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Colton Duffy

Beginning Music Theory (Grades 9-11)

Transposition/Instrument Transposition

April 3rd-April 13th

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Table of Contents

Purpose of Project - 3

Objectives - 4

Vocabulary - 5

Timeline - 7

Lesson Plans -8, 10, 12, 14

Assessment Tools - 15

Technology - 15

Differentiation/Accommodations - 17

Pre-test - 18

Post-test - 35

Pre-test/Post-test graphs - 52

Narrative Statements - 54

Project Rubric - 59

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Purpose of the Project

The purpose of this transposition unit was to ensure that students can transpose

between clefs, transpose by key, transpose by interval, and identify keys of melodies

based on accidentals, transpose instruments from sight to sound, and transpose

instruments from sound to sight. This unit was used to prepare students for the

arranging project. After the transposition unit, students will be arranging their own

pieces for the concert band ensemble to play. In order to ensure that students are

successful at the arranging project this transposition unit was taught. The arranging

project will be one of the final grades for the students at the end of semester. The

standards that were addressed in this unit were Standard 4: Composing and

arranging music within specified guidelines, Standard 6: Listening to, analyzing, and

describing music, and Standard 9: Understanding music in relation to history and

culture. The secondary standards that were addressed during this unit were H.4.4:

Transpose a given melody from on instrument to another, H.4.2: Arrange music for

different instruments or voices than originally written including transposing

instruments, and H.9.2: Investigate the cultural origin and evolution of specific

instruments as related to music being studied.

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Objectives of Transposition Unit

Standards Addressed in Unit

Standard 4: Composing and arranging music within specified guidelines

Standard 6: Listening to, analyzing, and describing music

Standard 9: Understanding music in relation to history and culture

H.4.2: Arrange music for different instruments or voices than originally written including transposing instruments

H.4.4: Transpose a given melody from on instrument to another

H.9.2: Investigate the cultural origin and evolution of specific instruments as related to music being studied

Objectives

1. Students will be able to transpose between treble and bass clef2. Students will be able to transpose between alto and tenor clef3. Students will be able to transpose up and down octaves4. Students will be able to transpose simple melodies between keys5. Students will be able to transpose simple melodies up or down by a given

interval6. Students will be able to transpose instruments in the keys of C, Bb, Eb, and F

from sounding pitches to written pitches7. Students will be able to transpose instruments in the keys of C, Bb, Eb, and F

from written pitches to sounding pitches 8. Students will be able to identify instruments in the key of C, Bb, Eb, and F

Assessment of Objectives

Objectives will be assessed by having students turn in their class work at the

end of class. Staff paper will be provided to each student at the beginning of each

day. Students will be required to turn in this piece of staff paper at the end of class

as a participation grade. Students will do an average of four to nine examples on this

staff paper each day. Students will also be required to submit online assignments via

Google Classroom. These assignments will be graded and must be turned in at the

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end of each lesson. Online assignments will come from the class textbook Breezin’

Thru Theory: Classic Edition or Teoria.com. All students will be required to have

their MacBook’s for each class.

Vocabulary

Sight to Sound Transposition - The written pitch will given, write the sounding pitch

Sound to Sight Transposition – The sounding pitch will be given, write the written pitch

C Instruments

Piccolo

Flute

Oboe

Bassoon

Contrabassoon

Trombone

Baritone

Tuba

Violin

Viola

Cello

Double Bass

Piano

Vibraphone

Marimba

Timpani

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Xylophone

Celesta

Chimes

Glockenspiel

Bb Instruments

Bb Clarinet

Bass Clarinet

Soprano Saxophone

Tenor Saxophone

Bass Saxophone

Trumpet

Flugelhorn

Eb Instruments

Eb Clarinet

Alto Clarinet

Alto Saxophone

Baritone Saxophone

F Instruments

English Horn

French Horn

Mellophone

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Timeline of Lessons

April 3rd

Pre-test Transposing octaves in treble and bass clef Transposing from treble to bass clef Transposing from bass to treble Transposing simple melodies into differ keys Transposing simple melodies up or down a given interval

