Basic Music (Class Syllabus)

ITC 520 Instructional Design and Technology

May 5, 2008
 Table of Contents
Appropriate Curricular Standards 3

Description of Unit Plan/Class 3

Analysis of needs, learners, and task 3
Lesson Descriptions and Performance Outcomes 4
Musical Staff and Lesson 5
Objectives 5
Strategies 5
Material 5
Sequencing 5
Homework worksheet 6
Exam worksheets 7-9
References 9

Curriculum Standards

Content Verbal Information Demonstrate Attitudes

Musical Staff (G Definitions-Staff, Finding a note on a Care in penmanship

Clef), Simple Notes notes staff of notes

Sharps/flats on the Definition of a sharp Adding a sharp or flat Being comfortable

staff and flat and relation to the correct note with recognizing
to the note value sharps/flats
Adding sharps/flats to
Scales Definitions of the make a given scale Choosing the correct
different scales notes and not just
putting the
sharps/flats in any
Adding a note value order
when needed
Rhythm Definition of different Being considered of
note values other people by not
playing instruments
Adding an accidental too loudly
when needed
Major/Minor Chords Definition between a Wanting to hear the
major and minor difference between a
chord major and minor
chord

Description: This is a basic course in music. Elements of this course will lead to a
general understanding of music and will allow the student to farther their education in
more advanced courses. The lessons are by level so students need to grasp a good
understanding of a topic before moving on to the next. The lessons will go no farther than
Major and Minor chords. The evaluations will be based on written exams and homework.

Needs Analysis: Intellectual Skill

Cognitive Strategy
Attitude
Analysis of Learners: Learning-Task
Task Analysis: Musical staff with simple notes
Outcomes: Students will recognize notes on a G clef staff
Students will be able to recognize and name each note
Sharps/Flats
Outcomes: Students will understand and recognize a note that has
been given an accidental
Scales
Outcomes: Students will be able to recognize and write a major and
minor scale using accidentals when appropriate
Rhythm
Outcomes: Students will be able to clap simple meters
Students will be able to clap complex meters
Students will be able to write their own rhythmic patterns
Major and Minor chords
Outcomes: Students will be able to hear the difference between a
major and minor chord and write them

The learning environment will consist of a piano, chalkboard with a built in staff lines.
The desks, if it’s a small class, will be arranged in a semi-circle to provide closeness and
a conversational atmosphere. Also there should be a CD player so the students can listen
to certain songs based on a specific scale.

Lesson Descriptions and Performance Outcomes

1. Musical Staff with Simple Notes:
The G clef staff will be introduced with natural notes; F, A, C, E, E, G, B, D, F.
Students will be able to identify the notes on the staff.
2. Sharps and Flats:
Whole steps and half steps between notes will be introduced and then how to raise
or flatten a note by raising or lowering it a half step. Students will learn that when
a note is changed, it is still named the same but must need an accidental. Key
signatures will also be introduced. With this amount of knowledge, they will be
able to write an F# when asked and/or write their own short melody without
worrying about rhythm.
3. Scales:
Major and Minor scales will be introduced. The difference between the two scales
and how to make a minor one from looking at a major scale will be looked at.
This is an add-on lesson to the previous one, Sharps and Flats. Key signatures
should be memorized before starting this lesson. Students will hear samples of
music that’s based on each major and minor scale so they can get a good hearing
foundation for them. They will also need to learn to play them on the piano with
one hand, one octave. With completing this lesson, students will be able to write
and play all the scales, major and minor, and write simple melodies in different
key signatures.
4. Rhythm:
Simple and complex meters will be looked at. Also different note values will be
introduced. At the end of this lesson, students will be able to write their own
rhythms and write their own melodies using correct rhythmic meters.
5. Major and Minor Chords:
Notes stacked on 3rds will be introduced. We will be uses only natural minor
chords so just the second note (the first 3rd) will be dropped. Students will be able
to identify and write any major or minor chord in any given key.

Musical Staff with Simple Notes Lesson

1. Performance Objectives: Students will have little or no musical background. They
will be able to write and read simple notes on a musical staff after they complete this
lesson. They should be able to do this with 90% accuracy.
2. The strategies used in this lesson plan will be Introduction (for those students with no
musical background), Lecture, and Assessments. The introduction will be based on
student’s first time hearing about what a staff is and the teaching itself will be lecture.
Assessments will be homework (a worksheet), to write their own melody, and after I
grade this to see how they did, there will be an exam.
3. The students will be given a homework worksheet and clear staff paper to write a
short simple melody. Two days later, after they get back the worksheet, they will have
an exam on the lesson.
 4. a. Chalkboard
b. Piano
c. Chalk
d. Staff paper
e. Homework Worksheet
f. Exam worksheet
5. I would use the optimal sequencing suggested by Gagne. I would get the class’s
attention by asking them what kind of music they liked. Then I would tell them
that they will soon understand the notes on a staff which the music they liked are
used. I would ask if any of the students had any previous musical knowledge. I
would draw a staff on the board and write the notes, writing the note names under
it. I would tell the students that, to help them remember the notes, I would say to
remember Every Good Boy Does Fine and my Dear Father Ate Cold Eggs. I would
then erase the notes and ask each student to come up and write a note I give them. I
would encourage them if rather they were correct or not. I would then give them
homework if they didn’t have any questions and in a couple days, give them an
exam. After each lesson, I would give them an exam but would add questions about
the previous lessons taught so they won’t forget what they have learned.
6.

Exam (part 1)

Part 2

7. I would use similar worksheets for the other lessons for homework and exams after the
lecture . If the homework isn’t good, I will review the material again until I feel
comfortable that the students understand the concepts. I would think of different ways to
present the information.
8. References:
http://www.musicatschool.co.uk/worksheets.htm
http://www.pahomeschool.com/worksheets.html
Grading Exam
0 to ten wrong A
11 to 20 wrong B
21 to 30 wrong C
31 to 40 wrong D
41 and more wrong F

Homework
Students will either receive a P (pass) or F (fail) on each homework assignment. If I see that the
student has tried his/her best to do it, he/she will receive a P and if they did not try or did not hand
in an assignment, they will receive an F.