Video Form:

Day 1- Singing a Chord Progression

10/18
Warmed up and practiced singing our solfege I and V chords. Explained again why we call them
I and V. Used a variety of rhythms to sing pitches of chords. First time through at the (not filmed)
they sang so, 2nd time through we did do as to mimic V-I motion. We adjusted the rhythms to be
simpler after the first time was a little difficult for our middle schoolers. Then added a 2 part
harmony to the same rhythm on So and Ti, and had them both resolve to do 2nd time through. I
sang the missing Re to Mi, Mentor teacher sang the So continued, asked them which pitch
stayed. They were able to identify So.

Day 2: Rhythm Composition

10/19
This day we introduced noteflight and navigated how to use it through demonstrating on the
board. Students were to compose 4 bars or rhythm, the last 4 were extra credit. This was mostly
to help them become familiar with noteflight without adding pitch too early. We had originally
thought to do this in one day, but after seeing how long it took them to navigate noteflight,
decided to do rhythm only first so as to not overwhelm the students. We limited it to quarter
notes, eighth notes(if beamed together to make it sing-able), half notes, and quarter rests in 4/4.

Day 3: Chrome Song Maker Day

10/20
Showed students how to identify “measures” and duration in chrome song maker. Had a
color-code displayed on the board of Do, Mi, and So, and told students to have 4 measures to
start. They were to only use the colors I had shared as to follow the chord progression.
Navigated starting in the Key of F, and the duration for middle school being set to quarter notes.
Showed them a visual that the first “measure” should have a I chord and demonstrated what
that looked like in my example. They practiced. We then added another measure of the I chord,
and I introduced the “colors” used for a V chord. Explained the idea of a progression. They saw
on the board I-I-V-I which was their first progression. Because they did this quickly, we added a
chord progression of a V-I-V-I as an additional 4 measures.

Day 4: Poetry Unit (Blank SIide)

10/21
We looked together at poems that the students found interesting, and wrote down their favorites.
Explained AAB, ABBA, ABAB, and AAB forms, and had the students write their own poems
using a rhyme scheme. The students had examples online for their poems, and were asked to
speak and clap syllables to start to think about how it could fit into their music they had written.
After they had selected their favorite, I showed them how to fix rhythms to match their syllables
on my own computer (this is the day we are missing video). These poems were then put into
their music.

Day 5: Combining All 3

10/22
This is the day students were to combine their work from their rhythm, pitch, and poetry together
into one. We had a guided worksheet for them to fill out as they went, which helped in the
explanation of exporting files. Students were given the opportunity to perform their compositions
for extra credit. I helped a student in the last video trying to get the right amount of syllables on
the right amount of beats.

EXPLANATION OF EDITS:
0:00- Singing and Practicing our Major I and Dominant Triad by singing it. We usually sing the I
chord during warm-ups.
3:27- Showing them specifically what notation I want them to use for their composition, which is
eighth notes together, quarter notes, quarter rests, and half notes in 4/4. I was not looking for
pitch so I made that clear to them. They are just learning how to use noteflight. This step would
be skipped if they already knew the software.

06:25- Telling them I want their melodies in chrome song maker to be “sing-able” and how to
change their settings to mesh well with what we have been singing in class. Making clear they
know they are only using certain colors in certain measures. They are using chrome song lab,
so I drew on the board a visual for what they will be seeing on their computers as they use a
chord progression I have given them.

08:27- My video was deleted, but this was a poetry unit where we researched and wrote our
own poems, and they could share if they wanted. We reviewed our I and V chords together to
make sure they understood the relationship between them again.

09:26- Showing them how to combine their poetry with their melody and rhythm. At this point I
allowed them to use passing tones. I made clear this is a process that might go in different
orders. Told them this is creative, but syllables for words should line up. Told them they could
also omit pitches, but NOT add new ones if they were not a passing tone.

11:48- A student asked for help lining up syllables with the amount of rests they had. It was not
fitting with what they had so I went to help them. I gave them a couple of options for creativity
and showed them how to add in a note that they might already have.