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Opus 16
Harmonic Intervals: 2nds and 3rds
Concept:
Student Outcomes:
HARMONIC INTERVALS, 2nds and 3rds –
Harmony: Two or more pitches may be combined to
create harmony. A melody may be accompanied by
single pitches, intervals or chords.
Recognize & play harmonic intervals of 2nds
and 3rds.
Improvise interval accompaniments.
Vocabulary/Keyboard:
Vocabulary/Keyboard:
Symbols:
- interval (with one hand), second, third,
accompaniment, harmony, pentachord
- interval (with one hand), second, third,
accompaniment, harmony, pentachord
bass clef with E-G & F-G
Assessment (Quiz 16) – Students will enter different intervals of 2nds or 3rds, then listen to
accompaniments and determine whether or not they use 2nds or 3rds.
Assessment (Quiz 16) – Students will enter different intervals of 2nds or 3rds, then listen to
accompaniments and determine whether or not they use 2nds or 3rds.
Assessment (Quiz 16) – Students will enter different intervals of 2nds or 3rds, then listen to
accompaniments and determine whether or not they use 2nds or 3rds.
Repertoire: Mos’, Mos’!, Zip-a-dee-do-dah, Daniel
Repertoire: Mos’, Mos’!, Zip-a-dee-do-dah, Daniel
Repertoire: Mos’, Mos’!, Zip-a-dee-do-dah, Daniel
National Standards:
1. NS 5
2. NS 2
3. NS 2
4. NS 6
S. NS 3,5
R. NS 6
State/Local Standards:
1.
2.
3.
4.
S.
R.
State/Local Standards:
1.
2.
3.
4.
S.
R.
Sequence of Activities:
1. Imitate & Play - C Major Pentachord (bass clef) (Chart 7)
A. Chart 7 Play C Major Pentachord (left hand). Have students:
• identify note names and finger numbers used in bass clef.
• play left-hand while singing note names.
B. Play several two-measure rhythm patterns using seconds and thirds. Have students:
• echo several patterns using thirds. (E-G) and (D-F)
• echo several patterns using seconds (F-G) and (C-D).
C. Play several patterns that combine seconds and thirds. Encourage students to:
• echo each pattern by chanting (i.e. “3
rd
–2
nd
-3
rd
-3
rd”
).
• imitate each pattern on keyboards.
D. Referencing Chart 7 , have students:
• practice building intervals of 2
nds
and 3
rds
, i.e. playing C, adding D (2
nd
); playing C, adding E
(3
rd
).
E. Repeat activity beginning on other notes of the pentachord. Include “descending” harmonic inter-
vals (playing “G”, adding “F”).
Lesson Completed
2. Play – Mos’, Mos’!: Part 3 (Song 18)
A. Play Student Part 3 . Have students:
• identify notes used in seconds and thirds.
• play third with left hand fingers 3 & 1 and play second with fingers 2 & 1.
• play Part 3 while chanting interval names.
• identify Part 3 as an ostinato.
• play Part 3 with melody. Play Melody
B. Speakers Off Encourage students to:
• practice Parts 1, 2 or 3.
• rehearse parts as an ensemble. Speakers On Play Song
Lesson Completed
3. Play – Zip-A-Dee-Doo-Dah: Part 2 (Song 19)
A. Play Student Part 2 . Have students:
• identify notes used in seconds and thirds.
• play thirds with fingers 3 & 1 or 2 & 4 and play seconds with fingers 2 & 1 or 4 & 5.
• play Part 2 while chanting interval names.
• play Part 2 with melody. Play Melody
B. Normal Mode Speakers Off Option: Divide students between Parts 1 and 2. Let them:
• practice parts.
• play parts with song. Speakers On Play Song
Split Mode Lesson Completed
4. Listen - Two or more pitches may be combined to create harmony
A. Play Song Daniel as sung by the residents of the Georgia Sea Islands. Have students:
•
identify the thirds by raising their hands when they occur (“Daniel”).
• play interval of 3
rd
(A-C#) with recording.
Lesson Completed
S. Synthesis: Notate & Improvise - Harmonic intervals (Worksheet 11)
A. Worksheet 11 Create one measure accompaniment using 2
nd
and 3
rd
s (half notes or quarter notes).
Ask students to:
• identify intervals.
• write intervals on Worksheet 11.
Repeat activity for 3 more measures on Worksheet 11 (harmonic dictation).
B. Ensemble Mode Have students:
• record the four written measures (NOTE: Use “Melody Record”).
• improvise melodies (C major pentachord) over this accompaniment.
Split Mode Synthesis Completed
R. Review
A. Note Monitor Direct students to:
• practice entering C and the note that is either a second or third higher.
Create similar intervals by starting on different pitches.
B. Create melody accompanied by 2
nds
,3
rds
, or both. Have students:
• enter: ”A” = 2nds, “B” = 3rds, “C” – 2nds & 3rds.
Review Completed
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