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appreciation_header

SUBJECT: Intervals and Volume

The Intervals and Volume lesson is designed to be completed in 45-60 minutes. Students will watch a video, listen to a piece of music, and mark scores.

Grade Level: 9 - 12

LESSON OBJECTIVES

Students will:

  • Name specific pitches using letter names.
  • Correlate pitch letter names with the white keys on a piano keyboard.
  • Name the black keys on the piano using letter names and accidentals.
  • Define the following musical terms: black keys, flat, middle C, note, octave, pitch, scale, sharp, staff, fifth, fourth, interval, note, octave, second, sharp, and staff.
  • Indicate the numerical size of an interval by counting the notes between two pitches.
  • Identify whether an interval is ascending or descending.
  • Using the piano keyboard, indicate the numerical size of a given interval.
  • Explain the interval of an octave and identify it on the staff and keyboard.

COMMON CORE STANDARDS

Add district, state and/or national standards as is applicable to your area.

RESOURCES/MATERIALS

  • Music manuscript paper or teacher-generated worksheet with several staves available.
  • A portable keyboard, the interactive keyboard from the text, or computer-generated piano keyboard with sound capabilities.
  • An overhead projector of the keyboard – or individual keyboards.

INSTRUCTIONAL SEQUENCE

TIME

Preparatory Activities

  • Review the basic vocabulary for Class 6:
    • Interval, staff, octave

 

10 minutes

Whole Group Instruction

  • As a class, work out the following intervals in sequential order on the manuscript paper. The first pitch and rhythm have been provided.
    • U will signify “up” or ascending, D will signify “down” or descending.
    • Unison means the same pitch.

Example:   unison, unison, unison, unison, unison, unison, unison, U3, D5, U2, U1

U1, unison, unison, unison, unison, D1, unison, unison, unison, D1, unison, U1,

D1, U4

Example Solution:

  • Can you name that melody? _______________

15 - 20 minutes

Group Practice/Small Group Instruction 

  • Either individually or in small groups, have students write out solutions to the following interval sequences. Remember, the rhythms are provided for you.
    • U1, U1, D3, unison, U1, U1, D3, U3, U1, U1, D3, U1, U1, unison, U1, D1, D1, D1, D3, U5, U1, D1, D1, D1, D3, unison, D4, U4, unison, D4, U4
    • U1, U1, unison, D1, D1, U 1, U1, D3, D4, U4, U1, U1, unison, D1, D1, U1, U1, D3
    • U1, D1, D1, D1, U1, U1, D4, U1, U1, D1, U1, U1, unison, U1, D1, D1, D1, U1, U1, D4, U4, D3, D3
    • Unison, U4, U1, U1, D3, D1, D1, U6, unison, unison, D1, U1, U1, D5, unison, unison, D1, U1, U1, D5, unison, U4, U1, U1, D3, D1, D1, U6, unison, unison, unison, unison, D1, D1, D1, D1, U1, U1, D1

 

  • If possible, have students name the melody or song.
  • Extend the learning by having students decide on whether
    • The melody should be slow/fast (tempo)
    • The melody should be loud/soft (volume)

20 - 25 minutes

Closing Activities/Summary

  • Students should share each other’s answers.
  • Note: students should provide rationale reasons for their selections based upon the intervals and notation.

5 - 10 minutes

Evaluation/Assessment - (5 best – 1 least) – circle the appropriate number

  • Students wrote simple melodic phrases using standard notation using teacher-provided prompts.

5 4 3 2 1

  • Students selected, organized, and constructed musical ideas/intervals with guidance.

5 4 3 2 1

  • Students demonstrated an awareness of expressive qualities (volume, tempo, etc.) that support the composer/performer’s expressive intent.

5 4 3 2 1

Extension/Enrichment/Re-teaching/Accommodations

  • Apply the same process with more difficult musical works.
  • Apply the same process to musical works suggested by students.