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
Information Processing


Middle, High


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


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 


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

To download the worksheet, Download this zip archive of Worksheets


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.


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.


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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