3rd’s and 5th’s.
7. Play a 4th on the keyboard. “Does anyone know what interval this is?” Play beginning
of Here Comes the Bride. “This is one song that you can use to hear this interval.
Some other songs include Amazing Grace, Oh Christmas Tree, Simple Gifts and
Hedwig’s Theme from Harry Potter.”
a. “If we start on Concert C what note will we have to play in order to play a 4th?
Let’s play that interval a few times on half notes.”
8. Ask each student to identify intervals using musictheory.net to make an interval
game using only 3rd’s, 5th’s, and now 4th’s. Reinforce the concept of hearing songs or
other things when listening to the intervals. Also emphasize process of elimination.
Audition Music
9. “Get out your audition music now.” Play through it once at tempo. Fix any large
errors. Ask for students to play one measure that has only skips or only steps. “What
intervals are the skips?” Ask for students to play measures that ascend or descend.
10. Emphasize that this is something that needs to be practiced at home. “What things
can we fix for the playing test? What issues did we have when we played it? What
could we do more of as a class?”
Accent On Achievement
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11. “Let’s play through #77 quickly and see what we remember from yesterday.”
a. Fix any errors.
Assessment: Assessment will be informally through questioning. It will be done formally
for those students that went into the hallway to work on the worksheet.
Future Plans: On Monday we will review reading and writing intervals again. We will also
review the songs that they can listen for when hearing a 4th.
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Brianna Beaupre
March 27, 2017 Monday

Instructional Objectives: I will be able to identify, sing, and play a third, fourth, and fifth by
ear. I will identify, describe, and write harmonic and melodic intervals.
Procedure:
1. “Depending on how well our review goes today I may change the post-test to
tomorrow since some of you will be gone on Wednesday.”
2. “Who can tell me some of the songs that we can listen for in order to hear a 4th?”
Write them on the board and play a 4th a few times on the keyboard so they can hear
it. Then have them sing the interval. Then have the class play a 4th on half notes with
four counts of rest after the interval. Have them play it ascending and descending.
a. Then have them sing and play a 3rd and 5th as well.
3. “I am going to play an interval on the keyboard. This is just like the pre-test where
the first note is “C” and then you have to figure out the second note. You will have
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two attempts per interval. Flutes, you are not allowed to bring the flute to your face
until you play.”
a. “I will play the interval, then cue the “C”, and then cue the second note.”
b. Repeat this several times.
4. Pass out the reading and writing intervals worksheet. Give them a few minutes to
work on this and then go over the answers together.
Fundamentals
1. 1-1, goal: constant, steady, smooth air TAP YOUR TOES!!!
2. 2-2, goal: the same part of the tongue goes to the same place, with the same strength
each time
3. 3-1, goal: the volume and tone of the middle note doesn’t change
a. “Is this ascending or descending?”
4. 3-2, goal: the volume and tone of the middle note doesn’t change
a. “Is this ascending or descending?”
5. 4-9, goal: listening for the 5th
a. “What is a different way that we can make this exercise harmonic?”
Accent on Achievement
1. #76 Accidental Encounter for review. “What time signature are we in? What is in our
key signature? Do you see any accidentals? So how many A naturals are there?”
2. “Air and finger along with Smart Music.”
3. “Now let’s play it together.” Fix any errors.
4. “Now let’s turn to #78, Bella Bimba. What is our time signature? What is our key
signature? Are there any accidentals? When we repeat are we going to play the pick-
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up note? Why not? Which 2 measures are exactly the same? Are there any skips in
the first measure? What is the interval from M. 2 to M. 3? What is the interval from
M. 3 to M. 4?” Play them on the keyboard.
5. “Let’s count it together. Put your finger on the music and follow along with your
counting.” Model staccato counting if they aren’t doing that.
6. “Now let’s play it together.” Fix any errors.
7. “Someone play for me or tell me a descending measure. Someone play a section with
only steps. Someone play a section with skips in it.”
8. “Let’s play it all of the way through again.”
9. “We will be taking the post-test tomorrow. Please be sure to bring your instrument,
as you will need it for the playing portion of the test. Remember this does not go
into the grade book, but I still want everyone to do their very best.”
Assessment: Assessment will be done informally through questioning.
Future Lessons: Post-test.
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Day #4 LAMP Advanced Lesson/Worksheet

NAME:____________________________________________
Perfect, Major, & Minor Intervals
Directions: Read each set of notes carefully. Then apply that knowledge by filling out each
keyboard as directed. We will be in the key of C Major for the entire page.
Perfect Intervals include: UNISON, FOURTH, FIFTH, & OCTAVE

