Set Up Instructor: Have a computer, projector and a SMART Board or screen set up with audio tested and working. Project the lesson to see and hear the audio and to assist with discussion and planning. Written: Use the manuscript paper included in this lesson. Ensure that students can draw their clef sign and insert quarter notes with stems going up or down in the staff lines and spaces. Computer: If necessary, have students review the Boot Camps for either the Sibelius or Finale Notation software found in the table of contents. Start a new score with one staff in any clef, no key signature and in 4/4 time, 8 measures long. Lesson Motif: A short musical idea usually one measure in length. Motifs are used to build melodies. Retrograde: A motif written backwards. Sequence: A motif beginning on a different pitch. Repetition: A motif repeated Listen to the opening motif in the 1st movement of Beethoven’s Symphony No. 5. 1. Sing the opening motif. 2. What happens to the motif throughout the melody in the opening bars of Beethoven’s 5th? 3. Think of other music with recognizable motifs. Composition Use the chart below to substitute letters of the musical alphabet with the letters in your name. Examples: Jean = C, E, A, G Albert = A, E, B, E, D, F - Use only the first 4 letters - A, E, B, E Chapter 1: The Staff Composition: Getting Started With Pitch Theory Focus: The Staff Lines & Spaces, Musical Alphabet, Writing Quarter Notes Composition Focus: Developing a Quarter Note Melody From a Motif Technology Focus: Setting up a New Score with a Treble Clef Staff & Entering Pitch in Notation Software Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement. A B C D E F G H I J K L M N O P Q R S T U V W X Y Z breezin’ thru ™ theory Composer’s Corner next page... 1 CC 1. Create a Motif Using Your Name ☛ Listen Listen
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Set Up
Instructor: Have a computer, projector and a SMART Board or screen set up with audio tested and working. Project the lesson to see and hear the audio and to assist with discussion and planning.
Written: Use the manuscript paper included in this lesson. Ensure that students can draw their clef sign and insert quarter notes with stems going up or down in the staff lines and spaces.
Computer: If necessary, have students review the Boot Camps for either the Sibelius or Finale Notation software found in the table of contents. Start a new score with one staff in any clef, no key signature and in 4/4 time, 8 measures long.
Lesson
Motif: A short musical idea usually one measure in length. Motifs are used to build melodies.Retrograde: A motif written backwards.Sequence: A motif beginning on a different pitch.Repetition: A motif repeated
Listen to the opening motif in the 1st movement of Beethoven’s Symphony No. 5. 1. Sing the opening motif.2. What happens to the motif throughout the melody in the opening bars of Beethoven’s 5th? 3. Think of other music with recognizable motifs.
Composition
Use the chart below to substitute letters of the musical alphabet with the letters in your name.
Examples: Jean = C, E, A, G Albert = A, E, B, E, D, F - Use only the first 4 letters - A, E, B, E
Chapter 1: The Staff
Composition: Getting Started With Pitch Theory Focus: The Staff Lines & Spaces, Musical Alphabet, Writing Quarter NotesComposition Focus: Developing a Quarter Note Melody From a MotifTechnology Focus: Setting up a New Score with a Treble Clef Staff & Entering Pitch in Notation Software
Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement.
A B C D E F G
H I J K L M N
O P Q R S T U
V W X Y Z
breezin’ thru™ theoryComposer’sCorner
next page...
1 CC
1. Create a Motif Using Your Name
☛
Listen
Listen
Enter your four letters as quarter notes in the first measure of your music score.
Enter your 4 letters in reverse order (backwards) in the second measure of music. This is called retrograde.Now you have a phrase!
In measures 3 & 4, enter the same notes as measures 1 & 2 but place them all a step higher on the staff. Now you have two phrases!
Composition: Getting Started With Pitch
Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement. 1 CC
SampleMotif
SampleMotif Retrograde (Reversed)
Sample
Motif Retrograde (Reversed) Measures 1 & 2 up one step (Sequence)
next page...
2. Enter Your Motif.
3. Enter Your Motif in Retrograde
4. Enter Measures 1 & 2 Sequenced Up One Step
In measures 5 & 6, enter the same notes as in measures 3 & 4.In measures 7 & 8, enter the same notes as in bars 1 & 2.
Complete! ☺ Save your work!
Blank Score for Hand Written Work
Composition: Getting Started With Pitch
Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement.
next page...
1 CC
SampleMotif Retrograde (Reversed) Measures 1 & 2 up one step (Sequence)
Measures 3 & 4 repeated (Repetition) Measures 1 & 2 repeated (Repetition)
5. Repeat Measures
Motif Retrograde (Backwards) Sequence (Measures 1 & 2 up a step)
Repetition (of Measures 3 & 4) Repetition (of Measures 1 & 2)
Expanding This Composition
1. Continue this with the composition activity in Chapter 2: Rhythm Basics.2. If you understand keys and scales, try adding the key signature that has the same name as your first note. (You can use the
flat key or the sharp key).
Reflection, Showcase and Discussion
3. Be ready to showcase your work. 4. Talk about the mood and feel of your music.5. Can you visualize a scene that would go with your melody?
Student Reflection
If you are limited by class time, student reflection can be written here or in a separate journal rather than discussed. Another alternative is to have students record their reflections using a digital recording device.
Evaluation Rubric
(A) (4) All pitches have been entered correctly on the staff. Retrograde, sequence and repetition have been done with accuracy. The student needed little or no assistance to complete this. Student reflection shows an excellent understanding of the concepts learned in this lesson and how music can trigger mood and imagination
(B) (3) Most pitches were entered correctly on the staff. Retrograde, sequence and repetition were done with accuracy. The student needed minimal assistance to complete this. Student reflection demonstrated an understanding of the concepts learned in this lesson and how music can trigger mood and imagination
(C) (2) Some pitches were not entered incorrectly on the staff. Retrograde, sequence and repetition have been done with some difficulty. The student needed frequent assistance to complete this. Student reflection described vaguely the mood and tone of the music with some understanding of how music can trigger mood and imagination.
(D) (1) Many pitches are not accurate and have been entered incorrectly on the staff. Retrograde, sequence and repetition have been done with difficulty. The student needed frequent assistance to complete this. Student reflection described vaguely the mood and tone of the music with little understanding of how music can trigger mood and imagination.
(E) Incomplete
Composition: Getting Started With Pitch
Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement. 1 CC
Composition Model For Chapter 1
Copyright © 2010 Jean McKen This school has permission to reproduce and use this document for students enrolled in the "Breezin’ Thru Theory" curriculum as stipulated in the current agreement.
breezin’ thru™ theoryComposer’sCorner
Getting Started with Pitch
Model Student ReflectionI created my quarter note melody by following the instructions in Chapter 1. When I listened to it, the melody sounded very happy and upbeat to me. I started to think about being on holiday visualizing the sand, palm trees and water. This made me think about the kinds of rhythms I would use in Chapter 2 to make the music fun and danceable.
Listen
1 CC
Related Documents
