I V I Accompaniment to Familiar Songs

I/V/I Accompaniment to Familiar Songs

Kim Campbell
[email protected]
West Hills Elementary School

TI:ME Technology Areas Addressed:

Electronic Musical Instruments
Notation Software
Music Production

Level:

Elementary

Class:

General Music

Equipment:

Electronic keyboards connected to computer loaded with any sequencing software.

Duration:

40 Minutes

Prior Knowledge and Skills:

Students have been familiar with singing diatonic patterns and songs in duple and triple meters.
Students have used looping software to accompany singing.
Students can sing three-voice chords using solfa and can name them tonic/dominant or I/V
Students have played various melodies and bass lines (root melody) on keyboards.

NAfME Standards of 1994 Addressed:

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

NAfME 2014: Performing 

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

NAfME 2014: Responding 

Materials:

keyboards, headphones, software

Objectives:

Students will play tonic and dominant chords accurately and with the right function in the accompaniment of melody.
Students will be able to identify correct and incorrect use of tonic and dominant chords.

Procedures:

1. Students sing the song “London Bridge”

2. Students sing the bass line while audiating “London Bridge.”

3. Half the class sings the melody while the other sings the bass line. Students switch jobs.

4. Singers determine if “bass liners” changed at the right time.

5. Students choose one of 3 pitches in a tonic chord, sing and hold. Students choose one of 3 pitches in a dominant chord, sing and hold.

6. Students switch from tonic to dominant pitches on the teacher I or V cue.

7. Teacher shows students the tonic d-m-s triad in the key of C (CEG) and the dominant triad s-t-r in the same key (GBD).

8. Half of the students play the root position chords while the other half sings the melody. Students switch jobs.

9. Teacher asks students if they can find a way to play the V chord without having to move the hand so far away.

10. Students may or may not discover an inversion. If not, teacher indicates a more comfortable arrangement of the chord.

11. Students play the progression with the first inversion of the V chord.

12. Half the class plays the progression while the other half sings the melody. Students switch jobs.

Evaluation:

Students change to the new chord at the appropriate time to suit the melody.
Students can identify when the chord has not been changed at the appropriate time when performed by someone else.

Follow Up:

Students follow same procedure with other songs, eventually expanding to subdominant harmonies as well.
Students read the musical notation of the chords and play from sight.
Students create their own chord progression and improvise a melody over it.

Items to Purchase:

Sequencing software, keyboards, possibly headphones

When budget should be submitted:

December of previous school year

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