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SUBJECT: Characteristics and elements of melody
Grade Level: Music Appreciation – Grades 9 - 12
LESSON OBJECTIVES
Students will:
- Define the musical concept of melody.
- Define the following terms: melodic contour, melodic direction, shape, range, themes, imitation, tonal center, melodic tension, and balance.
COMMON CORE STANDARDS
Add district, state and/or national standards as is applicable to your area
Preparatory Activities
10 minutes
- Review vocabulary from Class 14 – form
- Theme, pitch, notation, conjunct, disjunct, range,
Resources/Materials
- Sebastian Bach: http://ks.imslp.net/files/imglnks/usimg/0/05/IMSLP46947-PMLP100008-Bach-BWV1068FShu.pdf
- Themes from the Air on a G String
- Theme A
- Theme 2
- Mini-score
- Theme A
- Themes from the Air on a G String
INSTRUCTIONAL SEQUENCE
TIME
Whole Group Instruction
- As sound file plays the Theme A from the orchestra suite, guide students to mark the contour of the melodic line with pencil.
- Compare the students’ contour drawings and discuss similarities and differences.
- What, in the music they heard, led to the similarities/differences?
- Where did the pitches move up? Move down? Stay the same?
- Where is the melody conjunct? Where is it disjunct?
- What is the range of Theme A?
- Compare Theme A with the Mini-Score.
- Which line is the melodic line?
- Which line is the harmonic line?
- In what ways does the Basso Continuo line support the melody? The harmony?
- Answers: forward movement, less static, part of the harmonic line)
- The longer notes in measures 1 and 3 of Theme A – in addition to being part of the melody, what is their function?
- What creates the tension in this line?
- Answer: the length of note, the harmonic movement underneath.
- Are there points of tension in just the melodic line? (Are there points in which the melody wants to resolve/relax?
- Why does measure 6 “feel” like a complete point of rest? Does this help to make it the end of a phrase?
15- 20 minutes
Group Practice/Small Group Instruction
- In small groups, or individually, have students work through the same questions with Theme B
15 - 20 minutes
Closing Activites/Summary
- Each group or individual student should report back their findings on Theme B.
- Discussion differences in results.
5 - 10 minutes
Evaluation/Assessment 5=Best, 1=Least
- Students were able to identify melodic contours, range, themes, phrases. 5 4 3 2 1
- Students were able to differentiate points of tension and release.
5 4 3 2 1
- Students were able to differentiate melody from harmony.
5 4 3 2 1
- Students discussed similarities and differences in answer with reasonable, rational responses.
5 4 3 2 1