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Chords 101
Instructional Design Document

Shannon Gunn
Fall 2014

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Chords 101
Instructional Design Document

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Summary
The purpose of this project is to develop a training program in chords and theory for Woodbridge
Senior High School Music Technology students, some of whom have a background in music and
some of whom have never had a music lesson in their life. This training program will be designed
to provide hands-on training in the performance of piano chords, their use in popular music, and
their functionality in songwriting. Students will be taught in a classroom setting with 24 students
and 24 keyboards and computers. Students will complete modules on chord study during class
every other day for nine weeks and then will be assessed on their knowledge of chords, their ability
to play chords along with a pop song, their knowledge of how chords determine the structure of
musical songs, and their ability to use chords for creating music at the end of the course.

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Problem Definition

Music Technology is a course offered at Woodbridge Senior High School in the Center for the Fine
and Performing Arts sequence for Music Technology program. Students have the option of
auditioning and gaining acceptance into the program from anywhere within Prince William
County. The course is open to both students who are part of the CFPA as well as the general
population and there is no pre-requisite. As a result, the musical abilities of students ranges from
those with 10 years of formal music instruction to those who have never played an instrument in
their life.

There are two levels of classes available to students, both of which have no prerequisite: Music
Technology and Advanced Music Technology. In Music Technology, students learn how to create
music with a computer. Students learn loops, MIDI, synthesizers, and basic recording skills to
include podcasting, recording vocals, and microphones. In Advanced Music Technology, students
learn how to mix, master, and produce audio recordings.

Because the courses are open to anyone, there is a wide range of musical abilities within the
classroom. While music technology focuses on the creation of music with a computer, most students
have no formal training in music or theory. Even those students who do have formal musical
training do not have training in chords because AP Theory was taken out of the course catalog for
Woodbridge Senior High School. Although a handful of students gain knowledge of scales in their
band, orchestra, or choir class, there is very little discussion of chords. Yet chords are the most
important building block of music and determine the structure of the song.

Asking students to create music without any music theory or chordal instruction is like asking a
student to write a five paragraph essay without teaching them the alphabet first. Although they can
use pre-programmed loops to create music, which is similar to taking pre-constructed sentences
and stringing them together to make a paragraph, the dependence on loops causes all the students
assignments to sound the same. Just like learning to write, to create music one must learn the notes
(like the ABCs), the chords (like a sentence structure), and the form of the song (like the structure of
a well-written paper.) No textbook currently exists that teaches chords and theory but doesnt
depend on musical notation.

Advancements in apps, hardware, and software have drastically changed the ability to create music.
Non-notation music creation is being taught across colleges and universities through MaxMSP
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software, which is a piece of software that converts a trigger (such as a hand clap, or a change in
lighting) to an algorithm which creates changes in sound. New apps are constantly being developed
that allow you to create a song with the wave of a hand, or the movement of a finger over a
hologram. No longer does someone need four years of high school training or a college degree to
create their own songs or to become a successful DJ, artist, or producer. Yet all of this musical
creation can be enhanced with the knowledge of harmony, chords, and how harmony dictates the
structure of music. Its time to figure out a way to teach music theory for 21st century learners
without depending on notation.

Students wish to learn chords to make their music more authentic and interesting. This course is
designed to give High School students ages 16 - 18 the chordal training they need to be able to
successfully create their own music, regardless of formal music training.

Evidence

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A quick survey of the music method books at any given music store reveals that there is really no
good textbook to teach chords to high school music technology students. For instance, piano
method books teach melody and chords, but do not teach the functionality of the chords within the
song. Additionally, piano method books use inversions of the chords throughout the instruction
which makes it difficult to identify the name and type of the chord. Finally, piano method books
rely on traditional music notation, but most students in Music Technology class do not read music.
There are chord glossaries available as one-sheet references for students, but once again chord
functionality is not taught with that type of resource. Students learn chords in AP Theory class, but
the class is no longer being offered at Woodbridge Senior High School, and is at a level that is too
high for most students in the class since it relies on notation to teach the concepts. There are books
for tab and chords, but that doesnt help students understand the functionality of chords, or how
they are used in popular music.

Because of advances in technology and the nature of the software

available at Woodbridge Senior High School, students can create music by
performing it on the keyboard and recording it live, or by inputting notes
using the piano roll view. The piano roll view is an alternative to
notation that is grid based. Therefore, knowledge of notation is not
necessary for students to be able to create music in music technology class
because there is an alternative to notation that is comfortable for them to
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use. There is only one textbook which teaches chords using the Piano Roll View instead of
notation, called Harmony for Computer Musicians by Michael Hewitt and published by
Cengage Learning. Although the book is advertised as accessible for beginners and students of all
ages, the level of writing is at the college level. Additionally, the terms are unfamiliar since it is
published in England and British english uses different musical terms than American english. For
instance, a quarter note is called a crotchet, etc.

Although there are online resources for teaching theory and chords, such as http://musictheory.net,
these types of resources dont have a physical textbook or curriculum that one can use in a
classroom. Additionally, extraneous information is taught, and you have to go through all the extra
tutorials to understand the ones that pertain to chords. Students get confused when they see time
signatures of 8/16 or 9/8, and its difficult to get them past that to get to the part that they really
need to learn.

There are chord based courses becoming available through video platforms such as youtube.com
and udemy.com. In each case, the courses contain information on how to play chords, but not on
how to use them to create popular music.

Students in Music Technology class have access to a keyboard which connects to the computer and
allows them to record MIDI notes. This course will be focused on teaching chords via piano.
Although students can use guitar to record, they cannot adjust the sound/tempo/key of the notes
with an audio recording. Therefore, MIDI, and thus keyboard, is a better building block for
creating music with a computer for these students.

The most challenging aspect of this course is to design the lessons so that anybody, even someone
who doesnt read music, can understand how to play chords and how they work in popular music.
While traditional piano method books focus on fingerings and scales, this method book will need to
focus on only the essential elements of chords: the notes, their functionality, and their use in
popular music. The book will need to be written with pictures, notation for those who do read
music, and incorporate the piano roll view to be completely effective. It will also need to contain
practical real-world examples of chords in popular music that students can play along with.

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Problem Statement
Students in Music Technology class at Woodbridge Senior High School create music using a
computer and electronic piano keyboard. There is no pre-requisite for the course and therefore
students enter the class with a wide range of musical training. The goal is to create a course to
teach students the basic concepts of the performance and functionality of chords within popular
music regardless of musical training. Students will not have to read notation to learn chords, and
will use this knowledge to better their music creation skills.

Scope of Training
Currently, students do not have internet access on the lab computers, so the course will have to be
taught live and with a paper textbook. The textbook will consist of writing, pictures, notation for
those who can read music, and the grid-based piano roll view for those who do not read music.
Eventually, the textbook will be supplemented with video tutorials and become available on tablets.

Learner Analysis
The primary audience is 24 Juniors in Music Technology class. A secondary audience are 22
Seniors in Advanced Music Technology.

