Lesson Plan - Kent State University



Lesson Plan

|Teacher: Robert Morton |Date: |

|Content Area: Music Theory |

|Topic: Creating chords and chord progressions using notation software |

|Grade Level:11-12th grade |

|Duration: one class period (approx. 40 minutes) |

|Academic Content Standards |

|State/Concentration Area: NETS*T |

|Standard: 5 |

|Benchmark: C |

|Indicators: |

|State/Concentration Area: Ohio Music Content Standards |

|Standard: 2 |

|Benchmark: B |

|Indicators: 6 (grade 11), 5 (grade 12) |

|State/Concentration Area: Ohio Technology Content Standards |

|Standard: 3 |

|Benchmark: B |

|Indicators: 1 |

|State/Concentration Area: Information Literacy Standards |

|Standard: 4 |

|Benchmark: 1 |

|Indicators: B |

|Introduction/Scenario |

|Students will learn to use either Finale or Sibelius notation software to help understands how chords are built and how they progress |

|throughout a piece, eventually creating a short musical piece. |

|Objectives |

|After completion of this lesson students will be able to: |

|Have a better understand how chords are built |

|How chords progress throughout music and how they cadence |

|How to use Finale or Sibelius to notate music |

|Procedures |

|Day 1 |

|Gain Attention: Yell loudly to quiet down and pay attention |

| |

|State Objectives: learn the basic chords, progressions and their cadences, and some of the rules with progressions. And how to notate it in |

|music notation software, such as Finale or Sibelius |

| |

|Recall Prior Knowledge: Recall the definitions of chords, progressions and cadences. |

| |

|Present Material: Go over some basic chord progressions (ii-V-I) or (iii-vi-ii-V-I), (IV-V-I) and basic Cadences (V-I or V-vi) and how they |

|are written in the notation software and maybe play some progressions on the piano to help |

| |

|Provide Learning Guidance: If students are having problems working the software or not understanding what chord progresses to what, answer |

|questions to help them get on the right track. |

| |

|Elicit Performance: Let the students work with the notation software, exploring what button or option does what and how different chords |

|sound |

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|Provide Feedback: walk around lab and give feedback to the students for how they are doing and answer questions they might have |

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|Assess Performance: |

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|Enhance Retention Transfer: |

|Day 2 |

|Gain Attention: Same as Day 1 |

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|State Objectives: Continue learning chord progressions and how the notation software works. |

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|Recall Prior Knowledge: review what was taught the day before |

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|Present Material: |

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|Provide Learning Guidance: |

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|Elicit Performance: Let students work with the program more and start creating longer and more complex chord progressions. |

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|Provide Feedback: |

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|Assess Performance: |

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|Enhance Retention Transfer: |

|Day 3 |

|Gain Attention: Same as previous days |

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|State Objectives: |

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|Recall Prior Knowledge: |

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|Present Material: |

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|Provide Learning Guidance: |

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|Elicit Performance: |

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|Provide Feedback: |

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|Assess Performance: give the students a verbal quiz to see if they understand what they have learned |

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|Enhance Retention Transfer: Students turn in the piece of music they spent the past 2 days working on and |

|Evaluation |

|(How will you know when students have met the indicators/objectives?) |

|Before: have some understanding of chord progressions/cadences |

|During: have an understanding how finale/sibelius works and how to write music in these programs |

|After: have created a small musical piece featuring several progressions/cadences |

|Rubric: Students have the following done: |

|Created a piece that lasts approximately 10 measures |

|Incorporates progressions discussed in class |

|The overall chord progression makes sense musically. |

|The piece of music overall looks neat (no corrections of mistakes written on the paper) |

|The student concentrated on doing the assignment, not goofing off in class or doing something that did not have anything to do with the |

|assignment. |

|Materials |

|Computer lab or several in class computers with necessary software |

|Presentation to help show students what to do |

|Students’ notes on how chords progress |

|Piano or Keyboard of some sort (for day 1 for students to hear how chord progressions sounds before going to computer lab or onto the |

|computers) |

|Technology Integration |

|Instead of writing the progressions out on a piece of manuscript paper, using music notation software, the work will look cleaner and doesn’t |

|show erased mistakes |

|Adaptations/Differentiation |

|If there is no computer labs or software available in the district, instead of using the software, just write out the project on a piece of |

|manuscript paper, making sure when handed it is still clean and free of corrections made. |

|Notes/Remarks |

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