Brenda O’Neal MUED 324 1

Physical/Non-Print
th th
Age / Grade Level: 11 /12 grade Type of Music Class: Band, orchestra, or jazz ensemble

Lesson Topic/Focus Harmonic Ear Training and Mimicking/Retelling

Objective(s) SWBAT retell (literacy component) melodies (music element) they hear in four-voice harmonic
dictation examples by listening and mimicking on their instrument.
Materials https://music.ku.edu/aural-skills
“Aural Skills.” School of Music. University of Kansas, https://music.ku.edu/aural-skills.
Accessed 5 May 2021.
Prior Knowledge Musicians must be familiar with at least every note in one octave on their instrument, and
should be able to mimic simple melodies (have some experience hearing notes and mimicking
on their instrument)
Planning with UDL Multiple Means of Engagement (Purposeful and motivated learners): Allow more advanced
students to choose a voice that is not the bass and mimic it.
Multiple Means of Action and Expression (Strategic and goal-directed learners): Provide
website to students interested in ear training in their free time outside of class
Multiple Means of Representation (Resourceful and knowledgeable learners): First few
examples will all be mimicking bass, 3 repetitions each example, and teacher should
demonstrate first.
Vocabulary Words, as 1 - Retell
applicable 2 - Four-voice harmony
3 - Melody
Assessment Students will be performing while teacher conducts, errors will be apparent if notes not in the
chords are played, and teacher will give two (or more if needed) opportunities or repetitions for
performances of each example.
Brenda O’Neal MUED 324 2

Learning Strategies / Instructional Procedures

Opening Warm up students on their instruments with Bb concert scale, then Bb chromatic to get every
fingering in their hands.
Instructional Strategies How will you teach your lesson?
 Introduce objective, along with explaining the vocab terms “retelling” (basically mimicking
or playing what you hear exactly) and Four-voice harmony (four notes playing at the same
time, each note working together for an overall quality)
 Play dictation examples 1 and 2, instructing students to listen to lowest voice, and teacher
demonstrates mimicking on their primary instrument.
 All dictation examples done will be played 3 times (4th if needed) and mimicked twice
(more if needed)
 Ask throughout what the highest voice is doing as well
Procedures 1. Introduce objective, along with explaining the vocab terms “retelling” (basically
mimicking or playing what you hear exactly) and Four-voice harmony (four notes
playing at the same time, each note working together for an overall quality)
2. Play dictation examples 1 and 2, instructing students to listen to lowest voice, and
teacher demonstrates mimicking on their primary instrument.
3. Retelling/mimicking activity: Students are instructed to listen intently for the bass, or
lowest voice. Dictations are played 3-4 times (sound clip or in person on piano).
Teacher then leads students in singing back bass line (no solfege if instrumental class—
just use ‘do’ or ‘tah’). Teacher then leads students in playing back the bassline on their
instrument and conducts, giving them 2-3 tries. After several examples, advanced
students may start listening to voices 1-3 and mimic them instead of bassline, but
majority of class should do bassline. (Do activity for 15 minutes)
4. As conclusion, ask class what “4-voice harmony” is and what “retelling” is
Closure As closure, recap what “4-voice harmony” and “retelling” are, and also ask class if playing a
single voice is considered a melody. Define melody as any single line of music with pitches that
is either alone or the most prominent when played along with other lines. When class only
played the bassline it could be considered a melody, but once other voices were added, it did not
have the melody (explain that one of the top voices, usually the very top, had the melody).
Extension Class can easily be extended by cycling back to the beginning examples and switching lines to
focus on. In future lessons when students are more proficient, class can be separated into
quarters and each assigned a voice. Print literacy can easily be incorporated by showing the
sheet music as well.