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General Characteristics of Music Technology students:
Age: 16 - 17 years old
Gender: 70% male, 30% female
Ethnicity: 20% Hispanic or Latino, 25% African American, 54% White, 1% Middle East
Proficiency in the English Language: 30% of students speak English as a second language, and
one student is receiving services for English language instruction through the ESOL program.
Special Learners: One (5%) student is ADHD and requires extra time to complete assignments,
assistance with organization skills, an extra copy of notes, and redirection as needed.
Socio-economic status: 30% of students are on free or reduced lunch

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Training Pre-Requisites:
Students have basic knowledge of how to use a computer
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 Students know how to put a drum beat into the Piano Roll View
Students have been introduced to the parts of a song (verse, chorus, bridge, pre-chorus,
instrumental interlude, intro, outtro)

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Music Training:
One student has four years of high school music training
Two students have three years of high school music training
Four students have had piano lessons outside of school for at least one year
70% of students have no formal music training
20% of students have been experimenting with creating beats using computer technology at
home before they entered class
90% of the students have never used the school software, Mixcraft, until they started taking
Music Technology in Fall of 2014

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Contextual Analysis

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Instructional Context:
- Training will take place during class over the span of 9 weeks
- Training will be interweaved into the classroom instruction and will be a 15 - 20 minute module
within the class
- There are 24 students at 24 computers connected to 24 piano keyboards
- Students have access to Mixcraft 5 software during class but do not have internet access
- Students will have headphones hooked into their individual keyboard
- Students will be able to work at their own pace through the textbook
- Students will be able to scan the textbook QR codes with their phone to see a video example of a
concept being taught
- There will be various individual benchmark assessments which will allow students to show
mastery of different concepts
- Each days module will end with an opportunity for students to play along with a popular song in
a way that shows mastery of the concepts being taught that day (practical application)
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Transfer Context:
- Reference text available for all students to study at school and at home
- Qualified teacher available to facilitate instruction and available via email as needed

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Task Analysis

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Overview of the Course Structure:
Upon completion of this course, students should be able to play chords, understand how they relate
to each other, and construct a song based off of a chord progression. The process outlined below
uses a concept called a spiral curriculum where the same topics are taught repeatedly using more
and more complex content each time. The process of teaching students to play, understand, and
create has been divided into three strands: performance, theory, and creativity. Each module has
performance, theory, and creativity interwoven within the content. Each strand will be developed to
mastery within each key center. The course will be broken down into five major strands, to include:
1. Play chords (performance strand)
2. Understand how they relate to each other (theory strand)
3. Arrange chords into chord progressions (theory and performance combined)
4. Be able to construct a song utilizing an original chord progression (creativity strand)
5. Utilize different variations of chords such as inversions and arpeggios (higher level of
performance, theory, and creativity combined)
6. Repeat steps #1 - #5 with a new key
Students will start out learning steps #1 - #5 in the key of C, and then transfer these concepts to
the key of G. Students will be introduced to the concepts of minor throughout steps #1 - #5.
Finally, students will play along with popular music to show how these concepts relate to the songs
that they are listening to.

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Task Analysis
These are all the steps they need to accomplish to understand #1- 5 in the key of C. Each step will
be repeated in the key of G, D, A, and E as well.
1. Module 1: Orientation with the keyboard
1.1. White vs. black keys
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1.2. Identify all the sets of 2 black keys vs. 3 black keys, play across range of piano
1.3. Identify C as the note to the left of the two black keys
1.4. Play all the Cs across the entire range of the piano
1.5. Vocabulary: Octave
1.6. Identify Middle C
1.7. Identify finger numbers (1 2 3 4 5 )
1.8. By the end of this module, students should understand that the piano notes repeat
throughout the range of the piano, that the right is high and left is low, and that you should
use the black keys to orient yourself to the letter names. The goal is to be able to identify a
note without having to count up from C every time.
1.9. Piano Roll View extension: students should be able to identify the octaves of C on the piano
roll view and understand the numbering system for octaves
2. Module 2: C Major Scale
2.1. Review: Identify middle C
2.2. Play a C major scale. Proper fingering optional (1 2 3 1 2 3 4 5)
2.3. Learn the notes in the C major scale (C D E F G A B C)
2.4. Be able to play each note in octaves across the range of the piano
2.5. Review worksheet and visual assessment of understanding
2.6. By the end of this module, students should be very familiar with the white keys on the
piano, and the C major scale.
2.7. PRV extension: write a C major scale in the piano roll view
3. Module 3: C Chord
3.1. Review the C major scale
3.2.Teach steps vs. skips on the white keys
3.3. Play a C chord with the 1, 3, 5 finger using C, E, G (say C skip one, E, skip one, G)
3.4. Identify that the chord is built off the first, third, and fifth note of the C major scale
3.5. Teach the roman numeral number system for future use as identifying chords as I, ii, iii, IV,
V, iv, and vii chords
3.6. Identify the C chord as the I chord because it is built off the 1st note of the scale
3.7. Introduce the use of the left hand as playing the root of the chord (C) with the pinky. Also
introduce using octaves in the left hand on C with the thumb and the pinky.
3.8. By the end of this module students should be able to play the C chord in any octave across
the range of the piano, and should understand that the C major chord is built off the 1st,
3rd, and 5th note of the C major scale
3.9. Vocabulary: triad, steps, skips, I, roman numerals in both upper case and lower case I, ii, iii,
IV, V, vi, vii, root
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3.10. PRV extension: write or play a C major chord in the piano roll view
4. Module 4: G Chord
4.1. Review C major scale and C chord
4.2. Count up to the fifth note of the C scale and label the G as the V note
4.3. Teach students to build a G chord using the 1, 3, 5 fingers on G, B, and D
4.4. Identify the G chord as the V chord of the C major scale
4.5. Identify C and G as two Primary chords in the C major scale
4.6. Identify the C Major Scale as the basis of the key of C, noticing that all the notes are white
keys
4.7. Play G in the left thumb while playing a G chord in the right hand (root)
4.8. Play octaves in the left hand on G while playing the G chord in the right hand in various
places on the keyboard
4.9. Play chords along with a popular song that has C and G chords only
4.10. By the end of this module, students should be able to play the C and G chord in sequence,
and they should understand that the C chord is called the I chord and the G chord is called
the V chord because they are built off the 1st and 5th notes of the C major scale
4.11. PRV extension: write or play a G chord into the piano roll view
5. Module 5: F chord
5.1. Review C scale, C Chord, G Chord, Roman Numerals, vocabulary, relationship between
the C major scale and the Key of C
5.2. Count up to the fourth note of the C scale and label F note as the IV note
5.3. Play the F chord with the 1, 3, 5 finger on F, A, and C
5.4. Play the root of the chord (F) in the left hand with the pointy finger
5.5. Play the root in octaves in the left hand (on F) while the right hand plays the F chord in
various octaves on the keyboard
5.6. Identify the F chord as the IV chord of the key of C major
5.7. Identify C, F, and G as the three primary chords in the key of C major
5.8. Play variations of the C, F, and G chord in progression
5.9. Identify the C chord as Tonic
5.10. Introduce the concept that most popular songs start or end with the tonic chord
5.11. Play chords along with a simple pop song using only C, F, and G chords
5.12. By the end of this module, students should be able to play the C, F, and G chords in any
sequence, be able to play along with a pop song, and know that these are the three primary
chords in the key of C major and that the C chord is tonic
5.13. Vocabulary: tonic
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5.14. PRV extension: write an F chord in the piano roll view

