Cornerstone 2
Composition and
Improvisation
Day 1 Do Now
1. What components (things, parts) make
a language?
1. Why do you think some people
consider music a universal language?
Unit Goals:
1.
1.
To write an original piece
of music using standard
music notation concepts.
Input compositions into
notation software.
Notes:
The music staff is a system of 5 lines and 4
spaces on which composers place notes
and rests when creating a piece of music.
Always count the lines and spaces from the
bottom.
5
4
3
2
1
4
3
2
1
Bar lines
Bar lines organize and separate the measures on a staff in
a piece of music. The vertical (up and down) lines are the
bar lines. A double bar line signals the end of a piece of
music. Measures are the spaces between bar lines.
Double bar lines = The End
The Treble Clef
●
●
This is a treble clef
which you find at the
beginning of the staff.
There are other clefs,
but we will focus on
the treble clef.
Let’s Practice!
Method 1
●
●
Notate a staff first.
Use on of the methods
shown to notate a treble
clef. Follow the steps.
Method 2
Exit Ticket
Notate a staff with a treble clef and all of the parts
learned today. Label each part and number the line
and spaces. There should be 5 measures.
Day 2 Do Now
1. The _____ _____ organize and
separate the measures.
1. The ______ is made up of ___ lines and
___ spaces.
2. When counting lines and spaces we
always start from the _______.
3. Notate a staff with 3 measures.
Pitch/Note Names
Today we will talk about note names. There are 7 letters
in the musical alphabet. We’ll look at where they belong
on the staff.
What is a mnemonic
device? What are some
you have heard of or used
in other subjects?
Practice
Example: Every Good Bird Does Fly
This is one of several common examples.
Come up with original mnemonic devices for the line and
space notes. Notate a staff and the notes. Write your
words under each corresponding note. Model your like
the one shown below:
Day 3 Do Now
1.
Notate a treble clef. Write the note names.
2. Notate a treble clef. Draw the notes on the lines or
spaces.
Notes and Rests Duration and Value
Different notes are worth different amounts of beats. Duration is how long the
note or rest lasts.
Rests are silent beats, and still count as beats in a measure. Look at your
reference sheet. See if you can fill in the note value chart.
Notes and Rests Duration and Value
Notes and Rests Duration and Value
Day 4 Do Now
Look at the symbols. Write each name, tell its
duration and notate its corresponding rest.
Time Signatures
•TIME SIGNATURE – a way to organize beats within a measure.
•The top number tells how many beats are in a measure.
•The bottom number tells which note gets one beat.
Practice rhythms
Time Signature Practice
Day 5 Do Now
1. What does each number in a time
signature tell us?
1. Explain 6/8 time.
Let’s Notate!
•1. Notate 4/4 time signature on your paper (the staff and treble
clef are already printed for you.)
-Measure 1: Notate 4 quarter notes on the pitch middle C
-Measure 2: Notate 2 half notes on the pitch “E”
-Measure 3: Notate a pair of eighth notes on “G”, a pair of eighth
notes on “E”, and a half note on Middle “C”
2. Compose your own 4 measure melody in ¾ time using the notes
C,E,G. USE NOTES AND RESTS! The first and last notes should be
middle C.
Melodic Contour
If you had to sing or perform a melody, which one of these would
you rather perform and why?
A.
B.
Melodic Contour
•When we write music, we generally want to write melodies that
people can sing or play.
•For a fluid melody use mostly steps and skips. Avoid too many leaps
so that the piece will not sound erratic.
•Here are some example of melodic contour:
Yes! Skips are ok too.
No. Avoid many leaps.
Peer Review and Feedback
When you have finished, quietly exchange papers with someone at
your table. Clap their piece, check for errors. (first and last note
middle C, notes C,EG, barlines, Double bar at the end) If you see an
error, remember to use positive and constructive feedback. I
should hear the following phrases:
•I like how you used….
•I notice there is a mistake here….
•We can _______ to fix the mistake….
Day 6 Do Now
On your staff paper, write 4 measures in 4/4
time, using notes C, E,G and rests. Use your
reference sheet to help you. Remember melodic
contour rules. FIRST and LAST note MUST be
middle C.
Scales- Scale Degrees
We can tell what key a song is in by looking at the first note of the
piece and the last note and the key signature. We use scales when
writing music. A scale is a sequence of notes, usually an octave. We
will continue to use the C major scale. Each note is assigned a
number or scale degree. Write these on your reference sheet.
Remember, “C” is the strongest note.
1 2 3 4 5 6 7 8(1)
Cadences- How to end a phrase or piece
•A cadence is a sequence of notes that end a musical phrase or
piece.
•When ending a piece some combinations of notes are more
pleasing to the ears than other.
•To end our compositions we will use these cadences (always label
your cadence):
5 - 1
V- I
Low 7 - 1
VII - I
7 - 1 (8)
VII - I
2 - 1
II - I
Practice and Feedback
•Go back to your Do Now from the beginning of class, and edit your piece to include
a cadence.
•When you have finished, quietly exchange papers with someone at your table. Clap
and count their composition, check for errors. Use this checklist:




