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LESSON 1major and minor triadsI. Topic/Grade Level: Triads/High School Music

II. Standards:

National Core Arts Standards

MU:Cr3.1.E.5a

Evaluate and refine draft compositions and improvisations based on knowledge, skill, and teacher-provided criteria.

ISTE Standards

3.d.

Process data and report results

III. Goals and Student Learning Outcomes:

Goal 1: Students will be able to compose Major triads.Student Learning Outcome 1: Students will be able to construct Major and minor intervals.Student Learning Outcome 2: Students will be able to identify key signatures.

Goal 2: Students will be able to compose minor triads.Student Learning Outcome 1: Students will be able to construct Major and minor intervals.Student Learning Outcome 2: Students will be able to identify key signatures.

IV. Learning Environment(s): · Face-to-face

V. Resources:

· Whiteboard

· Whiteboard markers

· Notebook/paper

· Pen/pencil

· YouTube.com: https://www.youtube.com/watch?v=PDTbuInfpG8

· MusicTheory.net: http://www.musictheory.net/lessons/40

VI. Diversity / Differentiation:· Identify class diversity / students with special needs etc.

· One ADHD student

· One student with visual processing disorder

· One English Language Learner

VII. Technology Inclusion:

· Video:

· YouTube.com: https://www.youtube.com/watch?v=PDTbuInfpG8

· Web Tutorial:

· MusicTheory.net: http://www.musictheory.net/lessons/40

VIII. Prior Knowledge: Prior to this lesson, students have learned the definition of “triad” and become familiar with what Major and minor triads sound like. They do not know how to visually identify or construct triads with specific qualities. They know how to build intervals with Major, minor, Augmented, and diminished qualities. Lesson Placement in the Unit: This is lesson 1 of 10.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set: Remind them of what they know about triads already by stating and writing on the board: “3 notes that are not neighbors.” Also remind them they may be familiar with the terms “Major” and “minor,” as it relates to keys and scales. Write those terms on the board. State the objectives for the lesson as well as have them written on the board.

2. Direct Instruction:Show the students a video entitled “AP Music Theory: How to build triads,” by WHS AP Theory (https://www.youtube.com/watch?v=PDTbuInfpG8). As they watch they will take notes on the video.Show them another tutorial called “Introduction to Chords,” by MusicTheory.net. Walk them through the steps to building Major and minor triads. Students will do the steps in their own notes as you write the following steps on the whiteboard. Steps for constructing a Major triad: 1. Determine the root. 2. Write a Major third above the root. 3. Write a Perfect fifth above the root. 4. Include any necessary accidentals for each respective interval quality. Steps for constructing a minor triad: 1. Determine the root. 2. Write a minor third above the root. 3. Write a Perfect fifth above the root. 4. Include any necessary accidentals for each respective interval quality.

3. Student Interaction with lesson content / Guided Practice:After watching the video tutorials and writing the steps, students will get into pairs to discuss the videos. They will determine who is Partner A and who is Partner B. Partner A will share three new things they learned from the videos, and Partner B will restate what Partner A told them. They will then switch roles. Observe their discussion to check for understanding and make sure each student is participating. If a student’s partner has anything different from what they wrote, they will add their partner’s notes to their own.

4. Independent Practice:Write the words “C Major,” “F Major,” and “Ab Major” on the board and instruct students to construct these chords on a staff in their notes. Walk around to check that students are understanding and offer your assistance when needed. Then construct the triads on the whiteboard and ask students to hold up 0-3 fingers, depending on how many they constructed accurately. If most students hold up fewer than 3 fingers, model how to construct a Major triad by thinking out loud through the steps as you draw on the board. Then ask them to construct another Major triad, but with you checking for each student’s accuracy before you draw the correct triad on the board.Go through the same process with minor triads, writing “A minor,” “Bb minor” and “G minor” on the board.

5. Review / Closure:Encourage their progress from just knowing the basics of triads to being able to construct both Major and minor triads. Refer to the objectives that were stated at the beginning of the lesson and tell them they met those objectives by building both Major and minor triads. Tell them that in the following days they will construct two more triad types: Augmented and diminished. And following that they will write compositions using all four of these triad types.

X. Evaluation/Assessment:

Perform an informal formative assessment of student engagement and understanding as you observe the students discuss in pairs.

XI. References:

Denis, Arturo J. [whsaptheory]. (2012, June 23). AP music theory: How to build triads. [Video file]. Retrieved from https://www.youtube.com/watch?v=PDTbuInfpG8

Introduction to Chords. (2015). Retrieved May 11, 2015, from http://www.musictheory.net/lessons/40

LESSON 2augmented and diminished triadsI. Topic/Grade Level: Triads/High School Music

II. Standards:


MU:Cr3.1.E.5a



Goal 1: Students will be able to compose Augmented triads.Student Learning Outcome 1: Students will be able to construct Major and Perfect intervals.Student Learning Outcome 2: Students will be able to identify key signatures.

Goal 2: Students will be able to compose diminished triads.Student Learning Outcome 1: Students will be able to construct minor and diminished intervals.Student Learning Outcome 2: Students will be able to identify key signatures.


