Sie sind auf Seite 1von 3

Jensen Gonzalves, Lexi Johnson, Joseph McNure, and Elizabeth Vaughn

MUED 373


8 February 2018

PTE Lesson Plan


● Students will learn the opening lick of “Sir Duke” by Stevie Wonder by ear

● Students will learn the harmony, and rhythm to “Sir Duke”


1. Students will listen to the opening portion of “Sir Duke” so they can hear what they will

be learning by ear.

2. Teacher will learn the opening phrase using singing (Solfege?)

a. Start by singing on La

b. Give a pitch and have students translate using solfege

3. Students will sing through the opening phrase using only solfege

4. Through call and response, students will learn the opening part of the song (transferring

the solfege to their instrument)

a. Every student will learn this portion.

5. Students will listen to stems of the harmony and rhythm of “Sir Duke”

6. Students will divide into three groups and each group will focus on figuring out one

component of the song (melody line, harmony/the guitar and piano comping parts, horn

hits, the bassline, and the drumset/supporting rhythms) for the first verse, and chorus.

7. Each teacher will oversee one group and assist them when needed. Two teachers may

be needed in the group figuring out the guitar and piano comping/harmony.
8. Once each group get a sense of their component, they will play and explain their

components role in the tune and how they figured it out.

9. Once each group has “presented” their part, the class will piece these components

together and play the first part of “Sir Duke”.

Assessment: Once the groups have a sense of their assigned component of the song, groups

will play and explain their part to the rest of students. Once each group has presented, all

student will play their components together. The presentation can be formal assessment, given

that each student speaks about the development of their part, but may be informal as well if the

groups nominate one speaker. The performances will be assessed informally since this will be

the first time the students are learning a complete funk tune by themselves.

Adaptations: This song is originally written in the key of B, which can be challenging. Learning

the introduction by ear bypasses some of the challenges that come with working in this key, but

groups might be overwhelmed with the tasks of learning by ear and learning in a difficult key.

Because of this, the class might raise everything by a half step and use this alternative version

of the tune in the key of C for reference.

Audio here:

In addition, it might be hard for students to hear the discern harmony or rhythm from the song,

so creating stems of each component can make it easier for students to learn their part by ear.

If students are having trouble learning parts by ear, we can provide sheet music to help those

who are struggling.

PTE Follow Up Lesson Plan


● Students will create an arrangement for the class and perform the chorus to “Sir Duke”.

● Students will reflect on their experiences throughout this learning process


1. Students will spend two minutes reviewing the song component that they learned in the

previous lesson.

2. Students will spend up to five minutes teaching one another the various song


3. Students will take five minutes to create an arrangement of the introduction, first verse,

and first chorus of “Sir Duke”.

4. Students will play through their arrangement together and reflect on their experiences,

the challenges they faced in both lessons, and what they enjoyed during the process.


Similar to the previous lesson, students will explain their song component to the other students.

In this lesson, students will also teach their components to class and will play through each of

them together. Students will collaborate to create an arrangement and perform this arrangement

together on newly assigned parts. For example, a student who figured out the bassline in the

previous lesson will teach the part to class, and then learn the melody and perform the melody

in the class arrangement.

Adaptations: Stems used in the previous lesson will still be available for reference when

reviewing and teaching parts and for students who struggle with discerning harmony and/or