Time signature, correct amount of beats per measure
Use notes and rests
Correct notes, first and lest note middle C
Is there an appropriate cadence?
If you see an error remember to use positive and constructive feedback. I should
hear the following phrases:
•I like how you used….
•I notice there is a mistake here….
•We can _______ to fix the mistake….
Do Now Day 7
Compose 6 measures in 4/4 time, c major with
an appropriate cadence.
**Please note** When notes are on the 3rd line of the staff
or higher the stems go down to the left!
Dynamics- How loud or quiet. Volume.
•Pianissimo (pp) – very soft
•Piano (p) – soft•Mezzo Piano (mp) – medium soft
•Mezzo Forte (mf) – medium loud
•Forte (f) – loud•Fortissimo (ff) very loud
•Crescendo
gradually get louder
•Decrescendo
gradually get quieter
Where are dynamics in the music?
Clap rhythms with dynamics.
Example 1
Example 2
Practice
•Go back to your Do Now from the beginning of class, and edit your
piece to include dynamics.
•When you have finished, quietly exchange papers with someone at
your table. Clap their piece, check for errors.





Time signature, correct amount of beats per measure
Use notes and rests
Correct notes, first and lest note middle C
Is there an appropriate cadence?
1 or 2 dynamic markings
If you see an error, remember to use positive and constructive
feedback. I should hear the following phrases:
•I like how you used….
•I notice there is a mistake here….
•We can _______ to fix the mistake….
Day 8 Do Now
•Draw the symbols.
•Write the Italian words and English meanings for the following
dynamic markings:
1. ff
2. mf
3. p
4.
Tempo
How fast or slow music should be performed. The
speed.
We will use the following website to explore tempo.
http://www.sfskids.org/classic/templates/music
LabF.asp?pageid=11
Where are tempo markings notated in the music?
Visit this site for a metronome:
https://www.metronomeonline.com/
Day 9 Do Now
•Define tempo.
•What Italian word is used to describe “a walking
speed”?
•If a piece of music has a presto tempo marking, how
does the composer want it played?
•Define: moderato, allegro
Form
•Form is the structure of a musical piece or how its organized.
•Music has different sections..
• ABA form
• 3 sections
• Same,
different,
same
Watch:
https://www.youtube.com/watch?v=BRA
Zx5viuPo
Examples
This student
explained that their
idea was based on
how chicken’s move
because their family
raises chickens. The
have small feet and
sometimes move
quickly and stop.
The sixteenth notes
represent how
chicken feet move
quickly and take lots
of steps. the eighth
and quarter notes
represent when the
chickens slow down.
Examples
This student
explained that their
idea was soldiers
marching because
they like military
movies. The first “A”
section represents
the army going into
battle strong and
ready. The
decrescendo
represents them
getting quiet so they
aren’t seen. The “B”
section is the battle,
some quick and
slow moves. The
last A section is
marching away from
battle.
Composition Project
•Compose a piece in ABA form, 3/4 or 4/4 time, C major.
•4-6 measures per section, label sections.
•Include dynamics, tempo and a cadence in the last measure of your
piece.
•When you have finished, quietly exchange papers with someone at
your table. Clap their piece, check for errors. Use this checklist:







Time signature, correct amount of beats per measure
Use a variety of notes and rests
Correct notes, C major scale, first note middle C
Is there an appropriate cadence? Is it Labeled?
Is there a tempo marking in the correct place?
Are there 2-3 dynamic markings in the correct places?
ABA form, labeled
Improvisation
•The spontaneous creation of music, usually within a set of rules
(key of the music, maybe time signature).
•To improvise, we can use different rhythms, different notes within
the key, different tempo and dynamics.
•We will improvise on the “A section” of our compositions.
How?
Start by playing the first and last measure as written and improvise
measures 2-3. Stay within your time signature.
Extension
•Have students input their composition into notation software.
•Suggestion: Noteflight.com is free and very user friendly. An email
address is required for students to create an account for 10 free
scores. Noteflight plays back the music while performing tempo and
dynamic markings. There are also YouTube help videos that provide
how-to assistance. There are also school licenses available for
purchase.
•Finale or Finale notepad are also options.