 Unison & octave are perfect intervals because they are essentially the same note
 4th & 5th are perfect because they are very consonant
o Consonant means that they are pleasant to listen to
 2nd, 3rd, 6th, & 7th are dissonant intervals
 Dissonant means that they have some tension or want to
resolve to a consonant interval
1. Draw 2 small pictures. One must represent consonant intervals and the other must
represent dissonant intervals. Label both drawings as consonant or dissonant.
2. We are in the key of C Major. Label all of the perfect intervals on the keyboard with
an uppercase P.
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2nd, 3rd, 6th, & 7th can be a Major or Minor interval

 Major intervals come from a major scale
 Minor intervals are a ½ step lower than major intervals
3. Label the Major intervals with a ‘M.’ Label the minor intervals with a ‘m.’
Half step or semitone: one key to the very next key

Whole step or whole tone: 2 half steps
4. There are two half steps that are made up of only white keys. Which notes make up
these intervals?
5. Identify 2 different half steps by drawing a line between the keys and writing an ‘H’
above the line. Identify 2 whole steps with a line and a ‘W’ above the line.
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Order of intervals:
6. Write the note name below the order intervals. For example, ‘C’ will go underneath
unison & octave.
Unison, m2, M2, m3, M3, P4, tritone, P5, m6, M6, m7, M7, octave
 m= minor, M= Major, P= Perfect

o You will often see a minor interval with a line over the m to help identify it as
being minor
Tritone: an interval consisting of 3 whole tones
7. Label the keyboard with the order of intervals. (Ex: m6, P4, octave)
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Day #5 LAMP Advanced Lesson/Worksheet

NAME:____________________________________________
Perfect, Major, & Minor Intervals
Directions: Read each set of notes carefully. Then apply that knowledge by filling out each
question as directed.
Unison, 4th, 5th, and octave are all Perfect intervals. Below is an example of the perfect
intervals in the key of C.
Scale (C) C D E F G A B C
Interval Unison 2 3 4 5 6 7 Octave
Perfect P P P P
The other intervals (2nd, 3rd, 6th, and 7th) can be major or minor as identified in the table
below.
Perfect P M/m M/m P P M/m M/m P
If you are looking at a major scale, they will all be major. For example, the scale in the table
below is C Major, so the 2nd, 3rd, 6th, and 7th are major intervals as shown by the uppercase
M.
Perfect P M M P P M M P
These intervals can become minor because of accidentals or if the scale changes to
something else like minor. A minor interval is one ½ step below a major interval. So if I
were to change the notes to make them flat that would change the interval to minor.
Scale (C) C Db Eb F G Ab Bb C
Perfect P m m P P m m P
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Now I want you to fill out some tables just like the ones I have above. You will be filling
them out in the key of Bb Major.
First, write in a P for the perfect intervals.
Scale (Bb) Bb C D Eb F G A Bb
Perfect
Now write in an uppercase M under the intervals that would be Major.
Scale (Bb) Bb C D Eb F G A Bb
Perfect
If I switch A natural to Ab how would the interval change? Answer using complete
sentences.
What if I changed G natural to Gb? Answer using complete sentences.
Now that we have looked at intervals based off of a major scale, let’s look at them based off
of half steps.
# of half 0 1 2 3 4 5 6 7 8 9 10 11 12
steps
Interval Unison m2 M2 m3 M3 P4 Tritone P5 m6 M6 m7 M7 Octave
So if we took the C Major scale and applied it to the table above it would look like this.
# of half 0 1 2 3 4 5 6 7 8 9 10 11 12
steps
Note Name C Db D Eb E F F#/Gb G Ab A Bb B C
If you notice I didn’t put down C# for a m2. This is because when you are asking for an
interval you must go to the Number first, then the type.
For example, if I ask for a m6 in the key of C Major. I first have to count 6, which is A.
C=1, D=2, E=3, F=4, G=5, A=6
Then I change A to a minor interval by adding a flat. Ab.
If I said G# that would be like asking for a #5th.
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Now I want you to fill in the note names for the table below. You are in the key of Bb Major.
Start by just filling in the note names for the Major and Perfect intervals.
# of half 0 1 2 3 4 5 6 7 8 9 10 11 12
steps
Note Name Bb X X X X X Bb
Now fill in the note names for the minor intervals and the tritone. This can be done by
adding a flat.
# of half 0 1 2 3 4 5 6 7 8 9 10 11 12
steps
Note Name Bb X X X X X X Bb
The tritone is special in that it can be a #4 or a b5 as you can see in C Major table. (F#/Gb)
This is because the interval is right in the middle and doesn’t follow the normal rules.
Now you know two ways of looking at intervals, either by the key signature or by the
number of half steps. Which way of reading intervals do you like more and why? Please
answer using complete sentences.
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Student Assessment Tools

Playing Rubric
4 points 2 points 0 points
Number Of Can echo the interval Can echo the Could not echo the
Attempts on the first attempt. interval on the interval on the second
second attempt. attempt.
Essay Rubric
Distinguished Basic Unsatisfactory

