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OBJECTIVES:
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- Students will recognize and name simple chord progressions.
- Students will aurally analyze passage of music.
- Students will write original melodies to fit supplied progression.
- Students will perform original melodies.
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MATERIALS:
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- In My Dream: tracks 19 (The Way You Do the Things You Do), 25 (It's Time to
Make a Change), and 27 (Hold On). - Worksheet (accompanies this lesson)
- Extra manuscript paper if available
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| PROCEDURES: |
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- Define/review "chord progression" and give examples of simple progressions. Play track 19 as example of I-IV-I.
- Play track 25 and discuss. What additional chord is used?
- Distribute Hold On (track 27) worksheet (page 2 of this lesson). Students will fill in missing chords. Play track several times or until students indicate completion. Go over worksheet as a class. Review questionable passages, playing students' solutions to compare with recording. Consider validity of alternate chords.
- Individual students will write a melody to fit chord progression. Provide enough time for each student to complete at least one phrase. Have students sing their melodies individually or as a class if time allows.
- How did students depart from the original melody? What process did they use to compose, and what steps would they take next?
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EXPLORATION:
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- Using the initial chord progression as a basis, have students create harmonies to add to their original melodies.
- Look at ways a walking bass line includes non-chord notes; compare to simple arpeggiation.
- Given several chord progressions, match one to a supplied song.
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| ASSESSMENT: |
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- Did students recognize and name simple chord progressions?
- Did students aurally analyze passage of music?
- Did students write original melodies to fit supplied progression?
- Did students perform original melodies?
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| NATIONAL STANDARDS:* |
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1.
3c.
6a.
6c.
6e.
7b. |
Singing alone and with others.
Improvise original melodies over given chord progressions.
Students analyze aural examples of a varied repertoire of music.
Students identify and explain compositional devices and techniques used to provide unity and variety.
Students compare ways in which musical materials are used in a given example relative to ways in which they are used in other works of the same genre or style.
Students evaluate a performance, composition, arrangement, or improvisation by comparing it to similar or exemplary models. |
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*From National Standards for Arts Education. Copyright © 1994 by Music Educators National Conference (MENC). Used by permission. The complete National Arts Standards and additional materials relating to the Standards are available from MENC -- The National Association for Music Education, 1806 Robert Fulton Drive, Reston, VA 20191 |
