Lesson Plan Template

Summary/Overview: ​For this lesson the students are tasked with creating their own
composition based around the theme of the celebration of life, to correspond with their learning
of ​Blessed are They f​ rom ​A German Requiem​ by Johannes Brahms. This lesson is intended for
middle, or high school level music students, and it is assumed that the students are able to play
their instruments at a basic level. The students will work in small groups (or individually upon
request) to create at least a melody, and bass line that they feel represents the celebration of
life. They may use any knowledge of music theory, artistic inspiration, or personal connection to
justify their reasoning for why the music meets the theme. The instructional method will be
based on Green’s theories of informal music learning, meaning that the assignment will be
mostly student led, with the role of the teacher being to provide assistance when it is needed.

Objectives:
● Students will be able to compose a melody, and functional bass line
● Students will be able to compose their own original creation based on an assigned
theme
● Students will be able to exercise their knowledge of music theory, composition, ear
training, and instrumental capability.

Relevant ​Virginia Standards of Learning​:

● 5.1(b)​ - Compose a short original composition within specified guidelines
● 5.2(c)​ - Share finished works of music with a group
● MII.4(c)​ - Analyze ways in which music can evoke emotion and be persuasive
● MAID.3(b)​ - Examine ways in which personal experiences influence critical
judgement about works of music and musical performances
● MII.12(b)​ - Notate student-created compositions using standard notation

Relevant ​National Standards​:

● MU:Cr3.2.C.la​ - Share music through the use of notation, performance, or
technology, and demonstrate how the elements of music have been employed to
realize expressive intent
● MU:Pr4.2.C.la​ - Analyze how the elements of music (including form) of selected
works relate to style and mood, and explain the implications for rehearsal or
performance
● MU:Pr4.3.C.la:​ - Develop interpretations of works based on an understanding of
the use of elements of music, style, and mood, explaining how the interpretive
choices reflect the creators’ intent

Required Materials and Visual Aids:

None required for this lesson.

Procedures:
● Introduce/explain the assignment, and its purpose
● Divide students into groups
● For four days (assuming that I have class with the students every day Monday-Friday)
allow the students to work on their compositions (with myself being a facilitator, and
instructor when necessary)
● On the fifth day have the students explain, and perform their compositions for each other
● Have each student write a short reflection on their personal experience with the creative
process

Assessment:
● Formal assessment will be done through the assigning of a personal reflection for each
individual student
● Informal assessment will be done throughout the week as the groups of the students
work on completing their projects

Extensions:
Where do you envision this lesson going from here? In your next class? Over next month? The
rest of the school year? Beyond?
● Lesson could serve as an introduction to larger composition based assignments
● Lesson could be a precursor to future assignments in which the students would have the
freedom of picking their own compositional theme

Adaptations:

● Size: (amount of work)

○ For some students the requirement could be changed to only require a melody,
rather than to have an accompanying bass line as well. .
● Color:
○ Color coding of the melody vs. the bass line during, and after the compositional
process may help some students to distinguish the independence of the two.
● Pacing:
 ○ Some students may need more time to complete the assignment, in which
instead of having four days to create the composition they would be given a
longer period of time.
● Modality:
○ Some students may find it easier to play the melody before notating (aural music
theory vs. written approach) and may also choose to use an alternate form of
notation to reinforce this idea. Additionally, the role of the teacher could be
changed for some groups to be a constant guide, rather than a facilitator if
necessary.

Winding:

● Back:
○ Some students may need remedial instruction of music theory concepts such as
music notation, or aural skills that would be required to complete a compositional
task.
● Forward:
○ For students who surpass the skill requirement for the given parameters they
could be assigned to create another layer to their composition such as a counter
melody.