Music 7
Structure - Elements of Melody

Prescribed Learning Outcomes

It is expected that students will:

• apply an understanding of melodic direction, tonal centre, and contour to perform expressive phrasing
• maintain a part within complex textures and harmonies
• apply knowledge of form and the principles of design to create melodic compositions
• notate melodic patterns
• apply appropriate music terminology to describe melody and harmony

To view the prescribed learning outcomes for Structure - Elements of Melody in other grades click on an icon below.

Suggested Instructional Strategies

• As a class, listen to examples of program music and examine how the melodic phrasing achieves the desired effects. Have students in groups create melodic sequences to portray the characters, settings, or plots of known stories and then perform their compositions in a theatrical format (e.g., incorporating dance, animation, video, mime, puppetry).
• Model a process of melodic question-and-answer and review the concept of tonal centre. Then ask students to practise melodic question-and-answer with partners.
• Have students compose, notate, and perform jingles to advertise products or to use as TV program theme songs.
• Provide opportunities for students to compose melodies and chord root accompaniments using computer applications. They then perform their compositions, and the rest of the class identifies the principles of design used.
• Play a variety of music selections from various historical periods. Ask the class to compare the form and principles of design in each piece. Create a class chart or mural categorizing each selection according to form and design. Have students use their journals to reflect on ways to apply this knowledge to their own compositions.
• Using a jigsaw approach, have students learn all the individual parts of an instrumental or a choral ensemble selection. Students return to their own parts, perform them one by one, and then perform as an ensemble.
• Have students improvise a melodic theme based on a melody from classroom repertoire. Discuss how they can incorporate the improvised section into the original piece and determine its form.
• Conduct a class debate on a resolution such as:
  • "The melody is the most important part of the music."
  • "Standard notation is unnecessary in the study of music."

• After students have created melodic sequences for known stories, review their written compositions and look for evidence of:
  • originality
  • variety in pitch, dynamics, phrasing
  • accurate use of standard notation (e.g., bar lines, key signature, note placement)
  • cadence
  • form (e.g., repetition, unity)
  • contrast to create interest
  Provide opportunities for peer review of the performances, using criteria developed by the class. For example:
  • expressive phrasing achieves the appropriate effect-matches the story
  • performers know and maintain their parts
  • music was engaging-caught and held listener's interest
• When students reflect on ways to use what they've learned about form and the principles of design, look for evidence that they are increasingly able to:
  • give examples of a variety of forms
  • identify various ways composers have used the principles of design
  • use appropriate terminology
  • make connections between their own work and that of other composers
• Have students create visual representations of their melodic compositions. Notice the extent to which the representations reflect:
  • melodic contour
  • form
  • cadence
• After students have completed melodic compositions, conference with them and assess their learning by asking questions such as:
  • Where does the form of your composition demonstrate variety, unity, and balance?
  • What mood were you trying to create? How did you achieve this?
  • What background knowledge did you use to help you compose this piece?

• Can You Canon
• Music
• Music For All
• Using Sound

• Joy Of Singing
• Latin Nights
• Music
• Orchestra!
• Silver Burdett Ginn Music Magic Video Library
• Something Within Me
• The Vienna Boys Choir

• Exploringthe Music of the World
• The Music Connection
• Roots and Branches
• Share The Music Series
• Susan Hammond's Classical Kids

• Theory Games Software Levels 1A, 1B & 2
• Theory Games Software Levels 3, 4 & 5

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