Valleroy

Portfolio Proposal

Student Information
Tatum Valleroy
Azusa/San Diego
Course: EDUC 526 Capstone Experience in Digital Teaching and Learning
Professor: Dr. Joanne Gilbreath
Triads
Tuesday, May 5, 2015
Type of Project
Identification, categorization, and construction of the four types of musical triads: Major, minor,
Augmented, and diminished.

Goals of the Portfolio

Understand how each part works together in choral music
Apply understanding of triads to performance of repertoire
Work as a unit to perform music with greater intentionality in expression

Student Learning Outcomes of the Portfolio

What are they going to do to reach the goals?
Identify the root, third, and fifth of triads in root and inverted positions
Categorize triads according to part
Apply identification skills to balancing parts in choral repertoire
Compose using each triad type
Outline
Week 1: Identification and Categorization
Lesson 1: Students will be introduced to the unit objectives. I will define triad, major, and
minor. They will watch and take notes on a couple music theory video tutorials. They will then
get into partners to discuss what they learned in the videos.
Lesson 2: Students will work in expert groups to research characteristics of the four triad types.
They will research their designated triad type on their phone or one of the class computers then
report their findings to their group. They will each complete a chart with a square designated for
each triad type. I will then project an empty chart on the whiteboard and have students share
characteristics with me. I will record their responses in the class chart on the whiteboard.
Lesson 3: Students will independently create digital flashcards and upload them to a Google
Drive folder created for this unit. They will play the game Four Corners to practice their visual
identification. For homework, they will identify triads on a musictheory.net exercise.
Lesson 4: Students will practice more visual identification by indicating with hand gestures the
type of the triad being projected. They will also practice auditory identification by listening to
different types of triads being played and affiliating the sound of the triad with emotions or

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objects. For homework, students will spend five minutes on the app Music Theory Pro and
upload a screenshot of their scores to the Drive folder.
Lesson 5: Students will sort several flashcards of triads on the staff by type. They will then
review their expert group worksheet from Lesson 2. I will do an informal assessment using
Socrative. For homework, students will complete a mind map of triad characteristics on
mindmeister.com and upload it to the Drive folder.
Week 2-3: Analysis and Construction
Lesson 6: Students will analyze four measures of their current repertoire and label the type of
chord the four parts make up. They will then compare their analysis to the one I project on the
whiteboard. They will then rate themselves on how well they analyzed. Based on their response,
I will either review or have them analyze another excerpt independently. I will give instructions
for the composition assignment, including type of chords that must be included, length, and
lyrics. For homework, students will begin their composition.
Lesson 7: Students will analyze their repertoire and determine if their part is the root, third, or
fifth at any given moment in the music. They will work in groups and discuss who has the most
important part at a given moment, based on the knowledge of who has the root, third, or fifth.We
will then come together as a class to come to a consensus about who has the most important part
for each given moment.
Lesson 8: Students will work mostly independently, with partner or teacher assistance if needed,
on a worksheet in which they will mark the root, third, and fifth of several chords. I will then
project the answers on the whiteboard and have students assess their own answers.
Lesson 9: Students will participate in a scavenger hunt in the classroom. They will have a card
with a problem to solve on it. They will bring me their answer one at a time. If they have the
correct answer, I will give them the next clue. The student who finishes the quickest wins the
prize of choosing a (teacher-approved) song to play for their peers at the end of class.
Lesson 10: The compositions will have been submitted to me electronically by the night before
this lesson. The students will spend two to three days showcasing their compositions as the entire
class sight sings them with the lyrics their peers wrote. I will close by congratulating them on
everything they accomplished in this unit by reminding them of the objectives and showing them
how they met those objectives.

Resources
Projector
Laptop
MuseScore music notation software
YouTube
Google Drive/docs
Smart phone
Music Theory Pro
musictheory.net

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Socrative.com