Lesson Overview:

Students will learn the notes of the treble clef staff, play simple melodies, and complete a short melodic composition. They will then create lyrics by using poetry with the same rhythm (beats) as the music they created. Students will also be asked to perform the piece alone or with another student.

Length of Lesson:

Four 45-minute class periods

Instructional Objectives:

Students will:

• apply prior knowledge of rhythmic concepts in their short compositions.
• compose lyrics through poetry rhyming.
• compose, on classroom instruments, a short melody that uses Middle C, D, E, F, and G.
• identify the letter names of the lines and spaces in treble clef.
• play, on classroom instruments, written melodies that use Middle C, D, E, F, and G.
• play the compositions of their classmates.
• use patterns in writing poetry that match the rhythm of the tune composed.

Supplies:

• Projector
• Pencils/pens
• Staff paper
• Transparencies for overhead projectors (one per student)
• Classroom instruments such as keyboards or xylophones

Instructional Plan:

Warm Up

Students should already be familiar with the notes of the treble clef. (See the first lesson in this unit, First Rhythmic Composition.)

To introduce the concept of melody, play two pitches and have students identify which pitch is higher and which is lower.

Students will be given staff paper and asked to number the lines and spaces of the treble clef. With a partner, students will label the letter names of the lines and spaces. Remind students to label Middle C and D below the staff and the G and A above the staff.

Developmental Activity

The next activity should be done on a fresh sheet of staff paper so that the information can be added to the students’ notes. Instruct students to complete the following:

• At the beginning of two staves, draw a treble clef.
• Divide the two staves into two equal measures (four measures total).
• In the first measure, draw two half notes: Middle C and D.
• In the second measure, draw two half notes: Middle C and E.
• In the third measure, draw two half notes: Middle C and F.
• In the fourth measure, draw two half notes: Middle C and G.
• The intervals in each measure should now be labeled: a second, a third, a fourth, and a fifth.
• To illustrate simple leading tones that will provide a cadence or ending using these five notes, use “D to Middle C" or "G to Middle C."

Guided Practice

Display the notes of simple melodies that use Middle C, D, E, F, and G. (Examples could include: "Hot Cross Buns," "Merrily We Roll Along," or "Lightly Row.") These melodies can be written on the board, on the overhead, on bulletin-board sized staff paper, or on a dry-wipe staff board. Distribute classroom instruments to the students and ask them to play the displayed melody.

Independent Activity

Ask students to compose an eight-measure melodic composition in 4/4 time using the Assignment Checklist provided. Have the students set up their staff paper so that no more than four measures and no less than two measures are included per staff line.

Students can copy their compositions onto overhead sheets so that they can be seen and played by other students.

Ask students to repeat the exercise from the beginning of the lesson, using the G on the second line as the lowest note instead of middle C. Tell the students to draw in half notes that are a second, a third, a fourth, and fifth above G.

Ask students to create a rhyming poem with the same rhythm as their composition. They should use their own sheet music and place the words underneath, as lyrics are often written on sheet music. Students can perform their piece by playing the music and singing or accompanying another student while they sing.

Assessment:

Evaluate student work using the Assessment Checklist provided. This checklist should be shared with the students.

Extensions:

Melodic dictation: Dictate a four-beat melody within the fifth of Middle C to G. Tell students to notate the melody.

Mnemonic devices: Divide students into pairs or small groups, and instruct them to make up a mnemonic device to help them remember the letter names of the treble clef lines and spaces (i.e., Every Good Boy Deserves Fudge, FACE, etc.).

Go on to the next lesson in this unit, Set a Poem to Music, in which students will choose a favorite poem, set it to a rhythmic meter, and assign an original melody to the rhythm.

Authors:

• Leslie Thomas, Teacher
  Thomas Pullen Arts Magnet School
  Landover, MD