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Introduction to Chords Triads Unit Plan

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					 Introduction to Chords/Triads
           Unit Plan
                     Five week unit with final assessment
                                    5th Grade

                      Concept and focus:
Basic introduction to the concept of chords and triads built off the C Major scale
   Building triads
   Playing triads on the piano
   Identifying “happy” and “sad” (Major and minor) triads
   Chord tones and basic composition (chordal melodic line above triads)

                           Unit Outcomes:
Very accessible material with prerequisites of the following:
   Identifying note names in the treble staff
   Building a scale
   Identifying intervals (at least M3 and P5) aurally and visually




                                   Heather Hastings
                                       Lesson Plan: Week 1 on Chords Unit

LESSON OBJECTIVE:

-Review intervals and scale definition
-Introduce the concept of chords and triads

NH MUSIC FRAMEWORK(S) ADDRESSED, when applicable:
       National Standards Addressed
         __ _1. Singing, alone and with others, a varied repertoire of music.
         _X_2. Performing on instruments, alone and with others, a varied repertoire of music.
         __ _3. Improvising melodies, variations, and accompaniments.
         __ _4. Composing and arranging music within specified guidelines.
         _X_5. Reading and notating music.
         _X_6. Listening to, analyzing, and describing music.
         __ _7. Evaluating music and music performances.
         __ _8. Understanding relationships among music, the other arts, and disciplines outside the arts.
         __ _9. Understanding music in relation to history and culture.

STUDENT BEHAVIORAL OBJECTIVES:

   As a result of this lesson, the students will be able to:

-Identify the reviewed intervals (P1, M2, M3, P4, P5, M6, P8)
-Identify a scale
-Demonstrate 1-3-5 on the keyboard with the right hand and associate chord with triad (for this
unit) as well as “space, space, space” or “line, line, line”

PROCEDURE/ACTIVITIES:

-Ask for a written seating chart for use during the next four weeks
-Review intervals
-Review what a scale is and write the CM scale on the board
-Fill in line, line, line or space, space, space above the CM scale to introduce triads (for now
                           chord = triad)
-Send students to the keyboards and have them wait for instructions
-Have them play RT hand thumb on middle C and fill in “1-3-5” to for the triad
-Summarize/review


RESOURCE MATERIALS:

-Keyboards
-Chalk/chalkboard

ASSESSMENT: Verbal response, visual observation, aural observation, student
               participation
Long-term assessment (see lesson #5)
                          Lesson Plan: Week 2 on Chords Unit

LESSON OBJECTIVE:

-Identify aural differences between triads and identify “happy” and “sad” sounds

NH MUSIC FRAMEWORK(S) ADDRESSED, when applicable:
       National Standards Addressed
         __ _1. Singing, alone and with others, a varied repertoire of music.
         _X_2. Performing on instruments, alone and with others, a varied repertoire of music.
         __ _3. Improvising melodies, variations, and accompaniments.
         __ _4. Composing and arranging music within specified guidelines.
         _X_5. Reading and notating music.
         _X_6. Listening to, analyzing, and describing music.
         __ _7. Evaluating music and music performances.
         __ _8. Understanding relationships among music, the other arts, and disciplines outside the arts.
         __ _9. Understanding music in relation to history and culture.

STUDENT BEHAVIORAL OBJECTIVES:

    As a result of this lesson, the students will be able to:
-Identify a chord and a triad
-Label notes in a CM triad and demonstrate 1-3-5 (right hand) on keyboard
-Label triads as “happy” or “sad”

PROCEDURE/ACTIVITIES:

-Greet class
-Ask students to get a piece of paper and a pencil to take notes
-Review: Write CM scale and have students fill in triads
-Ask which notes and which fingers are used when we play the triad on the piano
-Send students to keyboards to build CM triad
-Using the pencil trick, have students experiment “walking up” the keyboard. “Do these all
sound the same?”
-Ask students to stop playing, turn off keyboards and listen to the piano. Play CM triad and
follow with a minor triad. Ask students to describe the difference. Then label the differences as
“happy” and “sad.”
-Have students move so they can see the board, and also have them take out their notes. Play
each triad and identify (as a group) as happy/sad. Label each triad with a happy or sad face. The
B triad for now will be “very sad.”
-Summarize and review the definitions for a chord and a triad.

RESOURCE MATERIALS:
-Pencils for keyboard exercise
-Staff paper for student notes

ASSESSMENT: Verbal response, visual observation, aural observation, student
               participation
                                       Lesson Plan: Week 3 on Chords Unit

LESSON OBJECTIVE:

-Introduce the concept of happy, sad and very sad chords to represent the Major, minor and
diminished musical qualities

NH MUSIC FRAMEWORK(S) ADDRESSED, when applicable:
       National Standards Addressed
         ___1. Singing, alone and with others, a varied repertoire of music.
         _x_2. Performing on instruments, alone and with others, a varied repertoire of music.
         ___3. Improvising melodies, variations, and accompaniments.
         ___4. Composing and arranging music within specified guidelines.
         _x_5. Reading and notating music.
         _x_6. Listening to, analyzing, and describing music.
         ___7. Evaluating music and music performances.
         ___8. Understanding relationships among music, the other arts, and disciplines outside the arts.
         ___9. Understanding music in relation to history and culture.

