More Lessons Like This...
Random Five More New
Grade:
Subject:
all
other
New Jobs on Teachers.Net




Brandeis Hillel Day Sc...
Anywhere

Elder Care Connections
Bloomington

Brandeis Hillel Day Sc...
Anywhere

Harlem Link Charter Sc...
Anywhere

Grade: all
Subject: other

#631. LISTENING-- IS IT MAJOR OR MINOR?

, level: all
Posted Wed Jun 16 19:24:13 PDT 1999 by Jim Lownes ().
Edison Jr High School, L.A. CA
Materials Required: PIANO OR GUITAR- HAND OUTS FOR STUDENTS
Activity Time: ONE CLASS PERIOD
Concepts Taught: EAR TRAINING

LESSON OBJECTIVE
DESCRIBE A SHORT PIECE OF MUSIC
IS IT A MAJOR KEY OR A MINOR KEY ?
*LAUSD STANDARD ARTS #25
(COOPERATIVE LISTENING LESSON)

First, gather in groups of 4. The teacher will explain to the class the difference
between how a major chord sounds and a minor chord sounds, and their
characteristics. (How to tell them apart.)(teacher: see bottom of this lesson plan) But first:

Choose a speaker to represent your group. - The speaker will present the groups
findings, as well as participate in the exercise. That is, a description of the
music, is it sad, scary, happy, etc. The speaker will present the class with its
opinion on whether this short piece of music is in a minor key or a major.

Choose an officer to keep the group on task. This person will remind the group
to stay focused on the task by being respectful but firm, and report any
unmanageable disruption to the teacher, as well as participate in the exercise.

Choose a time keeper. The time keeper will remind the group how much time is
left for the exercise (about every 5 minutes or so.) And also participate in the
exercise.

Choose a record keeper to record on paper the final decision of the group. This
person will also participate in the exercise.

Listen! There will be two short pieces played. Discuss the sound of it. Which one
was scary, sad, happy, familiar, light,or dark sounding. Then analyze it as being
major or minor using what was taught at the top of the lesson. Example: (We
thought # 1 was scary sounding and dark. It reminded us of a horror movie we
once saw. We think it is in a minor key.) Then go on to describe the 2nd one, and
analyze it. The reporter can use the back of this paper to write out the groups
findings.

When the time is up, the speaker will present the class with its opinion on whether
this short piece of music is sad,scarey, happy, etc. , in a minor key or a major.

RUBRIC

A = Student participated in the exercise, was responsible in the role assigned or
volunteered for, chose the correct answer, and his/her group got the right
answer.

B = Student achieved at least 3 of the above criteria.

C = Student achieved at least 2 of the criteria.

D = Student achieved at least one of the criteria.

F = Student did not participate.


Song #1 description:


Circle one: MAJOR MINOR


Song #2 description:

Circle one: MAJOR MINOR

LESSON OBJECTIVE
DESCRIBE A SHORT PIECE OF MUSIC
IS IT A MAJOR KEY OR A MINOR KEY ?
*LAUSD STANDARD ARTS #25
(COOPERATIVE LISTENING LESSON)

Teaching methodology

This is a critical listening exercise to promote
active listening and to enhance the music listening experience,
used in a cooperative lesson style.


Learning intelligence addressed in lesson

This is a step by step learning activity.
each step is given in the handout.
assessment is given using the rubric.
group cooperation, listening skills and communication,
are assessed.

step by step instruction to follow.

Materials needed

pencil and handouts.
the teacher needs to have an instrument.
I used the piano.


What went right/wrong

This lesson went well. I donít think it ended up being a challenge musically,
more cooperatively challenging to some. Almost all the students got the correct
answers, which is why I thought maybe I could now add some more components to
the lesson. Such as dynamic markings i.e. P for soft. Was it soft or loud etc. It was
a lesson that brought gouts of students together who were friends for the most
part, because I let them choose each other. Iíd like to try the next one with myself
choosing the groups, and see if it changes anything.

For the teacher: Play a major chord on the piano. explain to the class how it kind of sounds happy or use your own way to describe it. Then play the minor chord and describe it to them. You might say how it sounds dark or scarey, again use your own words and discriptions.