April 5th

Reading alto and tenor clef Transposing octaves in alto and tenor clef Transposing from alto to tenor clef Transposing from tenor to alto clef Transposing simple melodies into different keys in alto and tenor clef Transposing simple melodies up or down a given interval in alto and tenor

clef

April 9th

Identifying keys of melodies by accidentals Instruments and their keys Transposing instruments History of instruments and their keys Transposing into the keys of C, Bb, Eb, and F

April 11th

Sight to Sound instrument transposition Sound to Sight instrument transposition

April 13th

Unit Review Post-test

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Lesson Plan: Theory 1 (LAMP)Colton Duffy

4/3/18

Content and Achievement StandardsStandard 4 – Composing and arranging music within specified guidelines

Standard 6 – Listening to, analyzing, and describing music

Class Goals and Objectives-Students will be able to transpose octaves within clefs-Students will be able to transpose from treble clef to bass clef-Students will be able to transpose from bass clef to treble clef-Students will be able to transpose from one major key to another major key-Students will be able to transpose melodies by intervals-Students will be able to transpose melodies with accidentals

Materials-Pre-test-Staff Paper-Whiteboard-Laptop-Breezin’ Thru Theory, Classic Edition

-Chapter 20, transposition

Procedures 1. The instructor will pass out the pre-test for LAMP project (0:00-0:40)

a. The instructor will explain the pre-test and answer any questions the students may have

b. Students will have 40 minutes to complete the test2. The instructor will pass out staff paper for each student (0:40)3. The instructor will get out the text Breezin’ Thru Theory4. The instructor will begin by explaining how to transpose melodies up or

down an octave in one clefa. The instructor will use examples from Breezin’ Thru Theory

5. The instructor will write several examples on the board (0:45)a. Prompt: “Transpose this example up an octave. Down an octave”b. Students will write their answers on their staff paper

6. The instructor will explain how to transpose melodies from one clef to another

a. The instructor will use examples from Breezin’ Thru Theory7. Students will transpose the melodies written on the board to different clefs

(0:50)a. Only treble and bass clefs will be used at this time

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8. The instructor will explain how to transpose melodies from one major key to another major key (0:55)

a. The instructor will use examples from Breezin’ Thru Theory9. The instructor will write examples on the board (0:60)

a. Prompt: “Transpose this melody to the key of G. Now to the key of F”b. The instructor will choose a variety of keys to transpose to

i. Start with keys that have few sharps/flatsc. Students will write their answers on the staff paper

10. The instructor will explain how to transpose melodies by interval and transposing accidentals (0:70)

a. The instructor will use examples from Breezin’ Thru Theory11. The instructor will use examples that are written on the board

a. Prompt: “Transpose this melody up a major 2nd. Down a perfect 4th. Up a major 3rd”

b. No interval over a P5 for todays lesson12. Students will get out their laptops and get on their E-Textbook for Breezin’

Thru Theory (0:80)a. Prompt: “For the last 10 minutes of class, work on the exercise that

are in the textbook. You will screenshot a picture of your score and submit it via Google classroom before the end of class”

Assessment of Goals and ObjectivesAssessment will take place when the students submit their scores via Google classroom. The instructor will also collect the staff paper from each student and use this as a form of assessment.

Follow Up LessonThe next lesson will briefly review transposing octaves, clefs, intervals, and accidentals. The next lesson will introduce alto and tenor clef as well as transposing octaves, clef, intervals, and accidentals within these two new clefs. The next lesson will also have the students determine the key of a passage of music based on the accidentals.

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4/5/18



Standard 9 – Understanding music in relation to history and culture

Class Goals and Objectives-Students will be able to recognize pitches on both the alto and tenor clef-Students will be able to transpose melodies up or down octaves in the alto and tenor clef-Students will be able to transpose melodies to different keys in alto and tenor clef-Students will be able to transpose melodies up or down given intervals in alto and tenor clef-Students will be able to identify keys of melodies using only accidentals

Materials-Staff Paper-Whiteboard-Laptop-Breezin’ Thru Theory, Classic Edition

-Chapter 1, The Staff and Clefs-Chapter 20, transposition

Procedures 1. Class will begin with a review of transposing octaves in treble and bass clef,

transposing by key, and transposing by intervala. The instructor will use examples from Breezin’ Thru Theory b. Students will write their answers on staff paper that the instructor

will providec. Examples that will be used will be on pages 20-2a and 20-3a

2. The instructor will introduce the concept of alto and tenor clef (0:10)a. The instructor will write the alto and tenor clefs on the board