6. Module 6: Theory day: Tonic, Dominant, half steps, whole steps
6.1. This module will focus on applying additional theory concepts to the three chords already
learned
6.2. Review C, F, and G chords; play along with a popular song
6.3. Review the Roman Numeral numbering system, and review the C as I, F as IV, and G as V
chords
6.4. Identify that C is tonic (I), and G is dominant (V), F is sub-dominant (IV)
6.5. Note that these three chords are primary chords and all use upper case numerals in the
Roman numeral system because they are all major chords
6.6. Teach intervals as the distance between two notes
6.7. Teach half steps and whole steps as two types of intervals
6.8. Teach that all these chords are considered major chords because there are 4 half steps
between the bottom two notes
6.9. This analysis of a major chord having 4 half steps is just another way of building chords.
So far, they have learned that to build the I chord where they use the 1st 3rd and 5th note of
the major scale. Another way to look at it is to put four half steps between the first two notes
and 3 half steps between the top two notes.
6.10. Vocabulary: interval, half step, whole step, major, primary chords, tonic, dominant, subdominant
6.11. PRV extension: note the half steps and whole steps in the piano roll view
6.12. By the end of this module, students should understand the definition of a major chord
and be able to identify and play the three primary chords in the key of C major
7. Module 7: D minor
7.1. Review tonic, dominant, roman numerals, C, F, G chords, intervals, whole steps, half steps,
the number of half steps between the bottom two notes of a major chord
7.2. Count up to the second note of the C scale and label the D note as ii note
7.3. Play the D minor chord with the 1, 3, 5 finger on D, F, and A
7.4. Play the root of the chord (D) in the left hand with the pointy finger
7.5. Play the root in octaves (D) in the left hand while the right hand plays the D minor chord in
various octaves on the keyboard
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7.6. Identify the D minor chord as the ii chord in the key of C major
7.7. Note that there are only 3 half steps between the bottom two notes, this is what makes it
minor
7.8. Teach students to raise the middle note so that there are 4 half steps between the bottom
two notes. This is D major. Notice the difference in sound between major and minor.
7.9. Major sounds happy and minor sounds sad.
7.10. The D minor chord is considered to be the ii chord in the key of C. Notice there is a
lower case roman numeral ii - the lower case indicates it is a minor chord instead of major.
The Primary chords C, F, and G are all major chords and are notated as I, IV, and V. The
secondary chords are minor chords and are notated with lower case roman numerals.
7.11. D Minor is notated as Dmin, Dm, or D7.12. Play along with a popular song using C, Dm, F, and G chords
7.13. By the end of this lesson, students should know the difference between major and minor
sound, the usage of a lower case roman numerals to denote minor, and be able to
comfortably play the C major, D minor, F major, and G major chords.
7.14. Play along with a popular song using these chords
7.15. PRV extension: write a D minor chord
7.16. Vocabulary: secondary chords, minor, major, lower case roman numerals
8. Module 8: E Minor
8.1. Review tonic, dominant, roman numerals, C, F, G, and Dm chords, intervals, whole steps,
half steps, the number of half steps between the bottom two notes of a major chord
8.2. Count up to the third note of the C scale and label the E note as iii note
8.3. Play the E minor chord with the 1, 3, 5 finger on E, G, and B
8.4. Play the root of the chord (E) in the left hand with the pointy finger
8.5. Play the root in octaves (E) in the left hand while the right hand plays the E minor chord in
various octaves on the keyboard
8.6. Identify the E minor chord as the iii chord in the key of C major
8.7. Note that there are only 3 half steps between the bottom two notes, this is what makes it
minor
8.8. Teach students to raise the middle note so that there are 4 half steps between the bottom
two notes. This is E major. Notice the difference in sound between major and minor.
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8.9. The E minor chord is considered to be the iii chord in the key of C. The roman numerals
are lower case because the chord is minor.
8.10. Teach the concept of diatonic chords. Whenever a chord uses the same notes of the major
scale, it is considered to be a diatonic chord, such as C, Dm, Em, F, or G. When you use
notes that are not in the scale, such as the black key that is necessary for E major, it is called
a non-diatonic chord when placed in a song that is in the key of C major. The process of
inserting a non-diatonic chord into a song can cause a shift in the sound of the song. The
process of keeping all the notes and chords in one key during a song is called tonality.
8.11. Play along with a song that uses the C, Dm, Em, F, and G chords.
8.12. By the end of this lesson, students should be able to play the Em chord and understand
that when they use the notes of the C major scale, they are creating music that is diatonic,
which is called tonality.
8.13. PRV extension: write a E minor chord in the piano roll view
8.14. Vocabulary: tonality, diatonic chords, non-diatonic chords
9. Module 9: A minor
9.1.Review tonality, diatonic chords, non-diatonic chords, C, Dm, Em, F, and G chords
9.2. Count up to the sixth note of the C scale and label the A note as vi
9.3. Play the A minor chord with the 1, 3, 5 finger on A, C, and E
9.4. Play the root of the chord (A) in the left hand with the pointy finger
9.5. Play the root in octaves (A) in the left hand while the right hand plays the A minor chord in
various octaves on the keyboard
9.6. Identify the A minor chord as the vi chord in the key of C major
9.7. Note that there are only 3 half steps between the bottom two notes, this is what makes it
minor
9.8. Introduce the concept of accidentals, which are variations on a note name that identify a
black key. Sharp indicates to go up a half step, flat indicates to go down a half step.
9.9. Teach students to raise the middle note so that there are 4 half steps between the bottom
two notes of the A chord. This is A major. The middle note is called C# because it is a half
step up from C.
9.10. Go back and review the D major and E major chords, and label the middle notes as a
sharp note. For instance, D major is D, F#, A. E major is E, G#, B.
9.11. The A minor chord is considered to be the vi chord in the key of C.
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9.12. Play along with a song that uses the C, Dm, Em, F, G, and Am chords. Congratulations,
you can now play along with 90% of the worlds popular music! Play along with the 4
chords, 34 songs videos, or any of the Axis of Awesome videos.
9.13. By the end of this lesson, students should be able to play the Am chord and understand
accidentals.
9.14. PRV extension: write a E minor chord in the piano roll view
9.15. Vocabulary: sharp, flat, accidental
10. Module 10: B diminished chord
10.1. Tonality, sharps, flats, diatonic chords, and all chords learned up to this point.
10.2. Count up to the seventh note of the C scale and label the b note as vii
10.3. Play the B diminished chord with the 1, 3, 5 finger on B, D, and F
10.4. Play the root of the chord (B) in the left hand with the pointy finger
10.5. Play the root in octaves (B) in the left hand while the right hand plays the E minor chord in
various octaves on the keyboard
10.6. Identify the B diminished chord as the vii chord in the key of C major
10.7. Note that there are only 3 half steps between the bottom two notes, and only three half
steps between the top two notes. In a major chord, there are 4 half steps on bottom and 3
half steps on top. In a minor chord, there are 3 half steps on bottom and 4 half steps on top.
In a diminished chord, there are three half steps between the bottom two notes and three
half steps between the top two notes.
10.8. The B diminished chord is considered to be the vii dim chord in the key of C. The
roman numerals are lower case because the chord is diminished. There is a symbol for
diminished which looks like the symbol for degrees.
10.9. The B diminished chord is not often used in popular music and is not really considered a
primary or a secondary chord.
10.10. Play along with a song that uses the C, Dm, Em, F, G, Am, and/or Bdim chords.
10.11. By the end of this lesson, students should be able to play the Bdim chord and understand
the half steps to build a diminished chord.
10.12. PRV extension: write a B diminished chord in the piano roll view
10.13. Vocabulary: diminished
11. Module 11: Chord progressions
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11.1. By now, students have played several pop songs using the chords that they already know.
Now its time to learn various ways to play, record, or compose a chord progression.
11.2. A chord progression is a series of chords, usually diatonic, that defines the structure of a
song.
11.3. Students should learn their first four chord chord progression, I vi iv V, also known as
Heart and Soul.
11.4. Students should come up with different ways to play the Heart and Soul chord
progression. AKA: variations on block chords.
11.5. Students will be introduced to the concept of chord inversions, where you can flip a chord
and it will still retain its harmonic integrity.
11.6. Students will play various inversions of the I - vi - iv - V chord progression.
11.7. Students will write a variation of of the I - vi - iv - V chord progression into the Piano Roll
View. Students can use arpeggios, inversions, block chords, and broken chords.
12. Students will identify the parts of a song, which includes verse, chorus, bridge, instrumental
interlude, intro, and outtro. In popular music, the parts of the song are usually defined by their
chord progression.
12.1. Chords are the basic building blocks of the structure of popular music. Listen to
Someone Like You by Adele and identify the parts of the song (verse, chorus, etc) and
then analyze how the chords change with the different parts of the song. The chords on the
chorus are the same as the verse, but twice as fast. The chords in the bridge are completely
different.
12.2. Identify the sections of the song as A and B sections (Verse = A, Chorus = B)
12.3. By the end of this lesson, students should be able to understand how chords relate to
popular music.
12.4. Vocabulary: chord progression, verse, chorus, bridge, instrumental interlude
13. Module 13: Blues song form
13.1.One additional song structure is the Blues, which has a particular order of chords.
13.2. Listen to a song with Blues song form such as C Jam Blues or Blue Monk and analyze
the chords for the sections of the song.
13.3. Identify the roman numerals for the chords. Notice the IV chord in measure 5, this is very
important and defines the song as a blues.
13.4. Record a blues chord progression using the Blues song form.
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13.5. By the end of this lesson, students should understand the chord structure of a Blues song
form.
14. Module 14: AABA song form
14.1. Back in the 1940s, a popular song form emerged called AABA form.
14.2. Listen to a song with AABA song form such as Fly Me To the Moon or Take the A
Train and analyze the chords for the sections of the song.
14.3. Identify the roman numerals for the chords. Notice that at the end of a song you often
have a ii-V-I chord progression. This is a very popular chord progression and is often used at
the end of a phrase to lead back to the tonic.
14.4. Record a chord progression using AABA song form.
14.5. By the end of this lesson, students should understand how the chord structure identifies
AABA song form
15. Repeat lessons 2 - 14 in the key of G! This module might take place over several days. The
lessons will go quicker since they are transferring knowledge rather than learning something for
the first time.
15.1. Learn the G major scale and the primary chords of G, C, and D major. Play along with a
pop song that uses G, C, and D major.
15.2. Learn the secondary chords of Am, Bm, Em. Play along with a popular song using these
chords.
15.3. Complete a worksheet that demonstrates the knowledge of the G major scale, the G major
key signature, the diatonic chords in G major, and the roman numeral numbering system.
16. Students will apply the concepts learned thus far to the key of D minor.
16.1. Students will play the D minor chord.
16.2. Students will play along with a song in D minor, such as Mad World.
16.3. Students will complete a worksheet that demonstrates an understanding of the D minor
scale, D minor key signature, scale degress, roman numeral system, the difference between a
major and minor roman numeral system, the diatonic chords in D minor, and the D minor
key center.

