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 Click here to download the flipchart that goes with this lesson. Arts Discipline: Music Grade level: 6th Grade Standards: Music 2.6 Improvise simple melodies Approximate time: 3-4 class periods, 30 minutes each. More time may be needed to learn song and/or scale Topic: Compose a simple melody Objective: Students will create a simple melody using the Solfedge syllables (do-re-mi) Strategy:
Teacher can choose to either watch the entire movie The Sound of Music, or give students a brief overview of the movie, explaining the genre of musical theatre. View clip of the song “Do-Re-Mi”. If the DVD is unavailable, the clip is available as part of the Sound of Music Promethean flipchart, or at this website. Procedures: Distribute the solfege brainstorming worksheet. Students will watch the film version of The Sound of Music from the beginning until the point where Maria teaches the children to sing using solfege syllables. As the students watch the clip, ask them to use the worksheet to record the word associated with each note (ie do=female deer) Guided Practice: Review the section of the film where Maria teaches the children to sing using solfege syllables, "Do-Re-Mi". About solfege syllables: Explain that the syllables Do, Re, Mi, Fa, Sol, La, Ti, and Do each relate to a pitch or a note of the major scale. (SOL is often written as SO) Play an ascending scale (ie. xylophone) or have a student play a scale on an instrument he/she is proficient on so that students can hear the scale steps. This scale can be played on a classroom, melodic instrument by starting at C and playing each letter named key from that C to the next C moving to the right. Do not play the keys that have sharp (#) or flat (b) signs. Relate Do, Re, Mi, Fa, Sol, La, Ti, and Do to classroom, melodic instruments. For students with limited musical background, instruments may need to be labeled with syllables. Once again, this scale can be played on a classroom, melodic instrument by starting on C and playing to the next C on letter named keys.
OPTIONAL Guided Practice for differentiated instruction: Lyrics The class should start a melodic composition with lyrics full of puns based on solfege syllables. Use the Key of C: Solfege Chart as a reference. An example might be: DO, DO, DOughboy was his name,
He lived FA, FA, FAr down the lane. We went for TI, I tell you SOL, MI and RE, we got so full. The puns used could come from the chart created in the original Guided Practice section of this lesson. This way, original puns discovered by students can be saved for individual compositions. Use of staff paper will depend on the musical background of the class. The minimum musical notation should include the solfege syllables filled in with a symbol on the five line staff. Any shape that can circle the staff line or fill the space can be used. Stars are not necessary. Experienced music students should use Circles (note heads) by . Once the syllables/puns are notated with a symbol, the rest of the words can be written. The remaining melody and rhythmic pattern of the lyrics should be memorized and shared with others by rote. Independent Practice As individuals or pairs, students should compose original melodic compositions with optional lyrics full of puns based on solfege syllables. Students should refer to the Solfege Syllable Brainstorming Worksheet for ideas. All solfege syllables should be used at least one time in the composition. Use of staff paper will vary based on the musical background of the student. The minimum musical notation should include the solfege syllables filled in on the staff paper and the rest of the words written and memorized by rote. Notes can be drawn as an "X" or any shape. This way, the rhythmic duration of the note is not an issue. Students should refer to the Key of C: Solfege Chart. Remind students of the relationship between the letter names of the keys and the solfege syllables. This information is outlined in the first Guided Practice section of this lesson. Closure Compositions should be shared with small groups or with the entire class. Remind/Inform students that musical compositions are built on musical syllables, through conscious or subconscious efforts of the composer. The majority of melodies written in a major key begin on, end on, or emphasize the syllable "Do." Assessment: Print out the Solfege Rubric. Keep in mind that the 3rd column (lyrics using puns) is optional Resources/Materials
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NSD > Educational Services > Classroom Resources > Lesson Plans > Vapa > 6MusLangThm1 > Do-Re-Mi |
May 17, 2012 |
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