3. The instructor will give a brief history of alto and tenor clef and which instruments commonly use these clefs

4. The instructor will use examples from chapter 1 of Breezin’ Thru Theory (0:20)

a. These examples will be naming pitches on the alto and tenor clefsb. The students will work on these examples through the interactive

exercises found in the Breezin’ Thru Theory online text

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c. Students will be required to screenshot their scores and submit them via Google classroom

d. Examples to use- 1-3a, 1-3b, 1-4a, 1-4b (32, 34, 42, 44)5. Students will do the octave transposing exercises found in the Breezin’ Thru

Theory text (20-1b) (0:40)a. Students will write their answers on their staff paperb. These exercises will be in alto and tenor clef

6. Students will do the key transposing exercises found in the Breezin’ Thru Theory text (20-2b) (0:50)

a. Students will write their answers on their staff paperb. These exercises will be in alto and tenor clef

7. Students will do the interval transposing exercises found in the Breezin’ Thru Theory text (20-3b) (0:60)

a. Students will write their answers on their staff paperb. These exercises will be in alto and tenor clef

8. The instructor will review keys and the accidentals that are found in each key signature (0:70)

a. Question: “What accidentals are in the key of C? F? Eb? Etc.”9. Students will do the exercises found on page 20-4a in the Breezin’ Thru

Theory (0:75)a. These exercises have the students identify the keys of melodies with

just accidentalsb. The examples are in treble, bass, alto and tenor clef

10. Students will do the two exercise found on page 20-5a in Breezin’ Thru Theory (0:80)

a. These exercises have students transpose melodies up or down given intervals using only accidentals, not key signatures

Assessment of Goals and ObjectivesStudents will be required to turn in their staff paper at the end of the lesson as a form of assessment. Students will also be submitting screenshots of their scores on exercises to Google classroom.

Follow Up LessonThe next lesson will introduce instruments and their keys. The next lesson will cover common transposing instruments and why there are transposing instruments.

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4/9/18



Class Goals and Objectives-Students will be able to identify keys of melodies using only accidentals-Students will be able to identify instruments that are in the keys of C, Bb, Eb, and F-Students will be able to transpose melodies into the keys of C, Bb, Eb, and F

Materials-Staff Paper-Whiteboard-Laptop-Instrumental Transposition sheet-Teoria.com-Breezin’ Thru Theory, Classic Edition

-Chapter 20, transposition

Procedures 1. Students will do the exercises found on page 20-4a in Breezin’ Thru Theory

a. These exercises have the students identify the keys of melodies with just accidentals

b. The examples are in treble, bass, alto, and tenor clef2. Students will do the two exercises found on page 20-5a in Breezin’ Thru

Theorya. These exercises have students transpose melodies up or down a given

interval using only accidentals3. Students will review all of the concepts that were covered last week (0:15)

a. Transposing treble to bass clefb. Transposing alto to tenor clefc. Transposing by octaved. Transposing by intervale. Transposing by keyf. Exercises to use

i. 20-6a, 20-6b, 20-7a, 20-7b, 20-8a (Pgs. 604-612)4. The instructor will discuss transposing instruments and their keys (0:35)5. The instructor will write instruments and their keys on the board (0:40)6. The instructor will pass out the Instrumental Transposition sheet7. Using examples found in Breezin’ Thru Theory, students will transpose

melodies for particular instruments (0:55)

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a. Examples will first be worked on as a class, then individuallyb. Prompt: “Transpose this melody for Bb clarinet. Alto Saxophone.

French Horn.”8. Students will do exercises on their own on Teoria.com (0:75)

a. The instructor will provide a link on Google classroomb. Students will be required to submit a screenshot of their scores

Assessment of Goals and ObjectivesStudents will be assessed on the screenshots that they submit for the Teoria.com assignment. Students will also be required to turn in their staff paper as a form of assessment as well.

Follow Up LessonThe next lesson will focus on sight to sound and sound to sight instrument transposition.