CHORDS 101 - SHANNON GUNN

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Objectives
Similar to most county level curriculum documents, there will be three threads which are taught
within each module and will get more and more complex as the course progresses. This is similar to
a spiral curriculum where the same concepts are taught repeatedly but with more complex
content each time around.

!
Overall objectives include:

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Performance
Given access to the textbook and teacher instruction:
- Students should be able to play all diatonic chords in C major
- Students should be able to successfully play all the diatonic chords in at least one other key
signature
- Students should be able to convert major chords to minor chords and vice versa
- Students should be able to play keyboard chords along with popular songs

!
Theory
Given access to the textbook and teacher instruction:
- Students should be able to identify the notes on the piano and be able to play a major scale
- Students should be able to understand the relationship between scales and chordal tones
- Students should be able to understand the concept of tonality, including tonic and dominant
chords
- Students should understand how different chords are strung together to create a chord
progression
- Students should be able to understand how a chord progression relates to the underlying structure
of a song

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Creativity
Given access to the textbook and teacher instruction:
- Students should be able to come up with an original chord progression
CHORDS 101 - SHANNON GUNN

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- Students should be able to organize chord progressions into an original song

- Students should be able to create a backing track to a song with an original chord progression

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Given the task analysis above, the following objectives pertain to each module.

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Objectives For Each Module
1. Module 1: Students will be able to identify the notes on the keyboard across octaves through
demonstration via guided performance and a worksheet.
2. Module 2: Students will demonstrate the ability to play the C major scale through a
performance assessment.
3. Module 3: Students will play the C chord, review the C major scale, and demonstrate
understanding of scale degrees through a worksheet.
4. Module 4: Students will play the G major chord and demonstrate an understanding of the
Roman Numeral numbering system through a worksheet.
5. Module 5: Students will play the F major chord and then demonstrate an understanding of
tonic and primary chords and the key of C major through a worksheet.
6. Module 6: Students will demonstrate an understanding of additional theory concepts through a
worksheet. Concepts include tonic, dominant, intervals, half steps, and whole steps. Students
will also apply these concepts while playing along with a popular song.
7. Module 7: Students will play the D minor chord and demonstrate an understanding of minor
thirds through a worksheet.
8. Module 8: Students play the E minor chord and then demonstrate understanding of the
concept of diatonic tonality through a worksheet.
9. Module 9: Students will play the A minor chord and demonstrate an understanding of major
vs. minor and accidentals through a worksheet.
10. Module 10: Students will play the B diminished chord, and then learn the theory concepts
associated with a diminished triad.
11. Module 11: Students will demonstrate understanding of the Heart and Soul chord progression
through writing a variation of that chord progression into the piano roll view.
12. Module 12: Students will demonstrate an understanding of how chord progressions relate to
the structure of a song through song form analysis and worksheets. This may take several class
periods.
13. Module 13: Students will play a blues song and then write or record a blues chord progression
into the piano roll view.
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14. Module 14: Students will demonstrate an understanding of the AABA song form through a
worksheet and performance.
15. Module 15: Students will apply the concepts learned thus far to the key of G major through
performance and a worksheet. This may take several class periods.
16. Module 16: Students will apply the concepts learned thus far to the key of D minor through
performance and a worksheet.

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Instructional Approach
This 16-module course will take place at Woodbridge Senior High School in the Music Technology
classroom. Once feedback is gained and the course is adjusted, it will also be implemented in the
Advanced Music Technology classroom. The course will be implemented January 2014 in the
music technology classroom as a pilot course, then will become available on the internet through
some sort of portal such as Udemy or a website.

