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 |
| |
|Provide Feedback: walk around lab and give feedback to the students for how they are doing and answer questions they might have |
| |
|Assess Performance: |
| |
|Enhance Retention Transfer: |
|Day 2 |
|Gain Attention: Same as Day 1 |
| |
|State Objectives: Continue learning chord progressions and how the notation software works. |
| |
|Recall Prior Knowledge: review what was taught the day before |
| |
|Present Material: |
| |
|Provide Learning Guidance: |
| |
|Elicit Performance: Let students work with the program more and start creating longer and more complex chord progressions. |
| |
|Provide Feedback: |
| |
|Assess Performance: |
| |
|Enhance Retention Transfer: |
|Day 3 |
|Gain Attention: Same as previous days |
| |
|State Objectives: |
| |
|Recall Prior Knowledge: |
| |
|Present Material: |
| |
|Provide Learning Guidance: |
| |
|Elicit Performance: |
| |
|Provide Feedback: |
| |
|Assess Performance: give the students a verbal quiz to see if they understand what they have learned |
| |
|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 |
| |
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- blackboard kent state university
- kent state gmail
- kent state mail
- kent state black