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Lesson Plan: Theory (LAMP)Colton Duffy

4/11/18

Content and Achievement StandardsStandard 4- Composing and arranging music within specified guidelines

Standard 6- Listening to, analyzing, and describing music

Class Goals and Objectives-Students will be able to transpose from sight to sound for instruments in the keys of C, Bb, Eb, and F-Students will be able to transpose from sound to sight for instruments in the keys of C, Bb, Eb, and F

Materials-Laptop-Staff paper-Whiteboard-Teoria.com

Procedures 1. Class will begin with a review of instruments that were covered in the

previous session (0:00-0:10)a. The instructor will also review how to transpose these instruments as

well as the difference between sight to sound and sound to sight2. The instructor will go over different examples with the class for sight to

sound transposition (0:10-0:25)a. Examples will be in the key of C, Bb, Eb, and F

3. Students will be given time to work with a partner or two on a variety of examples found on teroia.com (0:25-0:50)

a. Students will be required to submit a screenshot of their score to Google classroom

4. The instructor will go over different examples with the class for sound to sight transposition (0:50-0:65)

a. Examples will be in the key of C, Bb, Eb, and F5. Students will be given time to work with a partner or two on a variety of

examples found on teroia.com (0:65-0:90)a. Students will be required to submit a screenshot of their score to

Google classroom

Assessment of Goals and ObjectivesStudents will be required to submit screenshots of their scores to Google classroom as a form of assessment. Students will also be required to turn in their staff paper at the end of class as a form of assessment

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Follow Up LessonThe next lesson will begin with a brief review of all of the concepts covered in the transposition unit. The students will take the post-test next class.

Student Assessments

1 pt 2 pt 3 pt 4 ptPitches A vast majority

of pitches are incorrect

Some major errors in pitches

A few minor errors in pitches

All pitches are correct

Rhythms A vast majority of rhythms are

incorrect

Some major errors in rhythm

A few minor errors in rhythm

All rhythms are correct

Key/Time Signature

Both the key and time

signature are incorrect

Either the key or time

signature is incorrect

- Both the key and time

signature are correct

Transposition The melody is transposed incorrectly

Some major errors in the transposed

melody

A few minor errors in the transposed

melody

The entire melody has

been transposed

correctly

Technology Used

Google Classroom – Google Classroom is a website run through Google where

teachers can post grades, assignments, announcements, and other helpful tools for

the students. Google Classroom connects to the students Google account that they

are given at the beginning of the school year. Google Classroom is used throughout

the school corporation and every class that the student is in has a Google Classroom.

For this unit, Google Classroom was used for students to submit their online

assignments. Students were assigned assignments through Google Classroom. After

the student had completed the assignment, they were required to submit a

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screenshot of their score to Google Classroom. The instructor is able to see who has

submitted the assignment and when the assignment was submitted.

Brezzin’ Thru Theory Online Text – This is an online textbook that is used in the

beginning theory class. This text was mainly used during the first two lessons.

Examples were used from this textbook and students were required to submit these

examples to Google Classroom.

Teroia.com – This website as used to help student with sight to sound and sound to

sight transposition. Students used this website during class and were required to

screenshot their scores as a form of assessment.

T.V – A T.V was used in to display examples to the entire class. This T.V was already

in the music theory classroom and has been utilized in previous lessons.

MacBook – At Greenfield-Central High School each student is given a MacBook at the

beginning of the year. Students used these MacBook’s during this unit. Students

used these MacBook’s to take notes, submit and access documents on Google

Classroom, and to access the online textbook Brezzin’ Thru Theory.

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Differentiation/Accommodations

In the beginning music theory class there are no students with an IEP or

exceptionalities. One accommodation that I made during this unit was letting

students choose between writing out examples on staff paper or doing the example

on their laptops. Some students preferred to write their examples while others

preferred to do the examples on the computer. Students were still required to turn

in their work. If the students chose to write it out, they turned in their staff paper.

For the students who did assignments on their laptops, they turned their

assignments in on Google Classroom.

