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appreciation_header

SUBJECT: Harmony

Grade Level: Music Appreciation – Grades 9 - 12

LESSON OBJECTIVES

Students will:

  • Define the musical concept of harmony.
  • Explain the difference between consonance and dissonance.
  • Compare and contrast the different functions of melody and harmony in music

COMMON CORE STANDARDS

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

Preparatory Activities

10 minutes

  • eview the vocabulary for Class 15:

    • Harmony, soloist, unison, consonant, dissonant, resolution, harmonic progression.

Resources/Materials

  • Overhead projector – “The Wheels on the Bus” transparency or digital file.
  • Piano keyboard
  • The following audio files:
    • Bach - Air on the G String from Orchestra Suite No. 3 in D major, BWV 1068
    • Handel – “Hallelujah Chorus” from Messiah
    • Chopin - Waltz in C sharp minor, Op. 64, No. 2

INSTRUCTIONAL SEQUENCE

TIME

Whole Group Instruction

  • Display the “The Wheels on the Bus” children’s song.
    • Have students sing the song – point out the melody (with laser pointer or other highlighting instrument)
    • Ask students to identify melody and harmony lines – and explain what evidence in the music leads to their conclusions.
  • Characteristics in the children’s song are similar in more complex music
    • Display RH Melody file – and compare characteristics with “The Wheels on the Bus”
    • Display LH Melody file - show that melody is not always relegated to the “top line” or the right hand.
  • Display file for Bach – Air on the G String – play audio file as well

    • Have students identify melody and harmony lines
    • Explain what evidence in the music leads to the conclusions.
    • Play the second line with the bass line
      • Does the second line “sound” like a melody?
      • What would happen if we played the melody line (top line) and changed the bass line?

20 - 30 minutes

Group Practice/Small Group Instruction

  • Small group, partners, or individuals
    • Display the opening to the “Hallelujah Chorus” and play a short clip of the audio.
    • Have students identify the melody and harmony lines – contrast and compare the 2nd violin line with the written bass part.
    • Have students experiment with changing the bass line to different harmonies.
  • Follow the same process with Chopin - Waltz in C sharp minor, Op. 64, No. 2

15 - 20 minutes

Closing Activites/Summary

  • Have students come together and share their results.
  • Were there any ”new” harmonizations in the “Messiah” or the Chopin “Waltz” that sounded good?
    • Were there sounds that were consonant? Dissonant?

5 - 10 minutes

Evaluation/Assessment 5=Best, 1=Least

  1. Did students distinguish between melody and harmony visually? 5 4 3 2 1
  2. Did students distinguish between melody and harmony aurally? 5 4 3 2 1

Extension/Enrichment/Re-teaching/Accommodations

  • Have students bring in their own musical selections and identify the melody and the harmony.