G Major Keyboard Home Position – with composition, sequencing, and notation options
A lesson plan by Byron Mikesell, Pequea Valley High School
TI:ME Technology Areas Addressed:
Electronic Musical Instruments
Sequencing and notation software
Audio playback capability for entire class
Prior Knowledge and Skills:
Basic piano note-reading ability
Basic understanding of sequencing
Basic understanding of notation – and transposition
MENC Standards Addressed:
MENC 1: Singing, alone and with others, a varied repertoire of music.
MENC 2: Performing on instruments, alone and with others, a varied repertoire of music.
MENC 4: Composing and Arranging Music within specified guidelines.
MENC 5: Reading and notating music.
MENC 7: Evaluating music and music performances.
For this lesson, use the Key of G 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 G Major melody – demonstrating the ability to perform on an instrument alone.
The student will sequence a performance of The Little Tree – with descant (may only need to add the descant).
The student will notate a pan-pipe melody that was composed in the “F Major Keyboard Home Position – with composition and sequencing options.“
The student will sequence bass and percussion tracks to accompany The Little Tree (in addition to the descant that was already composed in the F Major lesson)
Students receive the worksheet “Key of G Major” and practice the keyboard examples. Basic instructions on the worksheet should be followed.
In the previous lesson, students composed (and may have sequenced) the descant for The Little Tree (F Major). In this lesson, that descant must be notated (accurately) with notation sotware, transposed to G Major, and printed for use by other students in the class – who will play each other’s descants while the other student in each pair performs the original example.
At the direction of the instructor, students who complete the assignment ahead of the class majority may sequence bass, add percussion, and perhaps other instruments to their sequences.
All student work may be played for classmates to evaluate based on Rhythmic accuracy, creativity, expression, etc.
Instructor will monitor student progress throughout the period – noting the level of achievement of each of the lesson objectives.
Evaluation also comes in the form of peer review and class discussion about sequences of other classmates.
Students may compose their own simple 2-line melody for right and left hands – perhaps in another home position (D Major, for example). This melody would be notated and performed for classmates.