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Transposition Pre-testName: STUDENT COPY

Section I – Transposing by Clef and Key

For this section transpose the following melodies to the appropriate clef or key. Be sure to include the correct key signature and any accidentals

1. Transpose the following melody from Treble clef to Bass clef (3 pts)

2. Transpose the following melody from Bass clef to Treble clef (3 pts)

3. Transpose the following melody from the key of concert C major to the key of concert F major (3 pts)

4. Transpose the following melody from the key of concert G natural minor to the key of concert A natural minor (3 pts)

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Section II – Transposing by Interval and Accidentals

For this section transpose the following melodies up or down the given interval. Be sure to include the key signature and accidentals

5. Transpose the following melody up a major 2nd (3 pts)

6. Transpose the following melody down a minor 3rd (3 pts)

7. Transpose the following melody down a perfect 4th (3 pts)

8. Transpose the following melody up a major 3rd (3 pts)

Section III – Transposing in Alto and Tenor clef

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For this section transpose the following melodies in Alto and Tenor clef. Be sure to include the key signature and accidentals

9. Transpose the following melody from Alto clef to Tenor clef (3 pts)

10. Transpose the following melody from Tenor clef to Alto clef (3 pts)

11. Transpose the following melody up a minor 2nd (3 pts) (IV)

12. Transpose the following melody down a perfect 4th (3 pts) (IV)

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Section IV – Identify keys with accidentals

For this section identify the key signature for each melody by the accidentals that are provided in each melody.

13. What is the key for the following melody? (3 pts)

A. F majorB. D majorC. G majorD. E major


A. Eb majorB. Bb majorC. Ab majorD. B major


A. E majorB. D majorC. C# majorD. F major

Section V – Instruments and their keys

For this section identify, match, or group instruments based on their keys

16. The Bassoon is in what key? (2 pts)A. Key of BbB. Key of CC. Key of FD. Key of Eb

17. The Bass Clarinet is in what key? (2 pts)A. Key of F

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B. Key of CC. Key of BbD. Key of G

18. The Mellophone is in what key? (2 pts)A. Key of BbB. Key of FC. Key of CD. Key of Eb

19. The Alto Saxophone is in what key? (2 pts)A. Key of GB. Key of DbC. Key of FD. Key of Eb

20. Using the keys given below, write in the appropriate letter for each instrument (6 pts)

A. Key of C B. Key of Bb C. Key of Eb D. Key of F

Flute ____

Alto Clarinet ____

English Horn ____

Xylophone ____

Harp ____

Trumpet ____

21. Using the word bank of instruments, group the instruments into similar keys

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Word Bank (12 pts)Oboe Chimes Violin Contrabass ClarinetClarinet Eb Clarinet Flugelhorn ViolaCello French Horn Bass Saxophone Piccolo

C Instruments Bb Instruments Eb Instruments F Instruments

Section VI – Sight to Sound instrument transposition

The written pitches are given for each instrument. Fill in the sounding pitches in the empty measure

22. (2 pts)

22. (2 pts)

24. (2 pts)

23

25. (3 pts)

26. (3 pts)

27. (3 pts)

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Section VII – Sound to Sight instrument transposition

The sounding pitches are given for each instrument. Fill in the written pitches in the empty measure

28. (3 pts)

29. (3 pts)

30. (3 pts)

31. (2 pts)

32. (2 pts) 33. (2 pts)

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Transposition Pre-testName: TEACHER COPY



1. Transpose the following melody from Treble clef to Bass clef (3 pts) (IV)

2. Transpose the following melody from Bass clef to Treble clef (3 pts) (IV)

3. Transpose the following melody from the key of concert C major to the key of concert F major (3 pts) (IV)

4. Transpose the following melody from the key of concert G natural minor to the key of concert A natural minor (3 pts) (IV)

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Section II – Transposing by Interval and Accidentals


5. Transpose the following melody up a major 2nd (3 pts) (IV)

6. Transpose the following melody down a minor 3rd (3 pts) (IV)


8. Transpose the following melody up a major 3rd (3 pts) (IV)

Section III – Transposing in Alto and Tenor clef

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9. Transpose the following melody from Alto clef to Tenor clef (3 pts) (IV)

10. Transpose the following melody from Tenor clef to Alto clef (3 pts) (IV)

11. Transpose the following melody up a minor 2nd (3 pts) (IV)


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Section IV – Identify keys with accidentals


13. What is the key for the following melody? (3 pts) (VI)

A. F majorB. D majorC. G majorD. E major


A. Eb majorB. Bb majorC. Ab majorD. B major


A. E majorB. D majorC. C# majorD. F major



16. The Bassoon is in what key? (2 pts)A. Key of BbB. Key of CC. Key of FD. Key of Eb

17. The Bass Clarinet is in what key? (2 pts)

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A. Key of FB. Key of CC. Key of BbD. Key of G