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Each module will take about twenty to thirty minutes and will be implemented as the warm up for
the days class. Students walk in, get their headphones, sit down at the keyboards, watch the video
and read the lesson for the day, practice the chord on their own, and then play along with the music
as a class. Meanwhile, the teacher will walk around and check for accuracy. Once students have
practiced playing the chord with a song, the teacher will review the theory aspect of the instruction.
Students will complete the module with a worksheet (which will be graded) that reviews the theory
concepts. Students may also input the chord into the Piano Roll View to reinforce the music
technology aspect of the lesson.

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Each module will be written on 8.5 x 11 piece of paper. The lesson will contain the new chord as
notation, piano roll view notation, an explanation of the chord and any related theory concepts in
English, vocabulary list, picture of the chord on the keyboard, and a QR code for students to scan
to watch a tutorial video. Students will also have access to the tutorial video on their computers as
well through transfer via flash drive. Students do not have internet on the computers. Typically,
before the students start playing along with the music as a class, the teacher will give them a pattern
to play the chords.

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As far as the quality of playing, this course is not designed to create performers as much as audio
engineers that understand chords as the fundamental building blocks of music. Therefore, finger
CHORDS 101 - SHANNON GUNN

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numbers and hand position will not be emphasized. Performance of chords will not be assessed.
However, students will be corrected if they are playing the wrong chords or if they have the wrong
notes for a chord. Students may use both hands if they wish. It is important, though, for students to
try to play each chord with the thumb, middle finger, and pinky, because this hand position can be
transferred to any other chord setting. Students will not be assessed on their ability to play the
piano, but on their understanding of the theory concepts.

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Technology requirements include: a computer with the video tutorial, keyboard, headphones, and
lesson book.

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Instructional approach: the table below identifies the key instructional objectives and strategies for
each Module.

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Objective

Instructional Strategies

Formative Assessment

Related PlayAlong Song of

the Day

Module 1

Students will be able

to identify the notes
on the keyboard
across octaves
through guided
performance and a
worksheet.

Teacher will walk around, call

out directions, and students will
play along. Teacher will correct
students as needed.

Students will complete a worksheet

identifying the names of the notes on the
keyboard, areas of high/low sounds, use
of right and left hand, finger numbers,
and the pattern of black and white keys.

N/A

Module 2

Students will
demonstrate the
ability to play the C
major scale.

After students have read the

lesson, the teacher will walk
around and check for correct
playing of the C major scale.

Students will each individually play the C

major scale for the teacher as a formative
assessment. This is the only performances
based assessment of the entire course.

N/A

Module 3

Students will play the

C chord, review the C
major scale, and
demonstrate
understanding of
scale degrees through
a worksheet.

Students will play the C major

scale, the C major chord, and
then the teacher will review the
theory concepts.

Review worksheet with identification of

the C major chord, triads, scale degrees,
steps vs. skips, octaves, and the roman
numeral system for scale degrees.

N/A

Module 4

Students will play the

G major chord and
demonstrate an
understanding of the
Roman Numeral
numbering system
through a worksheet.

Students will play the G major

cord, then play along with a song
with two chords (such as Boogie
Woogie Blues), and then
complete a review worksheet.
Students will play a pattern
imitating the teacher.

Review worksheet that assesses an

Boogie Woogie
understanding of the Roman numeral
Blues
system, the concept of building a chord
off of a scale, and the I and V chords in C
major.

Module 5

Students will play the

F major chord and
then demonstrate an
understanding of
tonic and primary
chords. Students will
be introduced to the
key of C major.

Students will play an F chord,

and then play along with a 3
chord song that uses C, F, and G,
then complete a review
worksheet. Students will be
introduced to the concept of the
Blues.

Review worksheet that goes over the three

primary chords in C major, the concept of
a key center, and tonic.

Any Blues tune,

Pharrells Happy

Module 6

Students will
demonstrate an
understanding of
additional theory
concepts through a
worksheet. Concepts
include tonic,
dominant, intervals,
half steps, and whole
steps.

Students will play aloud with

another song with three chords.
Then the teacher will lecture to
teach the basic theory concepts.

Students will complete a theory worksheet

applying all of the theory concepts thus
far. Concepts include: tonic, dominant,
subdominant, intervals, half steps, whole
steps, and the number of half steps
between each note in a major chord.

Any Blues tune

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Objective

Instructional Strategies

Formative Assessment

Related PlayAlong Song of

the Day

Module 7

Students will play the

D minor chord and
demonstrate an
understanding of
minor thirds through
a worksheet.

Students will play the D minor

chord, then play along to a song
with Dm, C, G, and/or F chords.
Then the teacher will go over the
concepts of minor, major, and
the lower case roman numeral
system to indicate minor.

Students will complete a theory worksheet

that is a cumulative review that also
assesses their understanding of minor
chords, and specifically, the number of
half steps to make up the bottom two
notes of a minor chord. Additionally,
students will demonstrate an
understanding of secondary chords and
the difference in roman numerals for a
minor chord.

Module 8

Students play the E

minor chord and then
demonstrate
understanding of the
concept of diatonic
tonality through a
worksheet.

Students will play the E minor

chord, then play along with a
song that uses Em, Dm, F, G,
and/or C chords. Then, the
teacher will go over the theory
concepts for the day.

Students will complete a worksheet that

reviews the notes in each chord, diatonic
tonality, major vs. minor, and key centers.

Module 9

Students will play the

A minor chord and
demonstrate an
understanding of
major vs. minor and
accidentals through a
worksheet.

Students will play the A minor

chord, then play along with a
song that uses Am, Em, D, C, F,
and/or G. Then, the teacher will
teach the concept of accidentals,
and have students create major
chords out of A minor, E minor,
and D minor as a class exercise.
Students will play the D major
chord.

Students will complete a worksheet that

assesses their understanding of converting
minor chords into major, accidentals,
sharps, flats, and naturals. Students will be
assessed on their understanding of the D
major, E major, and A major chords.

Module
10

Students play the B

diminished chord,
and then learn the
theory concepts
associated with a
diminished triad.

Students will play the B

diminished chord. Students will
play along with a the youtube
video 36 songs with the same
chords which are D, Em, Am,
and G. Then the teacher will
lecture regarding the concepts of
a diminished triad.

No assessment because the diminished

chord is not often used in popular music.

Axis of Awesome
video ? (is it key
of C)

Module
11

Students will
demonstrate
understanding of the
Heart and Soul chord
progression through
writing a variation of
that chord
progression into the
piano roll view.

Students will play the Heart and

Soul chord progression, then
learn variations on how to play
the chords. The teacher will
demonstrate variations on the
Heart and Soul Chord
Progression.

Students will input the Heart and Soul

Heart and Soul
chord progression into the Piano Roll view
using inversions, block and broken chords,
and arpeggios. Students may copy a chord
progression from a template or they may
come up with their own variation. The key
assessment point is that they have one
chord every two beats. Students will also
learn how to add swing to the notes in
the Piano Roll View via the Quantize
button.

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Objective

Instructional Strategies

Formative Assessment

Related PlayAlong Song of

the Day

Module
12

Students will
demonstrate an
understanding of
how chord
progressions relate to
the structure of a
song through song
form analysis and
worksheets.

Students will play along with

Someone Like You as a class.
Students will identify the sections
of a song and then identify the
chords for each section.

