Musical Modes Lesson Plan

Subject: Music
Grade: 6-9
Title Musical Modes
Adapted from a lesson plan by Tiffany Jones
Lesson Plan/Spreadsheet
Topic: Which musical mode do the students like to listen to the most?
Purpose: The purpose of this assignment is for the students to respond
aurally to different types of musical modes. Students will not only decide
whether they like or dislike the sound of certain modes, but be able to
articulate why. The different modes, major, minor, augmented, and
diminished each have a very distinct style and sound. Aurally identifying
the difference between major, minor, augmented, and diminished modes,
and to be able to articulate the reasons they like or dislike the way they
sound will be the most crucial aspect of this lesson. Understanding the
properties that make up a piece of music will bring students to a deeper
understanding of musical composition.
Objectives:
1. TSW conduct research together in a group setting.
2. TSW conduct research and organize the results individually.
3. TSW train their ears to become more familiar with the sounds and
moods of musical pieces.
4. TSW identify different types of modes by sound aurally.
5. TSW prepare an organized presentation.
6. TSW communicate to classmates and conduct a survey.
Materials:
1. Recording device (Phone, iPad, laptop, etc.)
2. Recordings of major, minor, diminished, augmented, and diminished
chords (Provided by teacher)
3. Spreadsheet to record their research (which the students will make on
their own using Google Sheets)
4. Computers (provided in the library)
5. Access to the student body
6. Recordings of different musical compositions (Selected by teacher)

Procedure
Anticipatory Set:
TSW listen to the recordings. Each of the recordings will be of a piece of
music in one of the four mode types. After the recordings are listened to
the students will participate in a group discussion on how each piece made
them feel. The students will be encouraged to use various objects
(animals, cars, etc.,) to compare the sound of the music.
Lesson Opening:
Opening questions: Have any of you ever heard an instrumental song that
made you happy? Have any of you ever heard an instrumental song that
made you cry? What was it about the sound of the music that made you
feel that particular way?
Articulate Objectives:
In this lesson you will be conducting a survey. This survey will determine
which kind of musical mode students of different ages prefer. Conducting
this survey will familiarize you with how each mode sounds. Your will be
able to work together, individually, and communicate to your schoolmates.
You will learn what it is like conducting a survey. At the same time you will
learn how to take what you learn from the survey and organize the
information.
Instruction:
1. We have been studying the musical notes and their properties. Now
will take the next element of sound and apply it towards the base
knowledge of the chord. This project will have many different facets.
TSW be learning more about the notes, and they will also learn
which type of chords and musical modes their peers and classmates
prefer. The requirements for this lesson are a 15-minute oral
presentation over the modes and their role in a musical score. The
second part of the presentation will be a survey that the student will
conduct. I have played and recorded 4 short piano pieces, each in a
different type of mode, for this exercise. The students will be
required to make a spreadsheet showing the results of the
survey and a chart to help the other student understand the
results.
2. On day One, the students will break off into four groups. Each group
will begin by listening to the recordings and taking a poll among the
group rating each piece 1 to 5 (1 is bad 5 is good), based on how
the music makes them feel.
3. On day two, the groups will prepare the presentation of the musical

pieces. Group one will take the recording to the beginning chorus,
advanced science class, advanced math class. Group two will get
the reactions from the symphonic band, intermediate math class,
and intermediate English class. Group three will get the opinions of
the orchestra, student leadership, and weight training classes.
4. On day three, the students will take their data and make a
spreadsheet showing the results. This spreadsheet should be
organized and reflect, accurately, the surveys findings. The
students will also make various charts or other visual aids that will
help in their presentation.
Assessment:
On day four, the groups will begin presentations. Each group will be
required to speak for a minimum of 15 minutes. Each group will also
turn in their spreadsheet, as well as a short written essay, for a grade.
Conclusion:
TSW be evaluated on the overall presentation; however, the majority of
this grade will come from teamwork and participation within the group.
After completing this exercise, the students will have learned how to work
within a group to achieve a common goal. TSW also have a greater
appreciation for music and the role musical modes play in music.