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Detailed Handouts GED120

The document outlines teaching strategies for melody in music education, emphasizing the importance of setting specific goals and being flexible in lesson pacing. It details the structure of lesson plans, including direct instruction and engaging activities, while providing sample activities for different grade levels to teach concepts like pitch and melodic intervals. Additionally, it discusses considerations for materials, evaluation methods, and the inclusion of a closure section to affirm student efforts.

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23 views5 pages

Detailed Handouts GED120

The document outlines teaching strategies for melody in music education, emphasizing the importance of setting specific goals and being flexible in lesson pacing. It details the structure of lesson plans, including direct instruction and engaging activities, while providing sample activities for different grade levels to teach concepts like pitch and melodic intervals. Additionally, it discusses considerations for materials, evaluation methods, and the inclusion of a closure section to affirm student efforts.

Uploaded by

Likka
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Reporter#2: Macarambon, Saliha M.

GED120

ON TEACHING MELODY
OBJECTIVES
In this lesson, the student will be able to:

★ take note of consideration that are to be applied when teaching melody, and include these
when writing down a music lesson plan, as necessary; and

★ learn examples of approaches and activities that may be used for teaching content
pertaining to melody.
THINK: Points to Ponder When Teaching Melody
Setting Goals
It is important to set specific goals or objectives for each music lesson. However, the
teacher should also be ready to be flexible as the pacing of the classroom might be different from
his/her initial expectations.
On the Procedure
Now that we are aware of the content topics within the scope of melody, let us proceed in the
next step: the procedures. When writing a lesson plan, you may divide your Procedure section
into two: (1) Direct Instruction and (2) Exercises and Activities.
1. DIRECT INSTRUCTION
This is the part where you basically give a lecture to the class, explaining facts ideas, concepts,
and principles. Mostly, it is a one-way flow of communication, from the teacher to the student, but
questions from the students must also be entertained and answered. Answers to the students’
questions may be delayed if the answer can be more fully appreciated and understood through the
context of an accompanying activity, which is the next part.
2. Exercises and Activities
This is the part where students can engage more deeply with the musical concepts as they get
to experience these tangibly. Music is a living subject, a there are many activities that can be
utilized in a lesson, such as the following:
a. Listening
b. Reading (either standard notation or alternate symbols)
c. Imitating (recreating)
d. Responding
e. Creating (composing)
f. Performing (includes movement)
g. Analyzing
h. Applying
i. Evaluating
It is important to note, however, that Exercises and Activities need not always be
done after Direct Instruction; sometimes, it can be done first, depending on the
discretion of the teacher and the applicability to the content.
Sample Activities for Learning Content Related to Melody
The following activities may be used or may serve as a guide for other possible activities
when teaching topics pertaining to melody.
1. For identifying pitches or sounds whether they are high or low (For Grades1 and 2)
Activity: Determining high and low sounds
Procedures: Use recordings of sounds found in the environment and let the students listen,
analyze, and categorize whether these are high-pitched or low-pitched sounds. Use of colorful
visual aids will be helpful. For example:

Cricket Chirping Dog Growling Bird Chirping

Rumble of Idle Bus Engine Squeaking Mouse Waterfall


After letting the children hear these sounds
from the environment, let them listen to the sounds
of different musical instruments. You may again
use recordings or actual instruments, if these are
available. On the board, you ay draw a wavy line
to represent the sea. Prepare drawings of a bird and
a crab with tape behind them, like a sticker. The
students can place the bird in the sky (above the
way line) upon hearing high sounds and the crab
under the sea (below the wavy line) upon hearing
ow sounds. This can work also as an evaluation exercise.
2. Teaching melodic lines (for Grade 3)
Activity: Using body gestures to reflect the melodic lines or movement of pitches.
Procedure: The teacher will sing or play a series of pitches slowly. Students are act out certain
gestures to represent whether the pitches go up, down, or stay the same as the melody plays.
Here is an example:
Starting position…………………………..student stand still
If melodic line goes up……………………students stretch arms upward
If melodic line goes down…………………students squat
If melodic line stays the same……………...students remain standing still,
arms at the side
3. Familiarizing with melodic intervals (For Grades 4 to 6
Activity: Associating the beginning or chorus of a familiar song with a particular melodic interval.

EXAMPe
Procedure: Have the students practice to a familiar song that best associates with a particular
melodic interval. A melodic interval is the distance between two notes played one after another,
as opposed to a harmonic interval, which is the distance between two notes played simultaneously.
Here are a few examples:
Melodic Interval Familiar Song

E
Major 2nd (Do-Re) First two notes of “Dahil sa Iyo” (chorus) or “Happy Birthday”
Perfect 4th (Do-Fa) First two notes of “Bahay Kubo” or “Auld Lang Syne”
Minor 2nd (Do-Ti) First two notes of “Lupang Hinirang” or “Jaws” Theme
Perfect 5th (Do-Sol) “Twinkle, Twinkle, Little Star”
How do I teach pitches and intervals in the absence of a classroom musical instrument?
This is a valid, relevant question for us here in the Philippines, since currently many schools
do not have an upright piano or a digital piano/keyboard available for teaching music. A guitar
may also be used, but a piano is preferable as a tool for instruction since it is easier to see and teach
pitches as intervals through a piano keyboard instead of guitar frets. A good alternative is to
download and use smartphone piano apps for teaching music. Firstly, it is imperative that the
teacher gains a familiarity of the keyboard geography of a piano. He/she has to listen well to the
pitch produced by each piano key as he/she inputs it in the smartphone and teach these to the
students according (whether it is a do, fa, mi, or sol), intervals, both melodic and harmonic, can
also be taught this way. The teacher may connect his/her smartphone to an amplifier or speaker,
so that the whole class may hear the lesson. Lastly, a visual aid such as drawing of the piano
keyboard shown on the blackboard or at the front of the class can greatly help since the teacher
can point out the pitches or intervals simultaneously as they are being played through the
smartphone app.

Considerations for Materials Used


Some indispensable materials are to be used quite extensively when teaching melody. These
are the following:
1. Audio Recordings/videos
2. Visual Aids – posters, stickers, illustrations
3. Musical Instruments – both standard and improvised (found in the classroom
Considerations for Evaluation
Ideally, evaluations may be done through observation and/or actual musical performance of
the students, rather than giving them written quizzes or exams, though these may also be used
sometimes. For melody, the foremost considerations when evaluating elementary students are the
following:
1. Students can recognize when a melody goes up or down and can compare which pitches are
higher or lower in relation to other pitches.
2. Students can imitate a pitch or a series of pitches correctly by either singing or humming it.
3. Students can partially transpose familiar songs into C, F, or G major (does not have to be a
complete song).
4. Students can tell whether a piece or song is in a major or a minor key.
Other Considerations
It is also beneficial to incorporate a “Closure” section in our music lesson plans. This is
usually done at the tail end of a lesson – where the teacher gives praise, encouragement, and
affirmation to the students. This is to put value in the student’s efforts when participating in the
music activities in class.

Activity: Pass-the-beat a-round-the-room


Procedure:
In this excerpt, students play the game, pass the beat around the room. Standing in a circle,
each student must say one beat from the phrase, pass-the-beat a-round the room. If they happen to
be the rest at the end of the phrase, they are to touch their shoulders on the beat. Students who are
out sit down, but still count for a beat with the remaining students saying the missing words in
their head. Once students become comfortable, the word beat is replaced with a stamp.

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