Students will look at various lead sheets

and color code the parts of the song with
highlighters. Yellow = Verse, Green =
Chorus, Blue = Bridge. Then students will
copy the chord progression for each
section of the song to a worksheet. This
will allow students to see how songs are
chunked together, how their chords are
organized by section, and then allow the
teacher to see there level of understanding.
This module may take place and over
several days of analysis of popular songs.
Vocabulary assessed on the worksheet
includes chord progression, verse, chorus,
bridge, pre-chorus, outtro, and
instrumental interlude.

Someone Like
You - transposed
to C major and in
original key

Module
13

Students will play a

blues song and then
write or record a
blues chord
progression into the
piano roll view.

Students will play along with a

Blues song.

Students will create a blues chord

N/A
progression in the piano roll view. Students
will construct drums and a bass line
around the chord progression using
software synthesizers.

Module
14

Students will
demonstrate an
understanding of the
AABA song form
through a worksheet
and performance.

Students will play along with a

song with AABA song form.

Students will analyze the chord

progression of an AABA song form and
determine how the sections line up to the
lyrics (verse, bridge, and chorus). Student
will complete a worksheet on the topic.

Any song in C
that has AABA
form

Module
15

Students will apply

the concepts learned
thus far to the key of
G major.

Students will play the G major

scale, and then the diatonic
chords in G major. Students will
play along with a popular song in
G major.

Students will complete a worksheet that

demonstrates an understanding of the G
major scale, the G major key signature, the
diatonic chords in G major, and the roman
numeral for each chord in G major.
Additionally, students will be challenged to
come up with a song using the G major
key center, to include chord progression,
bass line, and drum beat.

36 songs with the

same chord
progression
YouTube Video

Module
16

Students will apply

the concepts learned
thus far to the key of
D minor.

Students will play a D minor

scale, and then play the diatonic
chords in the key of D minor.
Students will then play along
with a popular song in D minor,
such as Mad World by Gary
Jules.

Students will complete a worksheet that

demonstrates an understanding of the D
minor scale, the D minor key signature,
the diatonic chords in D minor, and the
roman numeral for each chord in D
minor. Students will demonstrate an
understanding of the roman numeral
system for a minor key center.

Mad World by
Gary Jules

CHORDS 101 - SHANNON GUNN

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Module
17

Objective

Instructional Strategies

Formative Assessment

Students will apply

the concepts learned
thus far to create their
own song.

Students will come up with their This is the summative assessment for the
own chord progression, add a
course.
bass line, add a drum beat to
create their own backing track.
Students may use the format of a
Blues, a four chord song, or
AABA form. The song should be
about one and a half to three
minutes in length and should
match the genre of their choice.

Related PlayAlong Song of

the Day
N/A

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CHORDS 101 - SHANNON GUNN

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Evaluation

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Course Evaluation
Formative course evaluation will include the following systems:
1. First of all, before the course is implemented, the modules and prototype will be presented to
other music and theory teachers. Feedback from their input will determine a final instructional
approach and assessments. At the time of this publishing, reviews from other teachers are still
pending.
2. The course will also be presented to a select group of students for review. Feedback will
determine the adjustments that are needed. This group of students will have no background in
music and no formal music training.
3. Throughout the Fall of 2014, the course design has been presented to colleagues at the GMU
Instructional Design class and all feedback has been incorporated into the design of the course.
4. The course will be construed as effective if 100% students who attend class regularly are
engaged in learning and show improvement in their understanding of chords.
Conformative Course Evaluation
Typically, 100% of Juniors enrolled in Music Technology continue to take Advanced Music
Technology for their Senior year. At some point half-way through their Senior year, their music
making progress typically peaks as they are at the cusp of understanding but not at the point of
refusing to do work yet (a.k.a. senioritis.) This music creation progress is shown through the music
they create for their summative assignment that is due halfway through Senior year where they
have to come up with a game design, create music for the scenes, create a powerpoint with
graphics, and present their game design idea to the class. The Chords 101 course will help students
who wish to create their own music using MIDI and synthesizers, which works really well with
game music. The course will be deemed effective on a long-term basis (12 months) if there is an
increase in the number of students creating chord progressions and using MIDI during their Game
Design project during their senior year.

!
Formative Assessment for Learners
Formative assessments will be conducted to determine if the course meets the objectives as it is
being developed. Students will complete worksheets and play during class for their assessments.

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CHORDS 101 - SHANNON GUNN

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Each module will be assessed with a worksheet that goes over the theory concepts that accompany
each lesson. This will inform the instructor as to whether or not the students understood the chord
and theory lesson. If the students are stuck on a concept, additional reinforcement may be
necessary. Emphasis will be placed in the assessments on the art of stringing chords together in a
way that indicates tonality.
Summative Assessment for Learners
Students will create a backing track as their summative assessment. The number of chords in the
backing track will be tracked and compared to the number of chords in their first song. Success of
the course will be evidenced by an increase in the number of students using chords to create this
backing track and the ability for students to string chords together into an appropriate chord
progression for their genre.
For instance, on the first song that students created in class:
4 out of 24 students used MIDI, which is an indication of original composition (16%)
4 out of 24 students used a harmony of some sort (16%)
0 out of 24 students created a chord progression that indicates some sense of tonality (0%)
Student success will be evidenced by:
7 out of 25 students can create an original chord progression in the assignment for Module 17 that
is typical for that genre (25%)
13 out of 25 students to incorporate original chords into their song, as is typical for that genre
(50%)
A note regarding the rate of success as listed above: several colleagues mentioned that this
percentage might be a little bit low. Based on past music technology courses, it takes about a year
and a half to really become comfortable with MIDI and creating original chord progressions. Most
students dont even get that far, unless they have formal music training through four years of band,
orchestra, or choir. Given that only four students in the class have formal music training, and the
fact that this is the first year that theory is offered without notation, a 50% success rate for Module
17 is appropriate.

CHORDS 101 - SHANNON GUNN

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Final Summative Assessment:

Ten years into the future:

You are a very famous producer living in New York. You notice that one of your cousins is extremely talented and
can sing better than anyone youve ever heard on television, radio, or the internet. At only 16 years old, she has
great dreams of having a career as a singer. Create a backing track for the young talented artist described above.
This is the music for her demo that will be utilized to showcase her talents. Include any instruments, beats,
synthesizers, and audio effects that you think will help make this song a success. The length should be appropriate to
whatever genre you choose to write in. If you sample, give credit.

Rubric for Summative Assessment:

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Ratings
Outcomes

A (4 pts)

B (3 pts)

Student creates

Strong aesthetic
appeal and general
impression. Would be
enjoyed by many
listeners. Keeps the
listener interested.

Includes some
interesting musical
ideas. The general
impression is
pleasant and
moderately effective.

Includes at least one

interesting musical
idea. Yet, the overall
impression is not
effective.

Does not present an

effective general
impression. Musical
ideas do not hold the
listeners interest.

Includes very original,

unusual or
imaginative musical
ideas. Explores and
varies at least two
musical elements.

Involves some
original aspect(s) or
manipulation(s) of
musical idea(s).
Explores and varies
at least one musical
element.

Musical idea is
neither familiar nor a
clich. However,
there is no
development, variety,
or exploration of
musical elements.

Musical idea is
familiar or a clich.
No variety or
exploration of
musical elements
(range, timbre,
dynamics, tempo,
rhythm, melody).

