Lesson 1 Plan

Goal: To start students writing music, to get students accustomed to picking pitches and rhythms,
to notate a melody

Introduce the Composing Project

-Ask students what composition means to them. Explain that they are going to learn
composition.

Create a two measure rhythmic composition as a class

-Explain that they will be focusing on writing rhythms. Ask students to pick two pitches,
for example A and B. Specify that they will be using a rhythm bank, which has a quarter
note, eighth note, and quarter rest in it. They can pick their rhythms from the bank. Have
the class pick one pitch, then one rhythm. Continue until two measures have been filled.
Play the piece on the piano for the class.

Create a two measure melodic composition as a class

-Explain that they will be focusing on writing a melody. This time have the students pick
three pitches. Give the class a rhythm bank, which has a quarter note and a half note in it.
Have the class pick one pitch, then one rhythm. Continue until two measure have been
filled. Play the piece on the piano for the class.

Hand out the worksheet.

-Give students 5-10 minutes to start on the worksheet.
-Walk around the classroom and check in with students. Give them the opportunity to
ask questions. Check that students understand the task, and give explanations or help as
necessary.
-Have the students complete worksheet as homework.

Move on to the band music.

Lesson 1 Analysis

In this lesson students learned that they can write music. When I introduced the project a few
students said that they cannot compose, that they do not know how. This first lesson was all
about showing the students that they can compose, that it is possible for them. By starting as a
group it allowed them to start writing at a slow pace by contributing a single note or rhythm and
to see their classmates learning to write music. It also allowed me to see which students were
contributing, and which were not engaging in the activity and might need a bit more
understanding. I could see evidence of student learning by more student engaging and offering
suggestions throughout the activities, and by observing them starting on their worksheet. I could
see students writing short compositions by using their melodic patterns, writing rhythms
correctly, making sure there were the correct number of beats in a measure, and unconsciously
using chord progressions in their melodies. On the worksheet example we can look at the first
composition and see the student was using the pitches G and D, as do and sol, and ended on G,
do. The composition was also written rhythmically correctly. On the second example we can
that the composition was rhythmically correct, used the melodic pattern of sol-do, used the scale,
ended on do, and made sense melodically.

I made some adjustments to my written plan by giving them examples, and playing those
examples, of melodies before having the class write the melodic composition together. I wanted
them to have a clear understanding of what a melody should look and sound like. I pulled the
melodic excerpts from their band pieces so they would be very familiar with the melody. I also
adjusted my lesson plan to have a shorter period of time for the class to work on their worksheets
during the class period. We took longer than I expected to write the compositions as a class, so I
had to shorten the in class worksheet time in order to have enough time to work on their band
pieces.

As stated above I monitored student learning by noting which students where contributing in
class and which were not, and observing them while working on their worksheets. During the inclass work time I approached the students who werent engaging in the activities and seemed
confused in order to offer additional help. This allowed me to make sure that all the students

were understanding and learning the lesson. Looking at the worksheets the next day also let me
see what the students had learned from the first lesson.

Based on what I observed from the worksheets I learned that the students needed a review of
how many beats are in a measure in 4/4 time, and how many beats half notes get. There were
more rhythmic errors than I thought there would be, but a quick review should fix that. I also
learned that the students needed a deeper understanding of how to write a melody, which is what
I expected. My plan for the second lesson is to further explain how to write an effective melody,
which will progress the students understanding and learning of composition.