Piano Blackboard Paper/ pencils Partner: I will begin by playing happy birthday in major for the class.

I will ask them to describe the song in as many words as possible. By doing this we establish an awareness of terms that relate to sounds in major. I will then return to the piano and play happy birthday in minor. I will then ask the class, "What is different?" The class will openly discuss what they thought was different about the sound. I will then continue demonstrating the difference. I will then play two recordings of FUN's popular song "We Are Young" one in major, and one in minor. I w/I) then ask them what the differences between the two were. Present: 1. Open discussion using the questions and discussion topics that we covered/^ the partner' section answering: what, why, how and what if? 2.1 will now begin to explain the difference between minor and major. This ^explanation will start off by me defining what it means for a song to be in minor. After having established this definition, I will give the students things to listen for. I will make sure that they know that associating the words sad or depressing for minor may be misleading. There are many songs in minor that are meant to have a positive and joyous message. Likewise, there are many songs in major that are not meant to convey a happy meaning. After having warned my students about this misconception, we will turn our attention to an activity. I will play chords on the piano and have them both sing the chord, and identify its quality. Personalize: 1. After playing this game, students will break up into groups of three or four and discuss what they heard, and how they identified songs in major and minor. 2. Students will be given 10-15 minutes to discuss the differences between the sounds of major and minor. While group discussion is going on I will walk around the room to each group and ask them what they have discussed. Perform: Each student will be asked to go up to the board and put up a word that they find helpful discerning whether or not a song is in minor. After each student has done this, I will have t prepare a song for next class that is normally in major ready to be performed in minor. Thi be a group project. Process: After each group has performed their transposed song, I will ask the class how they were able to do it. What were the difficulties? What was easy? How did you do it? These questions will be used as a way of opening the floor for class discussion. After the discussion has finished I will leave the floor open for any questions the class may have for me.