Student
demonstrates
excellent

Craftsmanship

Presents at least one

complete musical
idea. Has a coherent
and organized form
with a clear
beginning, middle,
and end. Uses
musical elements to
organize musical
ideas or the form.

Ending feels final.

Uses at least one
musical element to
organize the musical
ideas and overall
form.

Presents one
complete musical
idea. However,
composition lacks
overall completeness.
Fails to use musical
elements to organize
musical ideas or
form.

Gives no sense of a
completed musical
idea. Exhibits no
clear beginning,
middle or end
section. Form
appears random
rather than
organized.

Student incorporates

Chords

Presents a chord
progression that
follows the format of a
typical song for that
genre.

Presents a chord
progression that does
not follow the typical
format for that genre.

Uses at least one

chord, but does not
necessarily have any
development or
progression that
would be typical for
that genre.

Does not use any

original chords in the
song.

Aesthetic Appeal
Student work is

Creative

C (2 pts)

D (1 pt)

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CHORDS 101 - SHANNON GUNN

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CHORDS 101 - SHANNON GUNN

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!
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Chords 101
Prototype Preview

Shannon Gunn
Fall 2014

CHORDS 101 - COPYRIGHT SHANNON GUNN

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CHORDS 101 - COPYRIGHT SHANNON GUNN

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Chords 101
Prototype Preview

Summary
The purpose of this course is to develop a training program in chords and theory for Woodbridge
Senior High School Music Technology students. This training program will be designed to provide
hands-on training in the performance of piano chords, their use in popular music, and their
functionality in songwriting. Each module is designed to teach a new chord and a new theory
concept. There are mini-assessments at the end of each module to check for understanding of
harmony as it pertains to popular music. The goal of this course is to teach students not only how
to play chords, but how to create their own chord progressions for songwriting.

Table of Contents

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!

Click here for Video Tutorials

Module 1: Layout of the keyboard, C, D, E, F, and G, Octaves

Module 2: Review of Module 1, C Major Scale, A and B
Module 3: C Chord
Module 4: G Chord

CHORDS 101 - COPYRIGHT SHANNON GUNN

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Piano Chords

CHORDS 101 - COPYRIGHT SHANNON GUNN

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Module 1: Keyboard Orientation

Objective: By the end of this module, you should understand the layout of the keyboard, be able to identify all the
notes on the keyboard from C to G, be able to find middle C, place your hand in middle C position, play three tunes
in middle C position with your right hand, and understand octaves.
Click here for video tutorial.
The piano keyboard is made up of 88 keys that are organized into a pattern of sets of two and three black keys.
The notes are low on the left and they get higher as you go to the right.

LOWER

HIGHER

Step 1: Play all the sets of two black keys from low to high and then back down to low again.
Step 2: Play all the sets of three black keys from low to high and then back down to low again. Notice that each set
sounds the same but gets higher as you go to the right.
Step 3: The note called C is located to the left of the two black keys. Play all the Cs from low to high and then back
down to low again. The distance from one C note to the next one up (a total of 12 keys) is called an octave.

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Step 4: Each finger has a number. The thumb is always number 1, (in both the left and right hands), and the
pointy is always number 2, middle finger is number 3, ring finger is number 4, and pinky is number five. Play all the
C notes again with your number 1 finger (thumb) in your right hand.
CHORDS 101 - COPYRIGHT SHANNON GUNN

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Step 5: Now find Middle C. Middle C is the C note located in the middle of the keyboard. Play it with your number
1 finger (thumb) in your right hand.
Step 6: Now place your number 2 finger (pointy) on the next note. This is called D.
Step 7: Now place your number 3 finger (middle finger) on the next note. This is called E.
Step 8: Now place your number 4 finger (ring finger) on the next note. This is called F.
Step 9: Now place your number 5 finger (pinky finger) on the next note. This is called G.
Step 10: Play C, D, E, F, G up and down with your right hand until you can play each note with a nice loud tone by
itself. Try to keep your fingers close to the keys as you play.
Step 11: Play a simple tune, such as Mary Had a Little Lamb, with your right hand on the keyboard.
Theory concept: The distance from one note to the next of the same letter name is called an octave.

Mary Had a Little Lamb

EDCDEEE

DDD EGG

EDCDEEE

DDEDC

Ode to Joy (challenge tune)

EEFGGFEDCCDEEDD

EEFGGFEDCCDEDCC

Jingle Bells
EEE

EEE

EGCDE

FFFFFEEEGGFDC

Step 12: Now its time to learn to identify the notes without having to always count up from C. You can identify each
note based on its location as it relates to the black keys. Now, identify all the D notes on the piano. D is located in
between the sets of two black keys. Find the lowest set of two black keys, and then play all the D notes from low to
high and then back down to low again with your number 2 finger (pointy). Notice they all sound the same but get
higher as you go to the right.
Step 13: E is located to the right of two black keys. Find the lowest set of two black keys and play all the E notes
from low to high and back down to low again with your number 3 finger (middle finger.)
Step 14: F is located to the left of three black keys. Find the lowest set of three black keys and play all the F notes
from low to high and back down to low again with your number 4 finger (ring finger.)
Step 15: G is located in between the bottom two of the three black keys. Play all the G notes from low to high and
back down to low again with your number 5 finger (pinky.)

Click here for Module 1 video. Or simply scan the QR code to the right.

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Name___________________ Date _____ Period _____

Grade ______/5 = _____ %

Module 1 Review: Keyboard layout, finger numbers, octaves

1. Write the name of each note on each note on the keyboard below. Write only C, D, E, F, and G.
Identify the low / high parts of the keyboard.

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Circle one: Low/High

Low/High

2. The distance from one letter name to the next letter name up or down is called an
_______________.
3. How many notes are in between C to C counting the bottom C and the top C? _____ (this is
why it is called an octave)
4. Write the number of each finger right above each finger/thumb on the hands below. Keep in
mind left and right.

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5. Whats the easy way to remember finger numbers? Thumbs are always ______.

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Module 2: C Major Scale

Objective: By the end of this module, you should be able to play the C major scale, and identify any note on the
piano including C, D, E, F, G, A, and B.
Step 1: Review the following:

Review finger numbers of your right and left hand (thumbs are always 1!)

Play all the sets of 2 black keys from low to high to low with your number 2 and 3 fingers

Play all the sets of 3 black keys from low to high to low with your number 2 and 3 and 4 fingers

Play all the Cs, which is located to the left of two black keys, from low to high to low

Play all the Ds, which is located in between two black keys, from low to high to low

Play all the Es, which is located to the right of two black keys, from low to high to low

Play all the Fs, which is located to the left of three black keys, from low to high to low

Play all the Gs, which is located in between the bottom two notes of the three black keys, from low to
high to low

Find Middle C

Place your right thumb on middle C and the rest of your fingers on D, E, F, and G

Play up and down on C, D, E, F, and G with your fingers staying close to their assigned keys

Play Mary Had a Little Lamb, Ode to Joy, and Jingle Bells (page 4)

Step 2: Now you will learn the other two notes of the piano keyboard. A is located to the right of G, and is found in
between the top two of the sets of three black keys. Play all the A notes on the keyboard from low to high back
down to low again.
Step 3: Now you will learn the B note. B is located to the right of three black keys. Play all the B notes from low to
high back down to low again.
Step 4: Now you will learn the C major scale. The C major scale is a sequence of notes that follows a certain
pattern. A scale is a sequence of notes, the fact that it is identified as major indicates it has a certain pattern. The
definition of major will be explained later. The C major scale is C D E F G A B C. It contains the eight white
notes from C to C. When you play from C to C, you are playing the C
major scale for one octave. If you kept going to the next C, you would
be playing two octaves. Play the notes in sequence of the C major scale
with your number two finger (pinky).
Going up: C D E F G A B C Going down: C B A G F E D C
Step 5: There are proper fingerings for the C major scale that typically,
every piano player must learn. The correct fingering for the C major
scale is: 1 2 3 1 2 3 4 5 4 3 2 1 3 2 1. You have to learn the thumb over
and under technique to do this.
Click here for Module 2 video.
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Name___________________ Date _____ Period _____

Grade ______/5 = _____ %

Module 2 Review: C major scale

1. Write the C major scale for one octave on the keyboard below. Dont forget the bottom and
top C.

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2. Now, write the proper finger number of each note below each letter name on the keyboard
above. For instance, letter C is number 1, letter D is number 2, etc.