18. The Mellophone is in what key? (2 pts)A. Key of BbB. Key of FC. Key of CD. Key of Eb

19. The Alto Saxophone is in what key? (2 pts)A. Key of GB. Key of DbC. Key of FD. Key of Eb



Flute __A__

Alto Clarinet __C__

English Horn __D__

Xylophone __A__

Harp __A__

Trumpet __B__

21. Using the word bank of instruments, group the instruments into similar keys

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Word Bank (12 pts)Oboe Chimes Violin Contrabass ClarinetClarinet Eb Clarinet Flugelhorn ViolaCello French Horn Bass Saxophone Piccolo

C InstrumentsOboeCelloChimesViolinViolaPiccolo

Bb InstrumentsClarinetContrabass ClarinetFlugelhornBass Saxophone

Eb InstrumentsEb Clarinet

F InstrumentsFrench Horn



22. (2 pts) (IV)

23. (2 pts) (IV)

24. (2 pts) (IV)

32

25. (3 pts) (IV)

26. (3 pts) (IV)

27. (3 pts) (IV)


33


28. (3 pts) (IV)

29. (3 pts) (IV)

30. (3 pts) (IV)

31. (2 pts) (IV)

32. (2 pts) (IV) 33. (2 pts) (IV)

Transposition Post-test

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Name: STUDENT COPYSection I – Transposing by Clef and Key


1. Transpose the following melody up an octave (3 pts)

2. Transpose the following melody from concert Bb major to concert G major (3 pts)

3. Transpose the following melody down an octave (3 pts)

4. Transpose the following melody from concert Bb major to concert C major (3 pts)

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Section II – Transposing by interval and accidentals


5. Transpose the following melody down a major 2nd (3 pts)

6. Transpose the following melody up a perfect 5th (3 pts)

7. Transpose the following melody up a perfect 4th (3 pts)

8. Transpose the following melody down a major 3rd (3 pts)

Section III – Transposing in Alto and Tenor clefs

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9. Transpose the following melody from tenor clef to alto clef (3 pts)

10. Transpose the following melody from alto clef to tenor clef (3 pts)

11. Transpose the following melody up a major 6th (3 pts)

12. Transpose the following melody down a Perfect 4th (3 pts)

Section IV - Identifying keys with accidentals

37


13. Based on the accidentals, what is the key for the following melody? (3 pts)

A. C majorB. Bb majorC. A majorD. D major


A. F MajorB. Bb MajorC. Eb MajorD. G major


A. A majorB. E majorC. Ab majorD. B major



16. The Alto Clarinet is in what key? (2 pts)A. Key of BbB. Key of EbC. Key of FD. Key of D

17. The Cello is in what key? (2 pts)

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A. Key of EbB. Key of CC. Key of BbD. Key of F

18. The Vibraphone is in what key? (2 pts)A. Key of CB. Key of FC. Key of EbD. Key of Bb

19. The Bass Clarinet is in what key? (2 pts)A. Key of FB. Key of BbC. Key of CD. Key of Eb



Bassoon ___

Flugelhorn ___

Violin ___

Bass Saxophone ___

Baritone Saxophone ___

Mellophone ____

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21. Using the word bank of instruments, group the instruments into similar keys (12 pts)

Word Bank

Flute Alto Saxophone English Horn XylophoneTrumpet Trombone Celeste Soprano SaxophoneOboe Piccolo Tenor Saxophone Contrabassoon

C Instruments Bb Instruments Eb Instruments F Instruments



22. (2 pts) 23. (2 pts)

24. (2 pts)

40

25. (3 pts)

26. (3 pts)

27. (3 pts)



28. (2 pts) 29. (2 pts)

41

30. (2 pts)

31. (3 pts)

32. (3 pts)

33. (3 pts)

42

Transposition Post-testName: TEACHER COPY



1. Transpose the following melody up an octave (3 pts) (IV)

2. Transpose the following melody from concert Bb major to concert G major (3 pts) (IV)

3. Transpose the following melody down an octave (3 pts) (IV)

4. Transpose the following melody from concert Bb major to concert C major (3 pts) (IV)

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Section II – Transposing by interval and accidentals