Content The response The response The response only
addresses all parts of does not address addresses one part of
the question all parts of the the question and is
thoroughly. question. incomplete.
Style The response includes The response There is no support of

sufficient support. has insufficient the response.
support.
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Day #2 LAMP Worksheet
1) Which interval is this? 4) Which interval is this?

a. Unison a. Unison
b. First b. Seventh
c. Second c. Sixth
d. Fifth d. Octave

a. Unison a. Fifth
b. Third b. Seventh
c. Fourth c. Sixth
d. Fifth d. Fourth

a. Unison a. Second
b. Octave b. Seventh
c. Fourth c. Sixth
d. Seventh d. Fourth
7) Write a 5th. 8) Write a third. 9) Write a seventh. 10) Write an octave.
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Day #2 LAMP Advanced Worksheet

a. Unison a. Unison
b. First b. Minor 7th
c. Second c. Octave
d. Fifth d. Major 7th

a. Unison a. Minor 6th
b. Third b. Seventh
c. Fourth c. Tritone
d. Fifth d. Major 6th

a. Major 2nd a. Fifth
b. Minor 2nd b. Minor 4th
c. Unison c. Major 3rd
d. First d. Perfect 4th
7) Write a P5. 8) Write a m3. 9) Write a M7. 10) Write an octave.
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Technology
Musictheory.net- I customized my own exercises for the class. I made one that was over
identifying intervals on the staff. I also made listening exercises using the intervals we were
covering that day in class.
Smart Music- I used Smart Music to project exercises from our method book. This allowed
me to point out specific intervals to all of the students together.
YouTube- I played some songs on YouTube so they could listen/hear specific intervals and
relate the interval to that song.
Document Camera- I used the document camera to go over answers on a worksheet I had
them complete.
Computer & Projector- I used these to show the online exercises we were performing in
class.
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Differentiation and/or Accommodations

One aspect of differentiation that I included in my project was to use multiple
methods of representation of the material so I could appeal to multiple intelligences. I
spoke the information, used visuals, and aural examples to represent the information, and
constantly had the students review the information in the same ways. This meant that I
used multiple means of expression/assessment so they had a chance to show me their
knowledge in ways that would be more comfortable to them. I also made sure to ask a
variety of lower-level and higher-level thinking questions to the students. I tried to make
sure that each student was given questions that were appropriate to their level of
knowledge so they experienced success during informal assessment.
One accommodation that I used was to give students that had done well on the test
advanced worksheets to complete in a practice room during class. This kept them engaged
while we went over material that they had already mastered. I provided notes to go along
with each worksheet so they answered questions as they went through the worksheet. I
tried to write lessons based off of their previous knowledge and continue the lessons in a
way that went step-by-step.
Three students in the class had an IEP. I had to make sure to allow those students to
have extra time to take the test or go to a testing room if they wanted to. All students were
given an adequate amount of time for testing. I let them take as long as they wanted and
everyone finished within about ten minutes of each other.
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Pre-Tests
Name:___________________________________ (STUDENT COPY)
Intervals Pre-Test
Multiple choice. Circle the letter that best answers the question. (You will
hear two notes on the piano. Based off of what you hear you will circle the
correct answer. You will hear each example twice.)
7) Which interval is this?

a. Fifth
b. Third
c. Unison
d. Fourth

a. Third
b. Unison
c. Fourth
d. Fifth

a. Fourth
b. Third
c. Fifth
d. Unison
10)Which interval is this?

a. Unison
b. Fourth
c. Fifth
d. Third
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Multiple choice. Circle the letter that best answers the question.

a. Unison
b. Third a. Fifth
c. Fourth b. Fourth
c. Third
d. Fifth
d. Unison
12)Which interval is this? 15)Which interval is this?

a. Fifth a. Third
b. Third b. Unison
c. Unison c. Fourth
d. Fourth d. Fifth
13)Which interval is this? 16) Which interval is this?

a. Unison a. Unison
b. Fourth b. Fifth
c. Third c. Fourth
d. Fifth d. Third
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Matching. Please match the following terms to the correct definitions.

Each term in column B will only be used once. Please note that there is no
letter “F,” instead there is the letter “G.”
1) Audiation __________
A. When the second note is one

line or space above or below
another note
2) Ascending __________
B. The same note
3) Skip/Leap __________
C. The ability to hear and

comprehend music internally
without it being physically present
4) Melodic Interval __________
D. Two notes played at the same

time
5) Step __________
E. Moving upward in pitch
6) Descending __________
G. When two notes are played one

right after the other
7) Unison __________
H. An interval that is farther than

one line or space above or below a
note
8) Harmonic Interval __________
I. Moving downward in pitch
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Short answer. Please answer using complete sentences. Each response