STUDENT BEHAVIORAL OBJECTIVES:
  As a result of this lesson, the students will be able to:

-Identify Happy and Sad chord qualities given a chord (from the material) at random
-Identify chord tones
-Sing a major and minor scale and determine Happy/Sad quality of either

PROCEDURE/ACTIVITIES:
  (-Write CM scale on the board)

   -Greet class
   -Verbal assessment of last week’s lesson on “Happy” and “Sad” chords, definitions, intervals
   (through M7) and playing 1-3-5 with block chords (all white keys C-C)
   -Students sing do-do for a major scale (Happy) – C
   -Students sing la-la for a minor scale (Sad) – A minor

   -Happy and Sad Chords:

   -With the class, fill in the block chords to the CM scale and go through each, determining
   “Happy,” “Sad,” and “Very-sad” (b-diminished)
   (-Give hints for those students are confused about by using the chord in a melody to represent
   the quality)
   (-If this doesn’t work, tell students the answers for their notes and regroup for another plan
   next week)

   -Introduce Chord tones (bottom, middle and top notes of a chord)
   -Write CM chord on the bottom of two treble staves
   -Point out the bottom, middle and top notes and have students give note names
   -Write one of the chord tones separately (as the 1st measure of a piece (whole note),
   and ask students the chord tone name (bottom, middle or top)
   Write FM chord on the bottom stave
   -Quiz students similarly, creating another measure
   -GM “ ”
   -CM “ ”
   -Play progression with the right hand playing the chord tones

   -Review/questions
   -Piano time

POINTS TO MAKE:
-Happy, Sad, Very sad chords (C,F,G) (d,e,a) (b-diminished)
-NCTs

RESOURCE MATERIALS:

Blackboard + chalk

ASSESSMENT:

-Verbal response, facial expression, notes, listening to their playing (if they play)
                                       Lesson Plan: Week 4 on Chords Unit

LESSON OBJECTIVE:

-Review the material we’ve covered so far and give students further listening and discussion
opportunities

NH MUSIC FRAMEWORK(S) ADDRESSED, when applicable:
       National Standards Addressed
         ___1. Singing, alone and with others, a varied repertoire of music.
         _X_2. Performing on instruments, alone and with others, a varied repertoire of music.
         ___3. Improvising melodies, variations, and accompaniments.
         _X_4. Composing and arranging music within specified guidelines.
         ___5. Reading and notating music.
         _X_6. Listening to, analyzing, and describing music.
         _X_7. Evaluating music and music performances.
         ___8. Understanding relationships among music, the other arts, and disciplines outside the arts.
         ___9. Understanding music in relation to history and culture.

STUDENT BEHAVIORAL OBJECTIVES:
  As a result of this lesson, the students will be able to:

- Define a chord and a triad and demonstrate the proper technique for playing a triad on the piano
-Identify Happy and Sad chord qualities given a chord (from the material) at random
-Identify chord tones and when given a note and be able to label whether it’s the top, middle or
                   bottom note
-Describe the mood of a piece and whether the piece evokes sad or happy feelings

PROCEDURE/ACTIVITIES:
-Review of all material covered so far:
  -Definitions of chord and triad
  -How to build a triad
  -How to play a triad on the piano
  -Happy/sad/very sad chords (play on piano – have students respond)
  -Chord tones:
     -Write CM triad
     -Label top, middle and bottom notes (T, M, B)
     -Draw 4 bars (I-IV-V-I: C,F,G,C) on two treble staves, label bottom staff with chords and
    have students chose a chord tone to go on the upper staff
     -Write another “class composition” (one write/one play)
-Summarize/Questions

RESOURCE MATERIALS:
-CD Player
-CD with music
-Chalkboard with chalk
ASSESSMENT: Verbal response, visual observation, aural observation, student
               participation
                      Lesson Plan: Week 5 on Chords Unit

LESSON OBJECTIVE:

Assess the effectiveness of the last four lessons on chords

NH MUSIC FRAMEWORK(S) ADDRESSED, when applicable:
        National Standards Addressed
          ___1. Singing, alone and with others, a varied repertoire of music.
          _X_2. Performing on instruments, alone and with others, a varied repertoire of music.
          ___3. Improvising melodies, variations, and accompaniments.
          ___4. Composing and arranging music within specified guidelines.
          _X_5. Reading and notating music.
          _X_6. Listening to, analyzing, and describing music.
          ___7. Evaluating music and music performances.
          ___8. Understanding relationships among music, the other arts, and disciplines outside the arts.
          ___9. Understanding music in relation to history and culture.

STUDENT BEHAVIORAL OBJECTIVES:
  As a result of this lesson, the students will be able to:

-Demonstrate their knowledge of the unit material by assessment
-Demonstrate their progress on piano with the material so far

PROCEDURE/ACTIVITIES:

       Short review of material
       Pass out quizzes
       Play chords for happy/sad part of quiz: D (minor) and G (major)
       Collect quizzes
       Send student to pianos for the remainder of class


RESOURCE MATERIALS:

Chalkboard and chalk
Piano
Copied quizzes and manuscript paper

ASSESSMENT:

Quiz!
Chords Review!
Please define the following words:

Scale -




Chord-




Triad -




Listen to the chords being played. Label if they are happy or sad sounding:

Chord 1:


Chord 2:



Which fingers are used to play a triad?




Name a song that helps you remember the M6 chord:




Name a song that helps you remember the M7 chord:
On your manuscript paper, draw one triad that starts on a line and one triad that starts on a space.
Label the triad name (which note letter) of both.



Pick one of the triads you just drew and label the top, middle and bottom notes.

				
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