5. Transpose the following melody down a major 2nd (3 pts) (IV)

6. Transpose the following melody up a perfect 5th (3 pts) (IV)

7. Transpose the following melody up a perfect 4th (3 pts) (IV)

8. Transpose the following melody down a major 3rd (3 pts) (IV)

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Section III – Transposing in Alto and Tenor clefs


9. Transpose the following melody from tenor clef to alto clef (3 pts) (IV)

10. Transpose the following melody from alto clef to tenor clef (3 pts) (IV)

11. Transpose the following melody up a major 6th (3 pts) (IV)

12. Transpose the following melody down a Perfect 4th (3 pts) (IV)

45

Section IV - Identifying keys with accidentals


13. Based on the accidentals, what is the key for the following melody? (3 pts) (VI)

A. C majorB. Bb majorC. A majorD. D major


A. F MajorB. Bb MajorC. Eb MajorD. G major


A. A majorB. E majorC. Ab majorD. B major



16. The Alto Clarinet is in what key? (2 pts)A. Key of BbB. Key of Eb

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C. Key of FD. Key of D

17. The Cello is in what key? (2 pts)A. Key of EbB. Key of CC. Key of BbD. Key of F

18. The Vibraphone is in what key? (2 pts)A. Key of CB. Key of FC. Key of EbD. Key of Bb

19. The Bass Clarinet is in what key? (2 pts)A. Key of FB. Key of BbC. Key of CD. Key of Eb



Bassoon _A__

Flugelhorn __B_

Violin _A__

Bass Saxophone _B__

Baritone Saxophone _C__

Mellophone __D__

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21. Using the word bank of instruments, group the instruments into similar keys (12 pts)

Word Bank

Flute Alto Saxophone English Horn XylophoneTrumpet Trombone Celeste Soprano SaxophoneOboe Piccolo Tenor Saxophone Contrabassoon

C InstrumentsFluteOboeTrombonePiccoloCelesteXylophoneContrabassoon

Bb InstrumentsTrumpetTenor SaxophoneSoprano Saxophone

Eb InstrumentsAlto Saxophone

F InstrumentsEnglish Horn



22. (2 pts) (IV) 23. (2 pts) (IV)

24. (2 pts) (IV)

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25. (3 pts) (IV)

26. (3 pts) (IV)

27. (3 pts) (IV)



28. (2 pts) (IV) 29. (2 pts) (IV)

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30. (2 pts) (IV)

31. (3 pts) (IV)

32. (3 pts) (IV)

33. (3 pts) (IV)

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Graphs

Pre-test/Post-test Results(Out of 100 points)

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Standard IV Results(24 Questions)

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Standard VI Results(3 Questions)

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Unit Narrative

Standard 4: Composing and arranging music within specified guidelines

Standard 6: Listening to, analyzing, and describing music

Standard 9: Understanding music in relation to history and culture

H.4.2: Arrange music for different instruments or voices than originally written

including transposing instruments

H.4.4: Transpose a given melody from on instrument to another

H.9.2: Investigate the cultural origin and evolution of specific instruments as related to

music being studied

To accommodate students with different learning styles, I offered the students a

verity of ways for doing the in class assignments. Students had to choice to use

pencil and paper to do the assignments or the option to use their laptops to

complete the assignments. Throughout this unit, students had to use a variety of

problem-solving skills. One authentic skill that the students developed during this

unit was teamwork and working with others. During class work I allowed students

to work in small groups on various assignments. The students had to work together

to solve the problems and some students even took the time to assist their peers on

certain questions. Technology played a major role during my unit. With each student

having their own MacBook, using technology was very easy to incorporate into my

unit. Google Classroom was used very frequently and allowed me to get real time

feedback on how the students were doing with the concept at hand. I also used the

online interactive classroom textbook Brezzin’ Thru Theory. This textbook has been

used during other theory classes and every student had access to the online text

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through their MacBook’s. I also used a variety of websites like Musicthoery.net and

Teroia.com. These websites provided extra help to students who may have been

struggling with transposition.

Assessment Narrative

Since there were no students in this class with an IEP or exceptionality, there were

few adjustments to the lessons and the content. One adjustment that I made

however was allowing students to choose how they did their assignments. Some

students preferred to write the assignments out and others preferred to do them on

their laptops. Either way, the students were still being assessed in the same manner.