needs to be 1-4 sentences long.
1) What is an interval?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2) Do you think knowing how to read intervals and hear them is important? Why or why
not? You must support your answer.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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The students will be taken into a practice room one at a time. I will then let
them know that I will play two pitches and they are to echo those pitches back
to me. I will let them know that the starting pitch will always be a “C.” The
second pitch will be either a unison, third, fourth, or fifth. They will have two
attempts at each interval. I will give them two different intervals.
Playing Rubric
Essay Rubric


support.
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Name: _______KEY__________________ (TEACHER COPY)
Intervals Pre-Test
correct answer. You will hear each example twice.) (These are each worth
four points.)
1) Which interval is this? (NS #6)

a. Fifth
b. Third
c. Unison
d. Fourth

a. Third
b. Unison
c. Fourth
d. Fifth

a. Fourth
b. Third
c. Fifth
d. Unison

a. Unison
b. Fourth
c. Fifth
d. Third
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Multiple choice. Circle the letter that best answers the question. (These
are each worth two points.)

a. Unison
a. Fifth
b. Third
c. Fourth b. Fourth
d. Fifth c. Third
d. Unison
6) Which interval is this? (NS #5) 9) Which interval is this? (NS #5)
a. Fifth a. Third
b. Third b. Unison
c. Unison c. Fourth
d. Fourth d. Fifth
a. Unison a. Unison
b. Fourth b. Fifth
c. Third c. Fourth
d. Fifth d. Third
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letter “F,” instead there is the letter “G.” (Matching questions are worth one
point each.)
1) Audiation _____C_____ (Sec. Standard)
A. When the second note is one

another note
2) Ascending _____E_____ (Sec. Standard)
B. The same note
3) Skip/Leap _____H_____ (Sec. Standard)
C. The ability to hear and

4) Melodic Interval _____G_____ (Sec. Standard)

time
5) Step _____A_____ (Sec. Standard)
E. Moving upward in pitch
6) Descending _____I_____ (Sec. Standard)
G. When two notes are played one

7) Unison _____B_____ (Sec. Standard)

note
8) Harmonic Interval _____D_____ (Sec. Standard)
I. Moving downward in pitch
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needs to be 1-4 sentences long. (Each essay question is worth 4 points.)
1) What is an interval? (Sec. Standard)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
not? You must support your answer. (NS #6)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Playing Rubric
Essay Rubric


support.
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Post-Tests
Name:___________________________________ (STUDENT COPY)
Intervals Post-Test
correct answer. You will hear each example twice.)

a. Unison
b. Fourth
c. Fifth
d. Third

a. Fourth
b. Third
c. Fifth
d. Unison

a. Third
b. Unison
c. Fourth
d. Fifth

a. Fifth
b. Third
c. Unison
d. Fifth
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a. Unison a. Fifth
b. Third b. Sixth
c. Seventh c. Third
d. Fifth d. Unison

a. One a. Third
b. Third b. Unison
c. Unison c. Fourth
d. Fourth d. Fifth

a. Unison a. Unison
b. Octave b. Second
c. Third c. Fourth
d. Fifth d. Third
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letter “F,” instead there is the letter “G.”
1) Step __________
A. Moving upward in pitch
2) Harmonic Interval __________
B. The ability to hear and

3) Melodic Interval __________
C. The same note
4) Descending __________

time
5) Skip/Leap __________
E. When the second note is one

another note
6) Unison __________
G. Moving downward in pitch
7) Audiation __________

note
8) Ascending __________
I. When two notes are played one

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needs to be 1-4 sentences long.
not? You must support your answer.
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2) What is an interval?
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Playing Rubric
Essay Rubric


support.
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Name: _______KEY__________________ (TEACHER COPY)
Intervals Post-Test
correct answer. You will hear each example twice.) (These are each worth
four points.)

a. Unison
b. Fourth
c. Fifth
d. Third

a. Fourth
b. Third
c. Fifth
d. Unison

a. Third
b. Unison
c. Fourth
d. Fifth

a. Fifth
b. Third
c. Unison
d. Fourth
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(These are each worth two points.)
a. Unison a. Third
b. Third b. Fifth
c. Seventh c. Sixth
d. Fifth d. Unison
a. One a. Third
b. Third b. Unison
c. Unison c. Fourth
d. Fourth d. Fifth
a. Unison a. Third
b. Fifth b. Second
c. Octave c. Fourth
d. Third d. Unison
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letter “F,” instead there is the letter “G.” (Matching questions are worth one
point each.)
1) Step _____E_____ (Sec. Standard)
A. Moving upward in pitch
2) Harmonic Interval _____D_____ (Sec. Standard)
B. The ability to hear and

