Lesson #3 Title:

Composing Melodies

Lesson #3 Learning
Goals
Students will:

Have a basic understanding how to identify forms: binary, ternary,

rondo, etc

Be able to compose a melody using the creative process following

specific criteria

Understand the intervals used in their compositions

Perform and reflect on each others final compositions

Overall Expectations:

C1. Creating and Performing: apply the creative process to create and perform music for a
variety of purposes, using the elements and techniques of music
C2. Reflecting, Responding, and Analysing: apply the critical analysis process to
communicate their feelings, ideas, and understandings in response to a variety of music
and musical experiences
Specific Expectations / Learning Objectives (Refer to Provincial Curriculum document)

Element(s) of Music:
pitch: ledger lines above or below the staff; major, minor, and perfect intervals (e.g.
major third, perfect fifth)
form: theme and variations; repeats (e.g., first and second endings)
C1.2 apply the elements of music when singing and/or playing, composing, and arranging music to
create a specific effect
C1.3 create musical compositions for specific purposes and audiences
C1.5 demonstrate an understanding of standard and other types of musical notation through
performance and composition
C2.3 identify and give examples of their strengths and areas for improvement as composers,
musical performers, interpreters, and audience members (e.g., reflect on their first draft of an
original composition and incorporate suggestions from their peers into their final piece)
Introductory Activities:
Warm-up, review, new terminology,
Hook

Play a recording of Trout Quintet by Shuman

Ask students to ponder on its form or structure

2 mins

Learning Activities:
Presentation,
modeling,
understanding,
guided
independent application

Discuss form: binary (AB), Ternary (ABA), Rondo 8 mins

(ABACAD)
Provide some listening examples
5 mins
Walkthrough the Creative Process: Refer back
to this as you layout the criteria for their
check
for composition
10
practice, Layout criteria for composition: demonstrate
mins
how or where one might begin to compose a
melody, whilst referring back to the creative
process
10
mins
Rubric: discuss how and on what the
compositions will be assessed

Closing:
Make sense, recap, reinforce

Exit card: Students will present their progress as

3 mins
the exit

Homework:
Reinforces or foreshadows lesson

Work on composition rough draft

8 mins

Materials and Resources Required For Lesson

Technology Hardware

Projector

Technology Software

Internet Browser / finale music notation 2008 or higher

Printed Materials

The Creative Process to be visible

Supplies / Equipment

Pencils - staff paper - notebooks

Internet
Resources/References

Naxos Music Library - YouTube

Other Resources/References n/a

Others

Speaker system to play music

Accommodations / Modifications (differentiated instruction)

Resource Student

Have these students focus on using only major and perfect intervals for their
compositions.

Gifted Student

Encourage students to compose melodies using more complex rhythms and/or

intervals (or) have the student attempt to harmonize their melodies upon
completion.

Non-Native
Speaker

During work time, sit with student to assist with understand the task and offer
support where/when needed.

Unit Glossary of Terms

Binary
Rondo
Consonance
Ternary
Form
Dissonance
Appendix

Major Interval

Melodic

Sequence

Minor Perfect

Harmonic

Simultaneous

Monophonic Unison
Polyphonic

Octave

See attached (handouts, quizzes, rubrics, checklists, etc)