Creating a Parallel Period in a Sequence Using Finale Notepad – Part Two

Let’s Create a Parallel Period in a Sequence Using Finale NotePad – Part Two

Annie Serravalle
[email protected]
Gaffney Elementary HOT School, New Britain, CT

TI:ME Technology Areas Addressed:

Notation Software




General Music


Finale NotePad


30 Minutes

Prior Knowledge and Skills:

Prior knowledge of applying music fundamentals into a musical composition in a hand written format only learned in the third grade. Beginning application of the set up wizard of Finale NotePad and how to apply quarter notes onto the treble staff.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Composing and Arranging Music within specified guidelines.
NAfME Standards of 1994: Reading and notating music.

NAfME 2014: Creating 

NAfME Standards of 1994: Listening to, analyzing and describing music.
NAfME Standards of 1994: Evaluating music and music performances.

NAfME 2014: Responding 


Dell Computer linked to an Averkey converter for a enlarged television demonstration of lesson.

Thr Finale NotePad Primer/Software – Learning the Art of Music Notation with NotePad -Bill Purse


Students will:

1)idenitfy lines/spaces of the treble clef

2) identify format of a template design for musical composition

3) apply lines/spaces to the treble clef using computer software

4) identify a parallel period within a musical composition


1) initiation: students will report to their computer stations and open Finale NotePad
2)teacher will walk through the set up wizard to set up a eight measure template
3)students will be given the following criteria to create a parallel period within their compositions:
a) use only notes B, A, G, C within composition
b) mm. 1,2, & 5,6 should have the same notes B, A or G
c) mm. 4 must end with and A or C (question within
d) mm. 8 must end with a G (answer to question)
4) teacher will explain to class that this is a parallel period in music.
5) teacher will play her example. Students should responsed with a comment that the melodic structure sounded like a question and answer.
6) students will continue to apply the criteria into the template.
7) students will play melodies ( if time allows)
8) closure: teacher will ask for student comments regarding this lesson


The students demonstrated some difficulty grasping this concept but never once did they get distracted or discouraged from completing the task. They showed curiosity to master and continue this concept for their next music class.

Follow Up:

Making the format longer, eventually creating a full song using this concept.

Items to Purchase:

Finale NotePad – Free – on-line.

When budget should be submitted:


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