3) Melodic Interval _____I_____ (Sec. Standard)
C. The same note
4) Descending _____G_____ (Sec. Standard)

time
5) Skip/Leap _____H_____ (Sec. Standard)
E. When the second note is one

another note
6) Unison _____C_____ (Sec. Standard)
G. Moving downward in pitch
7) Audiation _____B_____ (Sec. Standard)

note
8) Ascending _____A_____ (Sec. Standard)
I. When two notes are played one

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needs to be 1-4 sentences long. (Each essay question is worth 4 points.)
not? You must support your answer. (NS #6)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
2) What is an interval? (Sec. Standard)
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
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Playing Rubric
Essay Rubric


support.
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Pre- & Post-Test Graphs
Pre-test Results for National Standard #2

8
Scores 4
3 Playing
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
Post-test Results for National Standard #2

8
Scores 4
3 Playing
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
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Pre-test Restults for National Standard

#5
12
10
Scores 6
Multiple Choice
4
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
Post-test Results for National Standard

#5
12
10
Scores 6
Multiple Choice
4
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
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Pre-test Results for National Standard #6

16
14
12
10
Scores 8
6 Listening
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
Post-test Results for National Standard

#6
16
14
12
10
Scores 8
6 Listening
4
2
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
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Pre-test Results for Secondary Standard

8
Scores 4
3 Matching
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
Post-test Results for Secondary Standard

8
Scores 4
3 Matching
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
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Pre-test Total
50
40
30
Scores
20 Total Score
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
Post-test Total
50
40
30
Scores
20 Total Score
10
0
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Students
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Unit Narrative
a. Content Standards
a. National Standards
i. 2) Performing on instruments, alone and with others, a varied
repertoire of music.
ii. 5) Reading, notating, and interpreting music
iii. 6) Listening to, analyzing, and describing music
b. Secondary Standards
a. Indiana English and Language Arts Standards: Grade 6
i. 6.RV.1 - Acquire and use accurately grade-level appropriate general
academic and content-specific words and phrases; gather vocabulary
knowledge when considering a word or phrase important to
comprehension or expression.
c. I tried to teach using a Universal Design for Learning framework so that I could
reach as many students as possible. I tried to represent the material in many ways
as well as ask for expression from students in many ways so they had a chance at
success. I made sure to ask a variety of higher-level and lower-level questions as
well. I also created advanced lessons/worksheets for students that had already
mastered the content. I tried to build each lesson off of the previous one so students
weren’t overwhelmed with new material/concepts and could easily build their skills
one step at a time. This was especially helpful for those students who process new
concepts slower than their peers.
d. The students worked on problem-solving skills in this unit. Many of them struggled
with determining which intervals they were hearing. I helped them by consistently
giving them songs to reference as they listened. I also talked to them about how they
could eliminate certain answers and therefore be left with fewer choices to choose
from. An example of this was when we played a game using musictheory.net, where
I created a listening exercise using only a unison, third, fourth, and fifth. If a student
seemed stumped then I would ask them, “Was the same note played twice?” If not
then they knew it wasn’t a unison. Then I would ask them if the note sounded close
to be a step away or if it sounded like a large leap. I would also ask them if the sound
was hollowing sounding or not or if they could hear a song with the interval. Once I
took the students through this problem-solving process a few times, they were able
to do it on their own.
a. As a class we also discussed a few authentic skills that this unit could
develop. We discussed how their musicianship could build from developing
strong audiation skills. With strong audiation skills they would develop their
abilities to detect errors, sight-read faster, and be more musical in their
playing. I also mentioned that maybe they could use their audiation to be
able to play songs by ear. This could be fun to do in social settings or as a way
to relax.
e. My instructional strategies included using sight-before-sound when teaching some
of the new concepts, giving students aural and visual aids, and having students
complete worksheets so I could gage their individual progress. I tried to use pacing
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and proximity to my advantage when it came to behavior management as well as

