Unit: Composition in I-IV-V-I Grade: Choral Music 10

Date: Lesson Title: Composing a bassline and melody with I-IV-V-I

Lesson Duration 60 mins

Curriculum Learning Big Ideas:

Standards ➔ Aesthetic experiences have the power to transform the way we think and feel (emotional,
cognitive, or sensory responses to works of art).
(Big Ideas, Competencies,
and Content) Curricular Competency:
➔ Improvise: spontaneously compose or embellish musical phrases, melodies, or excerpts;
improvisation provides a means for high-level reasoning, creative thinking, and problem
solving in a variety of ways
➔ Receive and apply constructive feedback

Content:
➔ Elements, principles, vocabulary, symbols, and theory of music
➔ Creative processes

Learning Objectives Given instruction and demonstration, the student will be able to compose a short original
(The student will be able bassline and melody through their music theory knowledge and creative decisions, and will
to…) be assessed on their completion to implement the following concepts:
-Phrase Structure T-SD-D-T or I-IV-V-I
-Rhythm
-Melodic contour (neighbour tones, leaps)
and completion of the given worksheet.
 PROCEDURE
Elements of Lesson Estimated Teacher Actions Student Material
Time Actions

Introduction 20 mins Before lesson: ● Fill out worksheet by Teacher:

➔ Sign out listening to intro video - iPads/Laptops
iPads/Laptops and lecture - Three Tips For Writing
➔ Load laptop, ● Receive an iPad A Great Melody
projector and ● Follow instructions on -Chrome Music Lab-
speakers with the opening the Chrome Song Maker example
Youtube link “Three Music Lab link link
Tips for Writing A https://musiclab.chrom
Great Melody” eexperiments.com/Son
During: g-Maker/song/5957298
➔ Elaborate on the 743148544
concepts discussed -Worksheet
in the video: phrases, -Extra pencils
beginnings and
endings, “Question
and Answer,”
intervals of steps and
skips.
➔ Review I-IV-V-I and
the solfege letters of
the chords (do mi so,
fa la do, so ti re)
➔ Discuss rhythms and
how they contribute
to the phrase. Ask
students to create 2
bars of original
rhythms.
 ➔ Hand out iPads and
go through the
Chrome Music Lab
set up
➔ Demonstrate the
process of doing the
exercise

Body Activities 15-20 ● Walk around to ● Students work on their

mins monitor student own composition of a
progress on exercise bass line and melody
(encouraged to discuss
● Ask for volunteers to with partners but work
10 mins share their cannot be copied)
compositions. Ask ● Students must submit
students to share the link of their song to
what they liked. Google Classroom.

Closure 5 mins ● Ensure all students ● Hand in completed notes Rick Astley “Never
links and worksheets worksheet to teacher for Gonna Give You Up”
are collected a completion mark (will arranged by Janelle
● Show link of your receive them back next Julian
arrangement of class) https://musiclab.chrom
“Never Gonna Give eexperiments.com/Son
You Up” by Rick g-Maker/song/5072372
Astley. Discuss the 019757056
possibilities of
creating on Chrome
Music Lab

Student Assessment ● Completion of

worksheet in class
 ● Checklist of
concepts
implemented in the
their composition

Extension activity ● Students may start a

(complete in class or NEW project after
homework started in submitting the first
class) exercise. They are
allowed to explore the
different bar lengths,
octaves, or figure out
how middle voices will
function

Differentiation and ● For those with learning -Digital file of

Adaptation disabilities, changes can worksheet
be made to the length of
the composition (ie. 13
bars down to 8)
● A digital file of the
worksheet available for
those having difficulty
writing.
● May interview the
student on their
understanding of the
concepts in class if
writing is difficult
● For those excelling, they
can explore music lab
makers with more
 complex composition.
Students may write a
written reflection on their
knowledge of these
concepts and how they
have applied them.

Plan “B” ● If devices are a

problem, have
students form
discussion groups to
discuss topics on
composition. They
may do additional
research and add it
to their worksheets.

Reflections: Ways to
improve lesson
 Composition
Name: Teacher:

Course: Date:

Show your understanding of what a great composition should

have. Refer to this sheet when composing your original songs.

Phrase Structure Melodic Contour

T-SD-D-T or I-IV-V-I
What are the solfege
syllables for each chord?

Rhythm Time to create!

1. Set up your Chrome Music Lab
Song Maker with 13 bars, 3 or 4
beats per bar, and beats split
into 4.
2. Set up a bass line for I-IV-V-I
with a rhythm of your choice.
Keep it simple!
3. Using the concepts of melodic
Write 2 bars of a rhythmic line: composition, create an original
melody. You may use familiar
melodies for inspiration but add
your own creative desicions.