Grade 11 - Structure (Elements of Melody)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

notate pitch using a variety of traditional and non-traditional techniques
identify intervals within a melodic pattern
identify and use scales and melodic patterns that reflect cultural diversity
apply melodic contour to compositions
use appropriate terminology to describe melodic patterns

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Have students each choose a melody and use technology to alter its tone set (scale).
Ask each student to draw a contour on paper, compose a melody that fits the contour, and add elements of expression to support the melody.
Invite students to compare randomly generated sequences of notes to both familiar and unfamiliar melodies. Discuss with the class the definition of melody.
Have students research composers or songwriters to discover their sources of melodic material and how they record their melodies (e.g., notation, computer sequence, recording). Ask students to present their findings to the class. Then lead a discussion about the relationship between melody and notation method.
Suggest that each student compose a melody using a given set of intervals, then identify the intervals within the melody. Have students perform their melodies. Ask the class to discuss the merits of each composition.
As a class, discuss what makes some popular melodies more memorable than others.
Have students improvise short melodic "responses" to a given "call." Then challenge them to write out their responses using standard notation.
Provide lyrics and ask each student to compose a melody to fit them.
Ask each student to create a loop from an eight-bar melodic pattern, then add a counter-melody of 16 bars.
Have students create new melodies for hypothetical television commercials.
Suggest that students collect signature melodic motifs (e.g., station signal of Vancouverźs SkyTrain, a doorbell) in sound scrapbooks. Ask students to present their scrapbooks and identify and classify the examples.
Invite students to listen to pentatonic tunes from a variety of cultures, then analyse the pentatonic scale used in each (e.g., do-based, re-based). Have students each compose a piece based on one of the scales.

SUGGESTED ASSESSMENT STRATEGIES

When students compare melodies and random sequences of notes, have them develop charts with the headings Familiar, Unfamiliar, and Randomly Generated melodies. Look for evidence that they are able to identify similarities and differences in scale pattern, melodic shape, range, rhythmic value, and syncopation.
After students have developed comparison charts, form groups and have each group write a definition of melody. Look for:
- references to scales, intervals, melodic patterns and shape
- use of appropriate terms
As a class, listen to popular melodies from a variety of cultural traditions (e.g., a reggae tune, a Japanese folk melody, a sixties rock tune) and discuss what makes a tune memorable. Encourage students to represent their understanding of the melodies with graphic representations on the board. Look for evidence that students are able to:
- recognize the melodic elements and describe them using appropriate terminology
- spontaneously produce appropriate, invented graphic representations for melody and melodic contour
- describe the culturally specific aspects of the music
- identify some of their own cultural biasses
Ask each student to use a computer sequencer or notation program to alter a given melody, then play before and after versions for the class. Look for evidence that class members:
- can identify scale and interval changes
- notice altered expressive elements and how they support the melody
- use appropriate technological terminology in their descriptions
- relate some of these scales to known songs
Look for evidence that the student composer/arranger is able to:
- discuss melodic alterations using appropriate terminology
- respond with appropriate terminology to classmatesź critiques
- accurately describe technological means used to achieve her or his alterations