Edward Gattsek

A&HM 4029

Introduction to New Technologies in Music Education

Dr. James Frankel

Summer 2004 ≠ 7/17/04

Project #4 ≠ High School Lesson Plan

OBJECTIVE

Students will demonstrate the use of the authentic and ½ cadences and perform their works in their small groups. Students will use technology to notate all compositions.

PURPOSE

This lesson illustrates the use of two of the most common progressions in traditional, Western music. The use of technology allows the students to explore a variety of textures and instrumentations. This exploratory period with technology allows each small group to compose without disturbing the other aurally.

MATERIALS NEEDED

• Computer lab, outfitted with notation software (Preferably Sibelius or Finale)
• Head phones for each student
• Playback speakers suitable for entire class
• Student instruments for live playback (provided by each individual student).

ANTICIPATORY SET

Using traditional pen and paper, students will analyze (in SATB, four-part writing) a simple hymn containing the two cadences in question.

PROCEDURE

After anticipatory set, students will move into their small composition groups. Each student will be required to write a progression in a notation software program and be given the opportunity to hear and analyze it. It may more or less complicated than the hymn-tune. In the case of the authentic cadence, the progression must include at least, I ≠ IV ≠ V ≠ I. In the case of the half cadence, it must include, I ≠ iii ≠ vi ≠ IV ≠ V. They must be orchestrated to match their composition groupπs instrumentation. The proper doublings and voice leadings must be obeyed. In the case of the latter, the rhythm must reflect the pause on the V.

CHECK FOR STUDENT UNDERSTANDING

The teacher will be sure to look in on each student during the individual creative process. The teacher will listen to the studentsπ compositions at various stages throughout the class period and give the student feedback and possibly suggestions on where to go from there.

CLOSURE

At the end of class there will be an informal ≥concert≤ of the resulting works. Particularly creative compositions will be discussed and analyzed.

EXTENSIONS

From here students could be encouraged to compose their own chord progressions with full rhythmic and melodic development. Student-generated hymn-like compositions might be the lesson immediate following. Composing similar pieces for a different group of instruments may be a great lesson for the future.