3. Perform your C major scale for Mrs. Gunn going up and down. Try to use the proper fingering.
Mrs. Gunn will not listen to the C major scale until you have completed the number 1 and 2 above.
______/8

4. What is the third note of the C major scale? ____ (counting the bottom C)

5. What is the fifth note of the C major scale? ____ (counting the bottom C)

Note: You might ask, why do we need to learn the C major scale? Answer: because chords are built
off of scales.

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Module 3: C Chord
Objective: By the end of this module, you should be able to play the C chord in any octave across the range of the
piano, and should understand that the C major chord is built off the 1st, 3rd, and 5th note of the C major scale.
You will also become familiar with the roman numeral number system for scale tones.

Step 1: Review the concepts from the previous two classes, including:

Finger numbers

Be able to play C, D, E, F, G, and A notes across the keyboard from low to high to low in octaves with a
specified finger number

Be able to play the C major scale starting in Middle C

Review Mary Had a Little Lamb, Ode to Joy, and Jingle Bells (page 4)

Step 2: Before you learn the new concept for today, you need to become familiar with steps and skips. Steps are
when two notes are right next to each other, such as C to D. A Skip is when you have one white note in between. For
instance, from C to E is a skip. As a class, play up one step from D. Play down one step from A. Now play up one
skip from E. Play down one skip from D.
Step 3: Now place your right hand in Middle C position. Play up and down the notes several times, and review the
tunes listed above (page 4)

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Step 4: Press down your thumb, middle finger, and pinky at the same time on C, E, and G. This is called the C
Chord. Notice that the C chord consists of two skips. The C note, which is the bottom note, is called the Root of
the chord. The root of the chord is the lowest note of the chord when the chord is in root position. Root position is
the position of the chord when it is stacked in skips. The C chord is built off the 1st, 3rd, and 5th note of the C
major scale.

ROOT

Step 5: Each scale has certain numbers for each note. In the C major scale, the C note is number 1, D note is
number 2, E note is number 3, F note is number 4, G note is number 5, A note is number 6, and B note is number
7. We use Roman Numerals to describe the number associated with each note in the scale.

Ours:
1
Upper case: I
Lower case: i

2
II
ii

3
III
iii

Roman Numeral System

4
5
6
7
8
IV V
VI VII VIII
iv
v
vi
vii viii

Roman Numeral System for the C Major Scale

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Some notes are upper case and some are lower case. C, F, and G all have upper case roman numerals and are
known as the I, IV, and V notes of the C major scale. The C Chord is known as the I Chord of the C major scale
because it is built off the 1st note of the C major scale.
Step 6: Incorporate your left hand by placing your left thumb on the C below middle C. Play the C chord in your
right hand while you play the C note in the left hand.
Step 7: Add your pinky on the octave below your thumb in your left hand. Play the C note in octaves in the left
hand at the same time as the C Chord in your right hand.
Step 8: Play the C Chord up and down the piano starting on the lowest C note. Whenever you play a three note
chord, it is called a Triad.
Click here for the video for Module 3.
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Name___________________ Date _____ Period _____

Grade ______/8 = _____ %

Module 3 Review: C chord, Roman numerals

1. Write the letter names for all of the C major chords that are possible on the keyboard below.
You should be able to find five.

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2. Write the proper right hand finger number underneath one of the C Chords above.

3. The lowest note of a chord in root position is called the _________.

4. Notes that are right next to each other have the distance of a __________.

5. Notes that have one in between have the distance of a ___________.

6. The C Chord is built off the _____, ______, _____ notes of the scale.

7. Label each note of the C major scale with its correct roman numeral, including the proper upper
or lower case.
C - _____
D - _____
E - _____
F - _____
G - _____
A - _____
B - _____
C - _____
8. What is another name for a three-note chord? ___________

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Module 4: G Chord
Objective: By the end of this module, you should be able to play the C and G chord in sequence, and should
understand that the C chord is called the I chord and the G chord is called the V chord because they are built off
the 1st and 5th notes of the C major scale.
Step 1: Review the concepts from the previous two classes, including:

Tunes

C Major Scale

C Chord (including left hand)

Roman numeral system for the C major scale

Steps, skips, root, triad

Step 2: Find middle C. Count up to the fifth note of the C scale and label G as the V note. Now place your right
hand thumb on G, skip a note, middle finger on B, skip a note, and pinky on D. This is called the G major chord.

Step 3: Place your left thumb on G below middle C. Play this at the same time as the G chord in the right hand.
Step 4: Place your left pinky on the G below your left thumb. Play your left hand pinky and thumb on G in octaves
while you play the G chord in the right hand.
Step 5: Place your right hand thumb on middle C and play the C chord.
Step 6: Go back and forth between the C chord and the G chord in your right hand.
Step 7: Place your left hand thumb on G below middle C, and left hand pinky on C below middle C.
Step 8: Try to incorporate your left hand while going back and forth with your right hand between the C chord and
the G chord.
Step 9: The C Chord and G Chord are two Primary Chords for the C major scale. The C Major Scale is the
basis of the Key of C, which is basically all the white keys. The C Chord is called the I Chord because it is built
off the first note of the C major scale, and the G Chord is called the V Chord because it is built off the fifth note of
the C Major scale.
Why do you need to know this? Well, because once you learn the primary chords for the key of C, you can transfer
those concepts to any other key on the piano. There are twelve versions of each of the concepts learned above, one
for each note of the piano.
Step 10: Play along with Nirvanas Mollys Lips. This is fast, so practice going back and forth from C to G first!
Nirvana - Molly's Lips G / / C / / G / / C / / / - https://www.youtube.com/watch?v=f76GsOBxUg0
Click here for video for Module 4.
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Name___________________ Date _____ Period _____

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Grade ______/5 = _____ %

Module 4 Review: G chord, primary chords, Key of C

1. Write the letter names for all of the G major chords that are possible on the keyboard below.
You should be able to find four.

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2. Write the proper right hand finger number underneath one of the G Chords above.

3. Two of the primary chord in the key of C are the ______ chord and the ______ chord.

4. The C major scale is the basis of the Key of ______ major.

5. In the key of C, the C chord is called the ____ chord (use roman numeral with proper
capitalization) and the G chord is called the ____ chord (use roman numeral with proper
capitalization).

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