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• label all white keys and their corresponding sharps.
E. With Worksheet 12, Number 4 have students:
• label all white keys and their corresponding flats.
F. Introduce term “enharmonic”.
Lesson Completed
2. Sing & Play - Swingin' Sharp 'n' Flat: Part 1 (Song 24)
A. Play Song Swingin' Sharp 'n' Flat and sing melody. Encourage students to:
• read song lyrics.
• sing melody.
• compare melody to Part 1.
B. Play Part 1, measures 1-4 of Swingin' Sharp 'n' Flat. Have students:
• identify each note name and sharp.
• practice measures 1-4. Speakers Off
• play and chant note names. Speakers On
• practice remaining phrases. Speakers Off
• play Part 1 with song. Speakers On Play Song
Optional: Have students:
• practice Part 2. Speakers Off
• play Parts 1 & 2 together. Speakers On Play Song
Lesson Completed
3. Listen - Melody may move by half-steps
A. Split – Bass Play Song Theme from "Jaws". This piece has an ostinato consisting entirely of half-
step motion. Direct students to:
• describe motion suggested by ostinato.
• play the 1/2 step pattern (E-F) with excerpt.
Left - Contrabass Right - Contrabass
Note: Pattern used later in the example is: e-f-d-e-e-f-d-e-e-f-e-f, etc.)
B. Play Song The Flight of the Bumblebee by Nicolai Rimsky-Korsakov, transcribed for trumpet and
performed by Wynton Marsalis. Ask students to:
• discuss the musical affect of half steps (chromatics) and tempo.
C. Split - Treble Play Song Carmen: The Habenera. Challenge students to:
• play descending chromatic line (starting on high D). Right – Flute Left – Flute
•
compare this piece to Flight of the Bumblebee.
Split - Reset
Lesson Completed
S. Synthesis: Play & Record - Ascending and descending “chromatic” scales
A. Speakers Off Using “MEL REC”, have students:
• record ascending chromatic scale from C to C (choose register).
• playback adjusting tempo (increase or decrease).
• discuss mood created by chromatic scale and tempo.
• play examples for class. Speakers On
• record chromatic scale with different starting tones (i.e. G to G) and voices (i.e. harpsichord or
organ). Speakers Off
• play examples for class. Speakers On
• discuss effect of changing registers, voices and tempi.
Recording Procedure: MEL REC, select voice, play scale, STOP.
Synthesis Completed
R. Review (Worksheet 12)
A. Worksheet 12 Note Monitor Ask students to:
• find and practice entering various notes of music alphabet.
• read and practice entering notes (in correct register) from Worksheet 12.
B. Have students:
• practice entering a note and its sharp.
• give enharmonic name for that note.
• practice entering another note and its flat.
• give enharmonic name for that note.
• find and practice entering two notes (as an interval) that are a half-step apart.
C. Create three or four note melodic patterns with half or whole steps.
(i.e. C, C-sharp, D E, E-flat, D Bb, Ab, Gb F#, G#, A#). Ask students to:
• echo patterns.
Review Completed
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