Theory...Not+Band...Theory

This lesson was created for a high school advanced theory class that has already mastered basic theory. This is part of an entire chapter on four voice part writing and the students have already had practice in this area. The lesson is intended to allow the students to create examples and physically be involved in their compositions. This also will relieve the students from what can become routine in the textbook.

|| David May || ** Date: ** || 3-05 || || The students will participate in a composition activity while observing the practiced rules of part writing. || ** National Standards (check all that apply): ** ||  || ** 2. Play ** ||  || ** 3. Improvise ** || ** x ** || ** 4. Compose/Arr. ** || ** x ** || ** 5. Read/Notate ** || || ** x ** || ** 7. Evaluate ** ||  || ** 8. Related Arts ** ||  || ** 9. History/Culture ** ||  || <span style="font-size: 11pt; font-family: 'Tahoma','sans-serif';"> || ** Objectives: **<span style="font-size: 11pt; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 12.0pt;"> || || <span style="font-size: 11pt; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 12.0pt;"> || Giant Grand Staff (electrical tape on the floor works well) A place holder that resembles a note. (Black construction or butcher paper works) Drawn accidentals for key signature and accidentals in voices. (Again white paper with the accidental drawn on it works) Examples of part writing in which the students are allowed to fill in two to three voices.(Any standard theory text should have these in a workbook example) ||
 * ** Teacher Name: **<span style="font-size: 11pt; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 12.0pt;">
 * ** Subject/Grade: ** || High School Advanced Theory ||
 * ** Concepts/Skills/Values: **<span style="font-size: 11pt; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 12.0pt;">
 * **<span style="font-size: 10pt; text-transform: uppercase; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 11.0pt;"> x ** || ** 1. Sing **<span style="font-size: 11pt; font-family: 'Tahoma','sans-serif';">
 * <span style="display: block; text-align: center; font-size: 11pt; font-family: Tahoma, sans-serif;"> || || <span style="display: block; text-align: center; font-size: 11pt; font-family: Tahoma, sans-serif;"> || || <span style="display: block; text-align: center; font-size: 11pt; font-family: Tahoma, sans-serif;"> || || <span style="display: block; text-align: center; font-size: 11pt; font-family: Tahoma, sans-serif;"> || || <span style="display: block; text-align: center; font-size: 11pt; font-family: Tahoma, sans-serif;"> || ||
 * <span style="font-size: 10pt; text-transform: uppercase; font-family: Tahoma, sans-serif;"> || ** 6. Listen **<span style="font-size: 11pt; font-family: 'Tahoma','sans-serif';">
 * ** Behavioral **
 * Learning **
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 * ** Sequence of **
 * Activities and Assessment: **

<span style="font-size: 11pt; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 12.0pt;"> || # Have the Grand Staff premade on the floor with clef signs and enough room to fit four voices on the staves.
 * 1) Students will bring prepared examples of what they have written for the part writing from the text/workbook.
 * 2) Individual students will place themselves and the other students on the staves in the voices they have deemed appropriate.
 * 3) The students will sing their part to create the four voice chord.
 * 4) The students will place their black note place holder in the first position.
 * 5) Students will be placed in the next chord to simulate movement of voices.
 * 6) Students will sing their parts of this chord. Singing back and forth between the two chords will help to incorporate the aural ability to hear good voice writing.
 * 7) Following the rules of part writing, students will correct their example to comply.

Assessment: The students will assess themselves by correcting their mistakes and “rewriting” their example. || <span style="font-size: 11pt; font-family: 'Tahoma','sans-serif'; mso-bidi-font-size: 12.0pt;"> || 1. Keep the students actively engaged without losing control. 2.  Give ample time to correct mistakes, give hints when needed. ||
 * ** Teacher **
 * Effectiveness **
 * Reminders: **

David, This is a great activity that allows the students a different style of learning. Theory can become so monotonous (as we have all found out) if it is just taught the same day in and day out. I really enjoy this lesson because it allows students different ways to experience music and it really gives the students a hands on approach to something that isn't always so hands on. I also love the fact that you are allowing the students to compose with each other and they are able to give group feedback, what a great tool. Thanks for this great lesson! A few suggestions: 1. I love the idea of the huge staff and the huge notes and the huge accidentals, maybe you could give us an alternative option for a smaller space, or a smaller amount of resources. I would recommend something like a small 8 x 11 white board that each student could use and maybe have the students rotate so they are each getting a chance to see each others compositions and still have the group effect. 2. Maybe for a second activity or for more with this activity have students that move not only in chords, but also in melodies, with chordal accompaniment. Tag Suggestions: Theory, Chord Recognition, advanced music theory