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Unit Plan Outline

Teacher: Tam Yong Wei


Unit Title: 4-Part Harmony
Grade: 11
Number of Classes: 5
MA Frameworks:
Singing Reading and notation Playing Instruments
Improvisation and
composition Critical response
Purposes and meaning in the arts Role of artists in communities
Concepts of style, stylistic influence and stylistic change
Inventions technologies and the arts Interdisciplinary connections
National Standards:
Creating: AS1 Imagine AS2 Plan, Make AS3 Evaluate, Refine, Present
Performing: AS4 Select, Analyze, Interpret AS5 Rehearse, Evaluate, Refine
AS6 Present
Responding: AS7 Select, Analyze AS8 Interpret AS9 Evaluate
Connecting:
AS10 Synthesize, Relate
AS11 Relate for deeper
understanding
Rationale:
Students will be able to :
a) Analyze music sheets given to them without listening to the audio recording
b) Understand the chord progressions as phrases and as a whole
c) Predict a mood of a piece
Lasting Learning:
Students will be able to :
a) Construct chords from a piece which helps toward composition
b) Identify cadences which students will be able to identify a full phrase in a piece
Knowledge and Skills:
By the end of the unit, students will be able to :
a) Analyze a given four-part voicing in any major key
b) Write and identify cadences (perfect & imperfect, plagal, deceptive)
c) Voice lead four-part voicings in a progression
Assessment/Evaluation:
a) Informal

Apply to all lessons : Students engagement and response to questions in class


Lesson 1 : Students feedback regarding why we analyze music and what do we
look for when we analyze
Lesson 2 : Reinforcement of 5-step chord analysis process
Lesson 3 : Lesson 4 : Students feedback regarding why we voice lead
Lesson 5 : Reinforcement of types of cadences discussed in class
b) Formal
Lesson 1 : Analyzing exercises (with assessing knowledge of figured bass and Lesson 2 : Analyzing Amazing Grace and O Come, All Ye Faithful
Lesson 3 : Students identifying cadences in Amazing Grace and O Come, All
Ye Faithful
Lesson 4 : Voicing leading exercises
Lesson 5 : Exercises for voice leading (using cadence chord progression)
c) Long Range Assignment/Project/Product : Prior Knowledge and Skills:
a) List out Roman numerals of diatonic triads and V7 in any major key
b) List out figured bass (triads & chords in root position & all inversions)
c) Read treble & bass clef notes
d) Identify intervals
e) Write out triads and V7 chord in root position in any major key
f) Write out key signatures
Accommodations:
1. Special needs
a) ADD Get a private one-on-one time with the student if he or she is not clear
about what was discussed in class. Allow student to take the assignment back
home to give more time for him/her to complete.
b) Dyslexia Constantly reinforce concepts discussed in the lesson, teach to the
students strengths, use off-white paper (less glare).
c) ADHD Try to keep task durations to a minimal. Have one-on-one sessions
with the student if he/she cannot keep up with the pace of the class. Also allow
him/her to set their own pace for task completion.
2. ELL Speak clearly and use minimal number of words when explaining.
Provide student with frequent opportunities to work together in pairs and in small
groups.
School to Home/community connection: -

Activator:
Sing analyzed songs to reinforce unit topic
Lesson on voice-leading : Recap cadences by singing cadence chord
progression.
Repertoire:
Scores (Amazing Grace, O Come, All Ye Faithful), manuscript paper for
analyzing, cadences, and voice-leading exercises.
Materials Needed:
Scores (Amazing Grace, O Come, All Ye Faithful), manuscript paper for
analyzing, cadences, and voice-leading exercises. # no. of pencils, piano, laptop,
PowerPoint, projector
Lesson Outlines
Lesson Number : 1
Behavioral Objective
By the end of this lesson, students will be able to :
a) Analyze a given four-part voicing in any major key
Assessment/Evaluation
a) Students engagement and response to questions
b) Students progress in analyzing the exercises using the 5-step process
Prior Knowledge
Students must be able to :
a) List out Roman numerals of diatonic triads and V7 in any major key
b) List out figured bass (triads & chords in root position & all inversions)
c) Read treble & bass clef notes
d) Identify intervals
e) Write out triads and V7 chord in root position in any major key
f) Write out key signatures
Activator :
Get students to write out the diatonic triads and V7 chord in a major key (teacher
picks a key).
Lesson content
- Recap Roman numerals and construction of diatonic triads and V7 in any
major key.
- Ask students why do we analyze music? What do we look for when we
analyze?
- Introduce 5-step process in analyzing a chord. Do a few exercises that
involve the 5 steps.

