Notating Melodic Patterns
Steve Sinni
[email protected]
Montgomery Knolls Elementary School
TI:ME Technology Areas Addressed:
Notation
Level:
Elementary
Class:
General Music
Equipment:
One computer with TV monitor
FINALE or FINALE NOTEPAD music notation software
Duration:
20 Minutes
Prior Knowledge and Skills:
students know the difference between “line notes” and “space notes”
students are conscious of the sol-mi interval and have practiced it in various combinations in their song repertoire
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 2014: Responding
Materials:
One computer with TV monitor
FINALE or FINALE NOTEPAD music notation software
Objectives:
Students will demonstrate their knowledge of “line notes” vs. “space notes” by entering such on the computer
Students will demonstrate their knowledge of “higher vs. lower” by entering such on the computer
Students will decode simple melodic patterns and notate them on the computer
Procedures:
1. Review the difference between line and space notes.
2. Individual students come to the computer to enter either a “line note” or a “space note”. Class gives a thumbs up or down to indicate a correct or incorrect response.
3. Teacher enters a note on the computer and a student is asked to enter either a “higher” or a “lower” note. Playback results for the class to evaluate.
4. Teacher enters the note “sol” on the computer using the “do clef” staff (Kodaly template provided in FINALE). Student is asked to enter the note “mi”. Reverse procedure: teacher enters “mi” and the student is asked to enter “sol”. Playback results for the class to evaluate.
5. Teacher sings a simple melodic pattern (or finishes an existing pattern). Class sings it back with appropriate solfege. One student is chosen to notate the pattern on the computer. Playback results for the class to evaluate.
Evaluation:
How many patterns did the students get correct?
How many repetitions were needed?
How difficult were the patterns?
As individual students come to the computer the teacher has an ideal opportunity for individual assessment.
Follow Up:
Students create their own melodic patterns through “question and answer” phrases / completing a phrase the teacher has initiated
Make flash cards of melodic patterns for class practice
Assign different instruments in FINALE for playback and discuss instrument families/ timbres.
