Lesson Plan for SoundTree

August 2004

 

What I Did On My Summer Vacation ­ Inspiration for Student Composition

 

National Standard:  2 ­ Performing on instruments, alone and with others, a varied repertoire of music.

                           3 ­ Improvising melodies, variations, and accompaniments.

4 - Composing and arranging music within specified guidelines.

5 ­ Reading and notating music.

6 - Listening to, analyzing and describing music.

7 - Evaluating music and music performances.

        

Objective:    Using the CTK-671, students will improvise then compose and notate melodies with appropriate accompaniments that are inspired by events that transpired during their summer vacations.

 

Materials:     A networked keyboard lab with computers and headphones.

                  Blank Manuscript Handout.

                 

Procedure:           

1.    Teacher distributes Blank Manuscript Handout to students.

2.    Teacher discusses the concept of using real-life events as inspiration for composition, focusing on emotions, locations, etc.

3.    With the GEC3 in Lecture Mode, teacher plays some short examples of how one could represent the beach using sounds from the CTK-671.

4.    Teacher asks the students to find an appropriate sound on the CTK-671 and then improvise short melodies based on the following possible vacation destinations: a playground, the beach, camping, visiting relatives, an amusement park, etc.

5.    After sufficient time, teacher asks students to share their short improvisations by bringing them into Lecture Mode on the GEC3.

6.    While each student (or small group) performs their improvisation, the other students should try to guess the vacation destination that they are trying to portray.

7.    Students evaluate and discuss each improvisation, and how successfully it portrayed the particular destination.

8.    Teacher then has the students explore the different accompaniment patterns to find one that is also reflective of their chosen vacation destination.  Repeat process of sharing and discussing student work relating to the chosen accompaniments.

9.    Teacher then instructs the students (or small groups) to create a short composition (having a definitive beginning, middle, and end) based on their improvisations and their personal experiences during summer vacation.

10. Students should use the Blank Manuscript Handout to notate their compositions.

11. Teacher switches the GEC3 to Practice Mode and monitors student progress.

12. After sufficient time (perhaps more than one class session) teacher asks students to share their finished compositions. 

13. Teacher switches the GEC3 back to Lecture Mode so that all of the students can hear each composition.

14. After each student (or small group) composition has been performed, students will discuss the success of the composition in regard to how well the melody and chosen accompaniment related to their summer vacation experiences.

 

 

Extensions:            Teacher could use other events, locations or emotions as the inspiration for student composition.

 

                           Students with similar vacation destinations could listen to each otheršs compositions, and discuss the similarities and differences. 

 

Students could use the sequencing function of the CTK-671 to record their finished composition that could later be recorded into an audio format.