V. Resources:

· Whiteboard


· Notebook/paper

· Pen/pencil

VI. Diversity / Differentiation:

· One ADHD student




· Whiteboard, projector, laptop

VIII. Prior Knowledge: Prior to this lesson, students have learned the definition of “triad” and become familiar with what Major and minor triads sound like. They do not know how to visually identify or construct triads with specific qualities. Lesson Placement in the Unit: This is lesson 2 of 10.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set: Remind them of how to construct Major and minor triads by drawing a couple examples of each on a staff (projected from the laptop) on the whiteboard. Have the students independently construct Ab Major, C# Major, D minor, and E minor in their own notes. Walk around to check for accuracy. Assist students who need clarification. Return to those students after a couple minutes to see if they are able to construct the triads.

2. Direct Instruction:Walk them through the steps to building Augmented and diminished triads. Have them copy the steps into their notes. Steps for constructing an Augmented triad: 1. Determine the root. 2. Write a Major third above the root. 3. Write an Augmented fifth above the root. 4. Include any necessary accidentals for each respective interval quality. Model these steps by constructing an E Augmented triad and stating the steps as you perform them. Steps for constructing a diminished triad: 1. Determine the root. 2. Write a minor third above the root. 3. Write a diminished fifth above the root. 4. Include any necessary accidentals for each respective interval quality. Model these steps by constructing a Bb diminished triad and stating the steps as you perform them.

3. Student Interaction with lesson content / Guided Practice:We will then construct both types of triads as a class. For both types of triads, follow these steps: Call on a student to select the root of the triad. Then state step 2 and tell students to determine the note name of the third. Randomly call on a student to provide the answer to step 2. Repeat the process for step 3, determining the fifth. Randomly call on a student to check for any missing accidentals.

4. Independent Practice:Write the words “Gb Augmented” “A Augmented,” and “C Augmented” on the board and instruct students to construct these chords on a staff in their notes. Walk around to check that students are understanding and offer assistance when needed. Then construct the triads on the whiteboard and ask students to hold up 0-3 fingers, depending on how many they constructed accurately. If most students hold up fewer than 3 fingers, model how to construct a Major triad by thinking out loud through the steps as you draw on the board. Ask them to construct another Augmented triad, but check for each student’s accuracy before I draw the correct triad on the board.Go through the same process with diminished triads, writing “A diminished,” “B diminished” and “Db diminished” on the board.

5. Review / Closure:I will refer to the objectives that were stated at the beginning of the lesson and tell them they met those objectives by building both Augmented and diminished triads. I will tell them that in the following days they will become more familiar with the sound of each triad type and soon use them in a composition.



XI. References:

N/A

LESSON 3exploring triad types in depthI. Topic/Grade Level: Triads/High School Music

II. Standards:


MU:Cr2.1.E.5a

Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

ISTE Standards

3.d.



Goal 1: Students will be able to associate each triad type with a specific sound.Student Learning Outcome 1: Students will be able to aurally distinguish between Major, minor, Augmented, and diminished triad.Student Learning Outcome 2: Students will learn different approaches to triad construction.


V. Resources:

· Whiteboard


· Notebook/paper

· Pen/pencil

· Search engine

· Smart phone

· Laptop

· Piano


· One ADHD student




· Smart phone (All but two students in my class have. School has free wifi. Students without smart phones can use the two class computers or partner with somebody.)

VIII. Prior Knowledge: Prior to this lesson, students have learned how to construct each type of triad (Major, minor, Augmented, diminished). Lesson Placement in the Unit: This is lesson 3 of 10.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set: Tell students they will be exploring the characteristics of each triad type at greater depth in this lesson. Soon they will be able to identify each triad type by the character of its sound.

2. Direct Instruction:To demonstrate that the different triad types have different “feels,” play an example of each on the piano and randomly call on students to pick an adjective they would associate with the sound of that triad type.

3. Student Interaction with lesson content / Guided Practice:Tell students to get into groups of four and get out their phones. As they do so, have a representative from each group collect four handouts from me to bring back to their group. Have them number themselves off 1-4. Write 1: Major, 2: minor, 3: Augmented, and 4: diminished, on the board. Read the questions from the handout: What types of thirds make up this triad? How many half steps between each note in the triad? What does this triad sound/feel like? Instruct students to research their assigned triad type on their phone to answer the handout questions. As they research, have them write their findings in the chart. Then have students share their findings with their group. As one students shares their knowledge, the other group members will copy that information into their own chart.

4. Review / Closure:We will come together as a class. Project the handout on the whiteboard. Have students share their findings with the class. Type in the students’ responses. Instruct students to add any characteristics they don’t have onto their own chart. Tell them to hold on to this chart, as they will use it throughout the remainder of the unit. Re-state the learning goal and have students rate how well they met the goal on a scale of 1-3 on their fingers.



