Music 4
Structure - Elements of Melody

use singing or instrumental skills to reproduce melodies
maintain a melodic part in simple textures
identify the form and principles of design in melodic structure
use standard or invented notation to represent ascending and descending melodic phrases

Provide opportunities for students to play and create games to become familiar with the standard notation staff. For example, demonstrate how the fingers of the hand can be used to represent a staff (fingers representing the five lines; spaces between the fingers representing spaces between the lines).
Invite students to sing melodic ostinati, partner songs, rounds, and canons. Examine the similarities and differences in the forms of these songs. Then have students in groups use repetition and contrast to compose new lyrics based on the form of one of the songs. Ask them to perform their compositions for the class.
Display a simple score on an overhead. Use a highlighter to follow the melodic phrases as the class performs the melody. Students can then take turns tracing the melody on the overhead while the class performs.
Select a song from classroom or known repertoire to represent the A section for a rondo. As a class, create B and C sections using movement, dramatizations, poetry, or soundscapes. Perform the three sections together in rondo form (ABACA).
Identify examples of introductions, codas, and bridges in known repertoire, and discuss the characteristics of each. Have students work in groups to create introductions, codas, and bridges for known songs. Invite students to add new form and design vocabulary to their music glossaries.

Conference with individuals or small groups of students about their visual representations of melodies. To probe their understanding, pose questions such as:
- Which are the ascending parts? Descending parts? Repeating pitches?
- Can you sing or play it while pointing to the music?
- What do you notice about the order of the parts? Do they repeat?
While students are singing rounds or two-part songs, walk through the class listening for individual voices. Note the following:
- Which students are able to maintain the melody in their part?
- Which students are the leaders of the section? Which ones follow slightly behind?
- Which students appear confident while singing? Which ones have difficulty concentrating on their parts?
When students take turns tracing a music score from the overhead, note the extent to which they:
- conduct the class while accurately pointing to the notes
- hum or sing along accurately with the class
- follow the melody and the rhythms of each note as written
After students create introductions, codas, and bridges for songs they know, prompt self-assessment with questions such as:
- Have you included an introduction? A coda? A bridge?
- Does each part fulfil its role as you have written it?
- Do the three new parts go well with the original song? Are they written in the same style as the original song?