Musical Phrase Completion

Teacher: Ima Sample
Grade level: 3rd - 4th
Time: 20 minutes

Materials:

  • Keyboard for every student
  • Phrase-completion worksheet for every student
  • Pencils
  • Chalk and Chalkboard

Purpose

  • to familiarize students to simple musical notation, basic keyboarding and improvisation

Objectives

  1. TLW demonstrate their knowledge of musical notation by reading/writing half, quarter, and eighth notes on C, E and G. (cognitive)
  2. TLW demonstrate fine motor control by playing correct notes and rhythms on the keyboard. (psychomotor)
  3. TLW demonstrate creative thinking skills by creating their own "answer" to a musical phrase. (affective)

Procedure

Introduction (2 min max)

  • Before class, write the notation to a simple two or three note song on the board
  • Play that song on the piano/keyboard while the students listen
  • Ask them why there are markings on the board
  • Remind them that this is musical notation and that it tells the musician what to sing or play

Activities/Steps (16 min)

  1. Explain that today we are "playing" the music. Have the students place their right hands into "home" position over middle C. (check for accurate hand placement). Write the notes C, E, and G on the board and have the class play the notes together, first as quarter notes, then as two eighth notes. (4 min max)
  2. Hand out the phrase-completion worksheet. Play phrases 1 and 2 together as a class to review half, quarter and eighth note timing. (2 min)
  3. Discuss musical "answers". Ask "How many ways can we complete a phrase?" (infinite). Using phrase 2, demonstrate two different, simple answers to the phrase. (2 min)
  4. Wearing headphones, have the students take phrases 3 and 4 and create their own "answers" using the same two notes as each phrase does. (4 min max)
  5. Have the students use the last phrase to create and then write down their own "answer", using 1, 2, or 3 notes (C, E, and G) in proper musical notation. (4 min)
  6. (Time permitting) have the students trade their phrases with a partner and play the other person’s phrase. (2 min) (if time does not permit this activity, as part of closure activities, encourage the students to do this during free-time later in the day)

Closure (2 min max)

  • Ask for a volunteer to play their completed phrase to the class
  • Ask the class "Is his/her phrase the same as yours?"
  • Remind students:
    • 1. There are many ways to complete a phrase
    • 2. Practice reading/writing C, E, and G, using the phrases from the worksheet or to create more of their own!

Evaluation/Assessment

  • Watch/listen for accuracy of notes/rhythms
  • Observe (by walking around the classroom) the creation of their own phrase
  • Look over each final "phrase completion" project for accurate notation.

Diversity

  • All students will be allowed to create any pattern that they want; as such,, children will be able to create music according to their own background, ability level and interests.
  • Providing a keyboard for each child during class, providing time in class to practice and create their projects, as well as allowing them to use free-time in class to practice on the keyboard, allows those children without those resources at home to be at an equal level with those who do.

Teacher Reflection

  • How clear were the directions?
  • How well did the activities hold the students’ attention?
  • Was the project too easy/difficult?
  • Was there sufficient time to complete each step?
  • Did all students have the necessary prior knowledge? What was lacking?
  • How well were the objectives met?

Musical Phrase Completion

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