Moving+from+a+I+to+a+IV+Chord+using+Frogger

Middle/High School Jazz Band

A little precursor to my lesson: Before we started this particular lesson we spent quite a couple of weeks identifying how to find goal tones, guide tones and leading tones within a I chord in Bb. "Goal Tones" were simply the 1st, 3rd, and 5th scale degree. They were labeled as goal tones because they would always sound good on top of the chord you were playing and it was the improviser's goal to reach these tones. "Guide tones" were how you traveled from one "Goal tone" to another, and a "Leading Tone" was either a scalar or chromatic note that led into the next chord. While the objective of this lesson was to teach them how to use these tools to get them from a I to a IV chord, I saw that it could be used to help them get between any two Chords in a fun way that students could enjoy. The worksheet illustrates 4 beats in the first chord you chose and then the downbeat of the new chord for a total of 5 beats (Each beat is the green grass). The first beat is where you see the image of Frogger. This is where students chose their first Goal Tone. For some reason, the second beat is missing it's text, but it was supposed to say GT (like the third line does) for Guide tone. The second and third beat are both supposed to be guide tones. I explained to students that if they wanted to use a goal tone instead of a guide tone they could. Following the GT, there is an LT which symbolizes leading tone. Finally, the top of the worksheet is where the chord switches on the downbeat.

National Standards: Imagine/ Plan and Make/ Select/ Analyze/ Interpret/ Rehearse, evaluate, and refine.

Primary Focus: Identifying how to move from one chord to another.

Objective: We will identify how we can use goal tones, guide tones, and leading tones to get us from a I chord to a IV chord.

Types of Assessment: Formative and Informal

Assessment worksheet: Frogger Worksheet

Total Lesson Time: 45 minutes


 * 10 minutes**: Review how to find goal tones, guide tones, and leading tones on a I chord in the key of Bb. Then take a couple of minutes to find the goal tones of a IV chord. Review that guide tones get them from one goal tone to another while the leading tone transitions them into the next chord.


 * 5 minutes**: Explain the Frogger Worksheet to students. You have 4 beats to get from a I chord to a IV chord. Chose a starting point of a goal tone in the I chord and, like you would in Frogger, chose the most direct notes to get you to a goal tone on the IV chord.


 * 15 minutes**: Let students complete as many of these worksheets as they can in fifteen minutes. They should at least be able to come up with 3. Walk around the room and make sure students are understanding the concept and are staying on task.


 * 2 minutes**: Have students warm up on their own.


 * 8 minutes**: Have students pick three of their Frogger pathways and play through each of them collectively so that they get the chance to experience what they created without any pressure of others listening in.


 * 5 minutes**: Recap the objective for today and collect the worksheets for formative assessment.