keeping track of students and their engagement levels. I also tried to use reference
songs that the students would know so they could relate to the material more.
f. I regularly used technology in every lesson. For example, I played reference songs
on YouTube. I also created my own interval listening exercises on musictheory.net
that we would go through together as a class or play “around the world” with. I also
made exercises that were about identifying intervals on the staff. I would use Smart
Music to project their method book exercises on the screen so I could point out
specific intervals to all of the students at once. I also used the projector and
document camera to go over the answers for a worksheet that they completed in
class.
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Assessment Narrative
a. I did not change my tests in anyway for any student. Each student was given the
same test because they were all capable of completing the test without
accommodations. One change that I did make from the pre-test to the post-test was
to not allow the flutes to blow air into their instrument until they were ready to play
the interval for the playing portion of the test. During the pre-test some of the flutes
would lightly blow into their instrument to try and find the interval based of the soft
tones they played instead of actually processing what interval they heard. This was
not fair for every student since the bassoon players couldn’t do this and it wasn’t
what I wanted from them. One accommodation that I made to an assessment was
that I gave the students who had mastered the material different worksheets to
work on. I used this assessment data to plan future lessons for them.
b. I used both formal and informal assessments. I used informal assessments through
questioning. I asked both lower-level and higher-level questioning in most lessons.
My formal assessments included my pre- and post-test, as well as other worksheets
that the students did in class. My tests included multiple types of questions
including multiple choice, matching, short answer, and performance-based
questions. The tests had listening aspects to it as well. I included a variety of types of
questions because this allows for me to better judge the students’ knowledge over
the unit. Using only one type of question on my assessments would not be a good
basis for how well a student truly understands the material.
a. I used a rubric for the performance-based questions and another rubric for
the short answer questions. I used rubrics for these questions because they
had more parts to them. I wanted to give students multiple chances to play
the right interval on the performance-based questions because in music you
usually get more than one chance to play the right note. For the short answer
questions I wanted to grade the students on whether they had the right
answer and whether they supported their answer. I wanted to better
understand whatever answer they put down so I could understand their
thought process; this is why I wanted them to support their answer.
b. Informal assessment was a constant factor in the unit. I used informal
assessment as a review at the start of every lesson over what the students
had learned the day before. Sometimes I used questioning to introduce a new
concept or to find out what their prior knowledge of a concept was. I also
questioning to either apply their new knowledge of intervals to familiar
music and exercises or to review what we were currently learning that
lesson. An example would be to have someone identify an ascending interval
in one of the exercises in their Accent on Achievement book so they could see
the correlation to music they already new or were learning.
c. One example of formal assessment that I used during the unit was when I had
students complete worksheets so I could keep track of individual progress
and also see where the class was struggling as a whole. I used these
worksheets to make my reviews more efficient for the students so we could
struggle on areas that they needed more help with. I also used advanced
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worksheets/lessons to better engage students that had already mastered the

