Goals:
students can ID and spell intervals with generic size only above and below a given note define and differentiate between harmonic and melodic intervals define simple and compound intervals reduce compound intervals to their simple counterparts
Lesson plan
Define Interval: a measurement of distance between things; in music interval is distance from one note to another Generic Sizes Only Count note names or solfege syllables--always starts at 1 Some distinctions: Harmonic vs. melodic Simple vs. compound (we will ID all intervals bigger than 8va by getting rid of 8va between: 9th=2nd) Do lots of ID and spelling--within a single staff, across staves, etc. (try-its 1 and 2) Shortcuts/visual landmarks: odd intervals are on same part of staff (lines or spaces); evens alternate (one is a line, the other is a space) Return Unit 1 Exams (go over Mon if you’re not graded yet.) spots that your class had the most trouble with importance of memorizing key signatures from here on out If time, look at music and ID trends in different textures: steps in melodies, skips in accompaniment, etc. Schubert Lieder: what effect do steps vs. skips/leaps have in the melody? skips across barline vs. skips within a measure? Bach WTC (e.g. Prelude 3: note how large intervals create a compound melody--one high, one low)
HW for Monday:
read pp. 120-123 (includes overview of quality for Monday)
Ch. 6 Try-its 1 and 2 (make copies - students do not have hard copy of text)
Wkbk 6.1 all (or part II odds or evens only)
read pp. 120-123 (includes overview of quality for Monday)
Wkbk 6.1 I (all), II (evens only)