XI. References:

N/A

LESSON 4visual identification of triadsI. Topic/Grade Level: Triads/High School Music

II. Standards:


MU:Cr3.1.E.5a


ISTE Standards

6.a. Understand and use technology systems


Goal 1: Students will be able to visually identify Major, minor, Augmented, and diminished triads.Student Learning Outcome 1: Students will be able to determine the quality of thirds and fifths.Student Learning Outcome 2: Students will be able to identify the key signature of the root.


V. Resources:

· Whiteboard


· Notebook/paper

· Pen/pencil

· Smart phone

· Laptop

· Projector


· One ADHD student




· Whiteboard, projector, laptop


VIII. Prior Knowledge: Students have learned how to construct each type of triad (Major, minor, Augmented, diminished). They know what each triad sounds like. Lesson Placement in the Unit: This is lesson 4 of 10.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set: (Before the lesson: Label each corner of the room with the name of one of the four triad types.) Project the chart with triad characteristics onto the whiteboard and ask students to pull out their own worksheet. Review the characteristics of each type of triad. Introduce the objective: To visually distinguish between the four triad types.

2. Direct Instruction:Give instructions for the game they will be playing, 4 Corners: “I will display a triad on the whiteboard. Each corner is labeled with a triad type. Go to the corner you think matches the displayed triad. After each turn, I will explain why it is that type by analyzing the quality of the third and fifth.” Go to this site to generate random triads for the game: http://www.musictheory.net/exercises/chord

3. Student Interaction with lesson content / Guided Practice:Students will play 4 Corners. Do twelve rounds, unless students seem to be tiring of the game. Continue to do more rounds if there is still lack of understanding.

4. Independent Practice:We will go to the computer lab. Students will go to this site: http://www.musictheory.net/exercises/chord and practice more visual identification, but this time independently. Tell them to e-mail a screenshot of their score to Ms. Valleroy when they are done. They will do independent practice for the remainder of the period.

5. Review / Closure:Remind them of the objective and affirm their progress. Tell them in the next lesson they will be doing more listening and will continue to practice visual identification.


Perform an informal formative assessment of student engagement and understanding as you observe the students play 4 Corners.

XI. References:

Musictheory.net. Chord identification. (2015). Retrieved from http://www.musictheory.net/exercises/chord

LESSON 5exploring triad types in depthI. Topic/Grade Level: Triads/High School Music

II. Standards:


MU:Cr2.1.E.5a

Select and develop draft melodic and rhythmic ideas or motives that demonstrate understanding of characteristic(s) of music or text(s) studied in rehearsal.

ISTE Standards

3.d.



Goal 1: Students will be able to associate each triad type with a feeling.Student Learning Outcome 1: Students will be able to aurally distinguish between Major, minor, Augmented, and diminished triad.Student Learning Outcome 2: Students will determine triad quality through instinctual reaction to its sound.


V. Resources:

· Whiteboard


· Notebook/paper

· Pen/pencil

· Laptop

· Smart phone


· One ADHD student





VIII. Prior Knowledge: Prior to this lesson, students have learned how to construct each type of triad (Major, minor, Augmented, diminished). Lesson Placement in the Unit: This is lesson 5 of 10.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set:

Tell students they will be associating the triad types with feelings or other things in order to solidify their aural identification skills. First, the class will review what they already know about visual identification. Students will draw a chart with four columns, each labeled with a triad type. Students will be shown triads using the exercise found at http://www.musictheory.net/exercises/chord. They will identify which type of triad it is and draw the triad on the staff under the appropriate column. I will then put them into pairs with one advanced learner and one lower learner. I will have them switch papers and check each others’ accuracy based on the chart I project on the whiteboard. If any answers are incorrect, they will tutor each other on how to find the right answer.

We will do more visual identification. Students will identify which type of triad is projected based on the visual characteristics and show their response using representative hand gestures (thumbs up for Major, thumbs down for minor, fingers crossed in plus sign for Augmented, single index finger for diminished).

2. Direct Instruction:To demonstrate that the different triad types have different things we associate them with, play an example of each on the piano and randomly call on students to pick something (a feeling, movie, object, etc.) they would associate with the sound of that triad type.

3. Student Interaction with lesson content / Guided Practice:

Then we will begin auditory identification of triad types. This will help when students write their compositions. Play a triad on the piano, and have students write one word that describes what the triad makes them feel or reminds them of. They will write this word in the same chart they used earlier in their expert groups. For example, a student may write “happy” for Major. They will then share that word with their partner and copy their partner’s word into their own chart. Play each triad type. The class will come together and students will share their associations. As they share, type them into the chart projected on the whiteboard.

4. Review / Closure:Tell the students that have things to associate the sound of each triad type with will help their compositions be more effective. For homework, students will spend five minutes on the app Music Theory Pro. They will do the auditory identification of triads activity. They will take a screenshot of their final score in the exercise and upload it to the “Triad Unit Homework” folder on Drive. Two students do not have smart phones. I will instruct those students to borrow their friend’s smart phone for five minutes at lunch or after school to complete the homework.


Perform an informal formative assessment of student engagement and understanding as you observe the students give representative hand signs during visual identification.

XI. References:

Musictheory.net. Chord identification. (2015). Retrieved from http://www.musictheory.net/exercises/chord

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