content. With these worksheets I was able to grade them and better adapt
the next worksheet/lesson to fit their needs.
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Instructional Narrative
a. Directions for the tests and worksheets were read aloud to the students and then I
chose a student to repeat the directions in their own words.
b. The National Standards I chose were 2, 5, and 6. Standard 2 related to the unit
through performance of intervals on the test. It was also met by performing a
variety of intervals and music during each lesson. Standard 5 was met when we read
and wrote intervals. The project related to Standard 6 through describing the
various types of intervals that were seen in the music. It was also met through
listening to different intervals and describing the type of sound that was heard from
each one.
c. This project accounts for differences in students because the process can be slowed
down or sped up as needed. It also is easy to limit concepts or add concepts for
those who need a slower pace or those who need a faster pace. I was easily able to
adapt lessons and worksheets for the students who had already mastered the pace.
If some students had needed a slower pace I could have modified my lessons and
tests as well. The basic concept of intervals and ear training is very easy to build
upon.
d. During the very first lesson I explained to the students why I chose to create my unit
around intervals. I explained that intervals are one of the first steps to building
audiation skills. We then discussed how audiation helps us become better
musicians. With audiation students can learn to play songs by ear faster, work on
error detection, and build their musicality. They can use these skills as they continue
to play music in their future or as they enjoy music as an adult. They can also change
these skills to match other skills that they will need. For example, if they can detect
errors in music, then they should be able to transfer that to potentially detecting
errors in math.
e. My criteria for the project was to have every student try their best to learn each
concept and hopefully have every student achieve at least a 75% on the post-test. I
explained that I wanted each student to try their best during every lesson and on
both tests, but I did not tell them that I wanted them to achieve at least a 75%. I
didn’t think it was appropriate to put that pressure on them, especially because it
wasn’t going in their grade books. I didn’t want any student that didn’t achieve a
75% to feel as though they had failed in anyway. Hearing intervals is definitely a
skill that takes time to develop and master and I knew some students would
definitely not master it in the time allotted for this unit.
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Results/Interpretation Narrative
a. The class average on the pre-test was 51%. The lowest scoring sections of the test
were the playing and listening portions. The average for the playing section was
33% and the average for the listening section was about 39%. The other three
sections, multiple choice, matching, and short answer, ranged from an average of
59% to about 67%. The lowest pre-test score was 7 points out of 52 points and only
one student achieved a perfect score. Other than the perfect score only one other
student scored more than 40 points on the pre-test.
b. Based on the pre-test I realized that we would have to spend more time on the
matching section than I had originally planned for because I though more students
would know some of the vocabulary words. I changed my plans so that we spent
more time reviewing the vocab and applying it to the music they were working on in
class. Other than that I didn’t change a lot. I had already planned to spend most of
the time developing aural skills because I didn’t expect them to do very well on
these sections of the test. Another change I made to the unit was to include some
modified lesson plans for students that scored well on the pre-test so they could
work on more advanced material.
c. I weighed each section of the test differently on what I wanted the students to know
the most by the end of the unit. I made the listening and playing question worth four
points because I placed the most value on these questions. The multiple-choice
questions were worth 2 points each. The matching questions were each worth 1
point. The weighing system also lines up with the difficulty of the type of question.
Matching is an easier type of question compared to short answer for most students
to answer so they were only worth one point. The only exception to this was the
short answer section. I made each short answer questions worth four points
because I graded multiple parts of the question. I graded the accuracy of the answer
and whether they provided support for it.
a. The way I weighed the test made the test scores lower than they would have
been had every question been worth the same amount. Since the listening,
short answer, and playing questions on the test were worth the most points
the test grades were lowered. This is because students missed more of these
questions.
d. The class average rose by 36.82% from the pre-test to the post-test. Each section of
the test grew by at least 22.22%. The section on the test that grew the most was
Listening; it rose by 47.22%. On the post-test the multiple choice questions had
100% accuracy. These questions were about identifying generic intervals on the
staff. Matching had a 90.28% accuracy rate. The lowest scoring section was the
playing portion of the test at 75%. Only 2 students out of 18 received a score of less
than 40 on the post-test. There were 4 students who received a perfect score on the
post-test and another three students earned at least a 50 on the post-test. Every
student increased their score from the pre-test to the post-test except for one
student who scored a perfect on both tests.
e. Based off of how much everyone improved from the pre-test to the post-test I think
that I overall had a strong instructional approach. I tried to teach the unit in a step-
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by-step manner than flowed well and build on their previous knowledge. Instead of
introducing everything at once, I spread the new concepts out over the span of my
lessons. I definitely think that all of the students gained quite a bit of knowledge
over intervals from my lesson and they know how to apply that knowledge, in part
at least, to their music. One weakness that I noticed was that two of the students
performed quite below everyone else. I could have tried to help those students out
more by giving them different lessons that allowed them to spend more time
reviewing what we were doing in class. Another instructional weakness was that I
just didn’t have a lot of time to develop the student’s aural abilities. This is
something that takes time and since Spring Break was coming up I didn’t have as
much time as I would have liked. This is seen in lower listening and playing portions
on the post-test. There definitely was improvement in both of these areas from the
pre-test, but with more time they would have more success than they did.
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Final Statement
I will definitely use this project in my future teaching. I think it has great value in
introducing the concept of audiation to my students as well as making them comprehensive
musicians. I will adapt my unit as necessary to fit in with the curriculum and what will
work best for the students, but I hope to use this project in the future to introduce the
concept of intervals. I would continue with the ear training and theory of intervals beyond
this project though. I hope to also add echoing melodic patterns on instruments to
supplement this unit as well.
It can be incredibly easy to fall into the same rehearsal routines everyday for every
class because there is so much music to get through and prepare and there are a million
things to be done. It can become easy to stop being creative and just go through a method
book blindly or only learn concert music and nothing else. This project helped to remind
me that it isn’t impossible to create a unit that is comprehensive as well as fun. It reminds
me that I can be an effective teacher beyond rehearsing the same old way all of the time. My
unit was something that the students could work on everyday in class and apply it to the
music that they play. It isn’t anything overwhelming or too time consuming and I can easily
adapt it to any class. I found this project to be incredibly valuable because now that I have
created one unit I feel as though I can create any unit and meet the National Standards and
the curriculum as well.
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Project Rubric
Unsatisfactory (0) Basic (1-2) Proficient (3-4) Distinguished (5)
Unsatisfactory Basic Proficient Distinguished
Planning and Preparation
The teacher did not The teacher planned The teacher used The teacher used
plan or prepare in in advanced, but pre-test data to detailed analysis of the
advanced. didn’t rely on pre- plan for the unit. pre-test data when
test information to The teacher planning. The teacher
create accurate implemented met all of the other
plans. The teacher some of the other categories in each
did not meet all of rubric categories lesson.
the requirements in in most of the
most of the lessons. lessons.
Comments/Score
 Good use of long-term planning based off of pre-test to layer concepts
 Good job of creating lessons for students who have mastered the content
 Good use of technology, clear objectives, and quality assessment tools
 Could have done a video lesson for an advanced lesson in order to help the students
better understand the concept
 Could have varied some of the exercises used to hear intervals
Proficient: 4
Instructional Effectiveness
The teacher was not The teacher was The teacher was The teacher was
instructionally effective somewhat mostly consistently
at all. None of the instructionally instructionally instructionally effective.
students were engaged effective. Some effective. Most They engaged all
for any decent length of students were students were students and created an
time. engaged some of the engaged at most environment where all
time. times. students can learn.
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Comments/Score
 Good use of multiple means of representation
 Good use of multiple means of expression
 Good use of higher & lower-level questioning
 Could have used faster pacing at times because classroom management was an issue
when the pacing slowed down
Proficient: 4.5
Quality of Assessment Tools
Assessment tools did not Assessment tools Assessment tools Assessment tools made
assess what should have didn’t reliably only measured the analysis process
been assessed. We not put assess skills or skills or efficient. They included
together well. There was knowledge. There knowledge. a large variety of
no variety of questions. was some variety There were a questions. They fully
of questions. variety of assessed skills and
questions. knowledge reliably.
Comments/Score
 Good use of worksheets to monitor individual progress
 Good use of informal and formal assessments
 Could have expanded performance-based assessment
 Could have assessed more objectives on the tests
 Good use of a variety of questions
Proficient: 3
Accommodations
Did not provide any Provided Provided Provided