Assessments during this unit were exercises that the students completed during

class time. Most of the examples came from the Brezzin’ Thru Theory textbook. I

made a few changes to the examples to provide the students with more of a diverse

set of questions. For example if the question asked the students to transpose a

melody from concert C major to Concert Bb major, the students would complete this

first and then I would ask them to transpose the same melody to a different key.

Students were required to turn in their assignments either in person or on Google

Classroom.

Instructional Narrative

Directions were presented to students in a variety of ways. One way directions were

presented to students was by posting them into the Google Classroom page. This

way every student could refer back to the directions if they had any questions.

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Directions were also written on the white board in the classroom. This unit relates

to standards four, six, and nine. For standard four (Composing and arranging music

within specified guidelines) students were required to arrange simple melodies into

different keys and clefs. Students were also required to transpose and arrange

simple melodies from one instrument to another. This unit is also preparation for

the final band arranging project in the class. For standard six (Listening to,

analyzing, and describing music) students were required to analyze small passages

of music and determine the key signature based on the accidentals. For standard

nine (Understanding music in relation to history and culture) students were taught

the history of concert band instruments and why instruments are in different keys.

This project accounts for individual student differences by allowing students a

variety of ways to do and turn in assignments. One real-life application that this

project offered students was working with others. Students were given the option to

work with others during this unit on certain assignments. This was also an

opportunity for some student-to-student teaching. The skills acquired in this unit

will assist the students in their next project, which is an arranging project. At the

beginning of the unit the students were informed of the lesson schedule and what

was going to be required of them throughout the unit. Students were free to ask

questions about the information being presented at anytime throughout the unit.

The students were also given extra resources and examples to do if they wished.

These examples were not graded however I would provide feedback on the extra

examples if the students wished.

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Results/Interpretation Narrative

On average, the students scored between 40-60% on the pre-test. A few students

scored above an 80% on the pre-test. The lowest score on the pre-test was a 29%

while the highest was an 89%. There was one student who was absent during the

day of the pre-test. One major change I made after the pre-test was taking out

transposing by a minor interval. On the pre-test students were asked to transpose a

one melody down a minor third and another melody up a minor sixth. After the pre-

test, I concluded that asking a beginning music theory class to transpose melodies in

this way was a little too much to ask. On the post-test, the students were only

required to transpose melodies up or down by a major interval. Based on the

assignments that were turned in and the live feedback I received on Google

Classroom during the lessons, the students seemed to understand the concepts at

hand. One trouble that the students had was reading alto and tenor clef. I spent an

extra 15 minutes on this topic to ensure that the students understood how to read

alto and tenor clef. I also reviewed these clefs during the following lesson and before

the post-test. On the post-test all students scored above a 60%. The lowest score on

the post-test was a 65% while the highest score was a 100%. There was one student

who was absent during the post-test. Every student except for one improved from

the pre-test to the post-test. The student whose score went down scored an 86% on

the pre-test and a 78% on the post-test. One positive instructional approach that

occurred during this lesson was incorporating technology into the unit. With

technology playing a very large role in today’s schools, it was important for me to

incorporate technology into this unit. With each student having his or her own

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MacBook’s, incorporating technology was fairly easy. Another strength of this unit

was showing the students how this content could assist them with their arranging

project. The students were aware that the information that they learned during my

LAMP unit project would be transferable to their final arranging project. One

weakness this unit had after looking through the data was sight to sound and sound

to sight transposition. While most students did ok on this section, I still believe that t

could have been better. Looking back, I should have spent more time on sight to

sound and sound to sight transposition. While we did spend an entire class on this

topic (90 minutes), the students could have used more time. The students

understand the sight to sound and sound to sight concept but I do no believe that all

students in the class have mastered the concept just yet.

Final Statement

Overall, this was a great learning experience for me. I learned how to create,

administer, and adjust a unit test. I also learned how valuable technology can be in a

classroom and how important it is in today’s classrooms to have extended

knowledge about the technology that schools use. I can also use this unit project in

the future because transposition is a major aspect of any music theory class.

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Project Rubric

Unsatisfactory Basic Proficient DistinguishedInstructional effectiveness

X

Quality of assessment tools

X

Planning and preparation

X

Student engagement

X

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