Lesson 2 Plan

Goal: To learn how to write a melody using melodic and scalar patterns. To write short
compositions with more tonal and rhythmic complexity, and with dynamics and expression
marks.

Review and assess compositions from the previous lesson

-Ask for volunteers from each section to write one of their compositions on the board.
-While students are writing their compositions on the board have individuals play their
compositions for the class.
- Have the class review each composition to make sure it is rhythmically accurate. If
there is an error have student fix it. Have the respective section play their peers
compositions. Ask for positive and constructive criticism.

Teach how to use melodic and scalar patterns to create melodies

-Take examples from the band pieces of melodies that use melodic patterns. Have
students identify the patterns, then show how the pattern is used to form the melody.
- Take examples from the band pieces of melodies that use scalar patterns. Have students
identify the patterns, then show how the pattern is used to form the melody.

Discuss how important dynamics and expression marks are

-Play examples pulled from the band pieces of a melody line with the expression and
dynamic marks removed. Have a discussion about how expression is important in music.
Teach how to shape a melody line by building up to a high point and then receding. Talk
about how to add interest to a melody by using expression marks. Teach about musical
styles and how to notate them.
-Have the students who wrote their composition on the board add expression marks and
play it for the class.

Create a three measure composition as a class

-Have students pick four pitches and three rhythms from the rhythm bank, consisting of a
half note, quarter note, quarter rest, eighth note, and eighth rest. Write a composition
together using what we have learned. Add dynamics and expression marks.
-Play composition on the piano.

Collect the worksheet from the first lesson, and pass out a new worksheet

Move on to the band music

Lesson 2 Analysis

In this lesson students learned how to build a melody from melodic and scalar patterns, and how
to create an interesting melody by using expression. Students learned from the previous lesson
how to notate music and in this lesson began learning how to create a melody. I could see
evidence of learning by students identifying patterns in the melodic examples, adding expression
marks to their compositions, and in the composition the students wrote as a class. Students were
engaged in the creative process during the group composition by giving suggestions and adding
to the melody. We can also see student learning in the worksheets they completed for
homework. On the first worksheet we can see that the student used their scalar patterns, began
and ended on do, was rhythmically accurate, and added dynamic changes by using a crescendo
and decrescendo. The only thing missing dynamically was a beginning and ending dynamic. On
the second worksheet we can see that the student used the melodic pattern of do-mi-sol in
various combinations, was rhythmically accurate, ended on do, and used dynamics.

I made adjustments during the lesson by only giving one example of melodic patterns, scalar
patterns, and lack of expression. I wanted to give a couple examples of each but could not in the
interest of time. We also had to write the group composition quickly. That was the difficulty
with this lesson, giving enough instruction time for composing and enough playing time for their
band pieces.

I monitored the students learning during this lesson by observing the compositions that were
written on the board, how students were identifying patterns, and how the class was creating
their composition. I also monitored learning by checking the students worksheets and comparing
them to the previous days worksheets. There were improvements in their compositions; the
music was more melodic, written clearer, and had less errors.

From these observations I learned that the students needed further information on how to use
correct notation, and how to create and vary a motive. There were much fewer rhythmic errors
in these worksheets, so the next common errors were due to note writing. The problems were
knowing which side the note stems belonged on, and which direction the note stems would go.
For example, knowing that notes above the middle line needed to have the stems on the left side
and pointing down. This can be easily fixed by included notation instruction in the next lesson.
Knowing how to use a motive is what I will be teaching in the next lesson, so those learning
needs will be fulfilled during the next class period.