accommodations for the accommodations accommodations accommodations for
students. that didn’t further for one group of multiple groups of
the students students. students.
knowledge or
skill. Was a hassle
instead of help.
Comments/Score
 Good job of adapting lessons for higher ability students
 Should have created lessons or given supplemental exercises for lower ability students
to practice at home
 Good job of adapting advanced lessons to match the students’ prior knowledge
Proficient: 3
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Clear Objectives
There were no objectives. There were some Objectives were Objectives were clearly
objectives, but clearly stated. stated to the students at
they weren’t the beginning of the unit
clearly stated. and throughout each
lesson.
Comments/Score
 Good discussion with the students at the start of the unit what the objectives were and
why we were learning about intervals
 Could have kept reminding students of these throughout the unit
Proficient: 4.5
Use of Technology
Technology was not used. Technology was Technology was Technology was used
used some of the used multiple consistently to aid in
time, wasn’t very times. instructional
effective. effectiveness and
further the students’
skills and knowledge.
Comments/Score
 Good, consistent use of technology to further the students’ skills and knowledge
 Could have looked for more ways to use it. There could be videos out there on
developing aural skills that I could have shared
 I also could have shared a video on audiation
Proficient: 4.5
72

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Beaupré

The first step to Audiation

Creekside Middle School

Cooperating Teacher: Wendy Higdon

Supervising Teacher: Dr. Michael Palmer

Unit Duration: 6 Lessons

Purpose Statement……………………………………………………………………………….. Page 3

Unit Objectives……………………………………………………………………….…………….. Page 4

Unit Timeline……………………………………………………………………………………….. Page 6

Lesson Plans…………………………………………………………………………..…………….. Page 7

Student Assessment Tools…………………………………………………………………….. Page 32

Differentiation and/or Accommodations……………………………………………….. Page 36

Pre-test: Student & Teacher Copy………………………………………………………….. Page 37

Post-test: Student & Teacher Copy………………………………………….…………….. Page 47

Pre- and Post-test Graphs……………………………………………………….…………….. Page 57

Unit Narrative………………………………………………………………………..…………….. Page 62

Assessment Narrative…………………………………………………………….…………….. Page 64

Instructional Narrative…………………………………………………………...…………….. Page 66

Results/Interpretive Narrative……………………………………………….…………….. Page 67

Final Statement……………………………………………………………………...…………….. Page 69

Project Rubric………………………………………………………………………..…………….. Page 70

Indiana English and Language Arts Standards: Grade 6

Day 1 of LAMP Project

Materials: Instruments, pencil, Essential Musicianship

Secondary Standard – Indiana English and Language Arts Standards: Grade 6

Musical Content: Intervals & Audiation

playing portion at the start of class.

2. Start lesson at about the last 20 minutes of class.

intervals has great benefits musically.

your hand if you were able to do that. That is an example of audiation.

audiation experiences/examples on the poster board first.

anybody humming or any other noises.”

1. Show Twinkle, Twinkle on overhead projector, but don’t show

the title! “Look at this music. Do you recognize this song?”

2. “How did you know it was Twinkle, Twinkle?”

1. Beethoven’s 9th Symphony, which they played earlier in the

listen to the actual symphony what other parts do you hear?

Beethoven heard all of that and was able to create it through

4. “What things/activities do you think audiation helps with?”

pretty often? Do you think you would play it better?”

i. Learning intervals is the first step.

Finally, play a “C,” then a “G.”

write intervals as well as hear them tomorrow.

Assessment: There will be informal assessment through questioning.

Day 2 of LAMP Project

Materials: Instruments, pencil, Essential Musicianship

Secondary Standard – Indiana English and Language Arts Standards: Grade 6

Musical Content: Intervals & Audiation

Instructional Objectives: I will be able to describe what an interval is as well as describe

1. Review what we learned yesterday: “Someone explain audiation to me in your own

words so I know that you understand what it is.”

day either with fundamentals or music from the book?”

b. “What are some benefits of audiation?”

c. “What does audiation have to do with intervals?”

3. Demonstrate how to write intervals.

They can keep working on it as we move to the next activity.

ra-ro-ma-ma), and Can’t Help Falling In Love by Elvis/21 pilots cover.”

and third repeatedly, then go back to playing a 5th.)

fifth?” “Who uses a song? Who uses the hollow sound?”

them raise their hands.

to practice tonight you can go to musictheory.net”

identify written intervals.

b. We will do some of this tomorrow.