Lesson Number : 2
Behavioral Objective
By the end of this lesson, students will be able to :
a) Analyze a piece of music using the 5-step process discussed in the previous
lesson
Assessment/Evaluation
a) Students engagement and response to general questions asked by teacher
b) Students progress in analyzing the pieces (Amazing Grace) using the 5-step
process
Prior Knowledge
Students must be able to :
a) List out Roman numerals of diatonic triads and V7 in any major key
b) List out figured bass (triads & chords in root position & all inversions)
c) Read treble & bass clef notes
d) Identify intervals
e) Write out triads and V7 chord in root position in any major key
f) Write out key signatures
g) Execute 5-step process learnt in previous lesson
Activator
Sing Amazing Grace and O Come, All Ye Faithful (if applicable)
Lesson content
- Recap the 5-step analyzing chord process by doing a few exercises. Also
recap why do we analyze music? What do we look for when we analyze?
- Get students to analyze Amazing Grace using the 5-step process
- If students finish the given assignment quickly, give out O Come, All Ye
Faithful and learn how to sing it
Lesson Number : 3
Behavioral Objective
By the end of this lesson, students will be able to :
a) Identify cadences in Amazing Grace and O Come, All Ye Faithful
b) Write out Roman numerals of types of cadences and name the cadences
c) Sing a Perfect cadence in 4 parts (or 3 parts depending on number of
students)
Assessment/Evaluation
a) Students engagement and response to general questions asked by teacher
b) Students reinforcing writing Roman numerals and diatonic triads and V7 chord
Prior Knowledge
Students must be able to :

a) List out Roman numerals of diatonic triads and V7 in any major key
b) List out figured bass (triads & chords in root position & all inversions)
c) Read treble & bass clef notes
d) Identify intervals
e) Write out triads and V7 chord in root position in any major key
f) Write out key signatures
Activator
Sing Amazing Grace and O Come, All Ye Faithful
Lesson content
- Sing Amazing Grace and O Come, All Ye Faithful and get students to
listen to how both pieces end (work towards introducing cadence)
- Sing the perfect cadence exercise (explained in lesson plan)
- Introduce perfect, imperfect, plagal, deceptive cadence and explain what a
cadence is
- Get students to look through their analyzation in Amazing Grace and O
Come, All Ye Faithful and get students to identify where they can find the
various cadences
Lesson Number : 4
Behavioral Objective
By the end of this lesson, students will be able to :
a) Voice lead 4-part harmony
Assessment/Evaluation
a) Students engagement and response to general questions asked by teacher
b) Students reinforcing types of cadences
c) Students progress on voice-leading exercises
Prior Knowledge
Students must be able to :
a) List out Roman numerals of diatonic triads and V7 in any major key
b) List out figured bass (triads & chords in root position & all inversions)
c) Read treble & bass clef notes
d) Identify intervals
e) Write out triads and V7 chord in root position in any major key
f) Write out key signatures
g) Execute 5-step process learnt in previous lesson
Activator
Get students to sing the perfect cadence exercise, reinforcing cadences
discussed in the last class

Lesson content
- Recap what the students learnt in the previous lesson (cadence). Show a
few examples of written notation cadences, working towards voice
leading. Show how each voice is very smooth and does not leap too much
(except the bass)
- Introduce voice-leading and ask why do we voice-lead
- Show the various cadences and analyze how each voice moves from the
first note to the next note.
- If there is more time, do some exercises on voice leading.
Lesson Number : 5
Behavioral Objective
By the end of this lesson, students will be able to :
a) Voice lead a 4-part harmony
Assessment/Evaluation
a) Students engagement and response to general questions asked by teacher
b) Students progress on voice-leading exercises
c) Students progress on 4-part harmony composition (if applicable)
Prior Knowledge
Students must be able to :
a) List out Roman numerals of diatonic triads and V7 in any major key
b) List out figured bass (triads & chords in root position & all inversions)
c) Read treble & bass clef notes
d) Identify intervals
e) Write out triads and V7 chord in root position in any major key
f) Write out key signatures
g) Voice lead 4-part harmony progressions (may need to recap)
Activator
Recap voice leading through singing the perfect cadence exercise to reinforce
smooth intervals between the notes
Lesson content
- Get students to complete a few more voice-leading exercises to make
sure that students grasp the concept.
- Guide students to write their own 4-part harmony chord progression of 2/4
bars (depending on students understanding of composing 4-part
harmony). Set a few rules to guide students to compose their own piece.
Make sure to use a perfect cadence at the 4th bar and use any cadence in
the end of the 2nd bar. Start with chord I.

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