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Title: Chord Progressions

Lesson # 1
Critical Learning
The Creative Process guides musical
composition.

Guiding Questions
Is The Creative Process being used to
inform the work of composition?

The elements of music, specifically chords, are


integral to the creation of a musical composition.

How will the element of chords be applied to


composition?

Various tools and techniques, including the use of


Logic Pro and midi controllers, can assist
musicians in the compositional process.

Can appropriate tools and technologies be


used to develop a composition?

Curriculum Expectations
A1. The Creative Process: apply the stages of
the creative process when performing notated
and/or improvised music and composing and/or
arranging music;
A1.2 apply the creative process when
composing and/or arranging music
A3. Techniques and Technologies: use a variety
of techniques and technological tools when
performing music and composing and/or
arranging music;
A3.2 apply compositional techniques when
composing and/or arranging simple pieces
of music; and
A3.3 use current technology when
practising, performing, composing, and/or
arranging music.
C1. Theory and Terminology: demonstrate an
understanding of music theory with respect to
concepts of notation and the elements and other
components of music, and use appropriate
terminology relating to them; and
C1.1 demonstrate an understanding of the
elements of music, particularly through
practical application and aural recognition,
and use appropriate terminology related to
these elements

Grade 9/10, AMM, Music and Computers

Unpacked Expectations
Learning Goals
At the end of this lesson, students will be
able to say: I can:

use the stages of the creative process in


creating a musical composition;

work with the element of chords using a


variety of techniques and technological
tools in planning a composition; and

make artistic decisions for a composition


based upon co-constructed criteria.

Instructional Components and Context


Readiness
Readiness will be assessed in initial Minds-On
activities
- Working knowledge of theory and terminology of
Music as appropriate for Grade 9/10.

Materials
Audio equipment
Computers
White Board

- Working knowledge of The Creative Process.


- Emerging knowledge of Logic Pro.
- Emerging knowledge of the elements of music
Terminology
Chords: tension, release, scales, major,
progression

Logic Pro and appropriate hardware for


application
Computer lab or appropriate demonstration
situation
Musical samples showing typical and
popular chord progressions

Title: Chord Progressions


Lesson # 1
Minds On
Whole Class Discussion
1. Lead the class in a discussion about prior knowledge to gauge
where their level of theory and terminology is and review as
required.
2. Discuss major scale and how to form chords from scale degrees.
3. Discuss chordal functions (i.e. I IV V) and the idea of tension and
release.
4. Tension and release demonstration.
5. Show examples of typical chord progressions.
6. Distribute Handout highlighting core concepts of lesson
Action!
Whole Class Constructing Criteria
7. As a class, co-create criteria for the assessment of composition
(i.e. rhythmically stable, tonically pleasing, etc.) based on previous
discussion on chord concepts
Independent Exploration
8. Guide students to apply new concepts of chord progressions in
Logic Pro using midi controllers as they compose one to three
progressions harmonically

Consolidation
Whole Class Peer Assessment
1. Presenting, Performing and Sharing: Have students share their
progressions for each other. As well, have students peer assess each
other using co-constructed criteria created in Action!
Whole Class File Upload
2. Reflecting and Evaluating: Have students upload their progress to
Canvas for feedback from teacher

Grade 9/10, AMM


Music and Computers
Pause and Ponder
Question Prompts
Minds On:
What makes us like a
certain song? What role
do the chords play in it?
What are the words that
we can use to describe
a chord progression? Is
it innovative?
Repetitive? What
instruments do we
associate with chords?
Even though some of
these musical examples
are from different times
and cultures, how are
they alike?
Action
What are the chords
you are choosing to use
for your progression?
Why did you choose
these?
Consolidation:
What were the steps
you took in revising and
editing your chord
progression? What
changed from the first to
the final version?
Assessment for
Learning (AfL)
Teacher feedback and
clarification of the
learning goals during
Minds On and Action.
Assessment as
learning (AAL)
Co-developed success
criteria
Peer-to-peer feedback

Assessment of
Learning (AOL)
File Upload
Differentiation (DI)
Various learning styles
will be employed in
Minds On! task
Allow pair work as
necessary.