September
2004
This lesson serves as an
introduction to the CTK-671.
National Standard: 2 Performing on instruments, alone and with others, a varied
repertoire of music.
3 Improvising melodies, variations, and accompaniments.
4
- Composing and arranging music within specified guidelines.
6
- Listening to, analyzing and describing music.
7
- Evaluating music and music performances.
Objective: The
students will demonstrate their understanding of the operational aspects of the
CTK-671 by selecting various tones, advanced tones, and rhythm patterns based
on parameters set by the teacher.
Materials: A networked keyboard lab with computers
and headphones.
Procedure:
1.
Teacher asks students
to locate the Tone, Advanced
Tone, and Rhythm buttons on the CTK-671.
2.
Teacher reviews the
process of selecting tones, advanced tones and rhythms with the students.
3.
With the GEC3 in Lecture Mode, teacher selects a tone and asks the students to select the same
tone. Teacher plays the tone for
the class and then brings students one at a time into the Lecture to monitor whether or not they have successfully
selected the correct tone.
4.
Teacher repeats same
process for advanced tones and rhythms.
5.
Teacher then reviews
the process of navigating through the various tones and rhythms (by pressing +
or -).
6.
Teacher asks students
to explore the tones (not the
advanced tones yet) on the CTK-671
to find their favorite sound.
7.
Teacher puts the GEC3 into Practice Mode and gives the students ample time to explore the
tones. Teacher monitors student
progress.
8.
After sufficient time,
teacher asks students to share favorite tones by bringing them into Lecture
Mode on the GEC3.
Students will explain their reasons for selecting the tones they
chose.
9.
Teacher will select
certain student-selected tones to have the entire class try on their CTK-671 keyboards. Other students in the class give their
reaction to the chosen tone.
10. After each student has been given an opportunity to
share their favorite tone, the teacher will then ask the students to explore
the Advanced Tones. This time however, the teacher will
write the word FREEDOM (or
any other word that the teacher chooses) on the blackboard and ask the students to select an advanced tone
that reflects the word.
11. Teacher sets the GEC3 to Practice Mode and gives the students ample time to explore the
advanced tones. Teacher monitors
student progress.
12. After sufficient time, teacher asks students to
share their selected advanced tone that reflects the word FREEDOM by bringing them into Lecture Mode on the GEC3. Students will explain
their reasons for selecting the advanced tones they chose and how it reflects
the word.
13. Students evaluate and discuss each advanced tone,
and how successfully it portrayed the word FREEDOM.
14. Teacher then has the students explore the different Rhythms on the CTK-671 by reviewing how to select a rhythm,
and how to start and stop them.
15. Teacher then instructs the students to choose from
the following emotions (Happy, Sad, Angry, Afraid) and then find a rhythm that
reflects that emotion.
16. Teacher switches the GEC3 to Practice Mode and monitors student progress.
17. After sufficient time teacher asks students to share
their chosen rhythms.
18. Teacher switches the GEC3 back to Lecture Mode so that all of the students can hear each
rhythm. Students guess which
emotion each student was trying to portray.
19. After each student has played their chosen rhythm,
students will discuss the success in regard to how well the rhythm related to
the chosen emotion.
Extensions: Teacher
could use other words, images or emotions for inspiration for selecting tones,
advanced tones, rhythms.
Students
could find accompaniment patterns that reflected the words and emotions.
Once
students have selected tones, advanced tones, and rhythms, they could be asked
to create a melody that reflected the inspiration as well.
Students
could use the sequencing function of the CTK-671 to record their finished
composition that could later be recorded into an audio format.