F Major Keyboard Home Position

F Major Keyboard Home Position – with composition and sequencing options

A lesson plan by Byron Mikesell, Pequea Valley High School

TI:ME Technology Areas Addressed:

Electronic Musical Instruments
Multimedia/Digital Media
Notation
Sequencing
Information Processing

Level:

Middle, High

Equipment:

Piano/Keyboard
Computer/Keyboard workstation
Sequencing and notation software
Audio playback capability for entire class

Duration:

80 Minutes

Prior Knowledge and Skills:

Basic piano note-reading ability
Basic understanding of sequencing (optional)
Basic understanding of notation (optional)

NAfME Standard of 1994 Addressed:

NAfME Standard of 1994: Singing, alone and with others, a varied repertoire of music.
NAfME Standard of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

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

NAfME 2014: Creating 

Materials:

For this lesson, use the Key of F Major worksheet.

To download the worksheet, Download this zip archive of Worksheets

Objectives:

The student will associate lines and spaces of treble and bass clef with note names – and demonstrate this ability by singing note names while performing each example.
The student will perform a simple F Major melody – demonstrating the ability to perform on an instrument alone.
The student will sequence a performance of a simple F Major melody.
The student will compose a descant pan-pipe line to accompany the F Major melody.

Procedures:

Distribute the “Key of F Major” keyboard home position worksheet to the students. Students will practice the examples provided – per instructions on the worksheet.
When the student can perform The Little Tree, (s)he will sequence the performance.
When the sequence is completed, the student will compose a pan-pipe descant to accompany it. The specific guidelines are that the descant must follow the basic implied chord structure of The Little Tree – but more variation may be permitted depending on the level of students in the class. The student should use the sequenced example, perhaps at a slower tempo, while composing the descant. Have the student sequence the descant into a separate track.
This assignment should take approx. 80 minutes, but some students may need additional time depending on piano skills, experience with sequencing software, and composition.

Evaluation:

Instructor will monitor student progress throughout the period – noting the level of achievement of each of the lesson objectives.
The sequence may also be performed for the class – where the student can receive peer feedback about musical elements like:
Rhythmic accuracy
Creativity of descant – and adherance to chord structure
Expression of the piano sequence

Follow Up:

G Major Keyboard Home Position – with composition, sequencing, and notation options

 

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