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Songwriting Lesson: Composing Melodies

This document provides a lesson plan for a 60 minute song writing lesson for year 9 pupils. The aim of the lesson is for pupils to develop melodies for the first verse of their songs by trying out melodies on keyboards and receiving feedback. The lesson involves recapping how to compose melodies that fit chords, having pupils work in groups to perform and notate their melodies, and performing songs for peer feedback before setting homework on continuing their songwriting. The teacher will monitor pupils and provide differentiation or extended tasks as needed.

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Iain Jackson
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13 views3 pages

Songwriting Lesson: Composing Melodies

This document provides a lesson plan for a 60 minute song writing lesson for year 9 pupils. The aim of the lesson is for pupils to develop melodies for the first verse of their songs by trying out melodies on keyboards and receiving feedback. The lesson involves recapping how to compose melodies that fit chords, having pupils work in groups to perform and notate their melodies, and performing songs for peer feedback before setting homework on continuing their songwriting. The teacher will monitor pupils and provide differentiation or extended tasks as needed.

Uploaded by

Iain Jackson
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

25

Lesson 6


Year: 9 Duration: 60 minutes


Scheme of work: Song Writing.


Lesson: Performing and Composing AT1. 5c, d, f
Composing melody for verse one.


Learning Outcomes:
Pupils will develop an awareness of other pupils in the group and the roles they have
to take in the performance of their song. Pupils will enhance their understanding of
adding a melody to their lyrics.


Structure of lesson

(5mins)
Register and distribute files.

(5mins)
Recap about adding a melody to chords.
Teacher should ask pupils questions and then write the key points on the board.


Use notes of chord with passing notes
Start and finish on the tonic note of the chord
Shape of melody should be curved and not jumpy.


State aim By the end of the lesson everyone will have a completed melody.





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Explain tasks Today we will try out the melodies that you composed for your song
in the last lesson.

1) Perform each persons melody on the keyboard one person playing the chords
and the other playing the melody.
2) Choose one melody or use ideas from them all.
3) Complete your melody for verse 1.
4) Notate your melody into your song grid.
5) Once you have completed your melody you should get it checked by the teacher.
Everyone should have their melody checked by the end of the lesson.
6) Once your melody has been checked think about lyrics for a second verse.

(30mins)
Composing and performing ideas.
Pupils should work in their groups composing their melody and allocating who will
play the accompaniment, the melody and who will sing.
The teacher should monitor pupils work and offer assistance.

(10mins)
Class performances of completed melodies. Other pupils should comment on the
melodies composed by the other groups.
- What do they like about them?
- How could they improve them?
The teacher should also respond to each melody, giving constructive feedback.

(10mins)
Recap: Teacher led discussion about what the pupils have learnt so far. The teacher
should ask the pupils what they feel they have learnt so far.
Set H/W
1) Put chorus lyrics into song grid and think about what chords you will use.
2) Think about suitable lyrics for verse 2.
Pack up and wait for bell.

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Differentiation
As this lesson is based upon pupil composition working through tasks in their groups,
the pupils will have to motivate themselves. The layout of tasks on the board will
help them to achieve the lesson aims. However extension tasks, such as writing lyrics
for verse 2, are essential. It is important to remember that some groups might have
already composed lyrics for their second verse. Thus, they must be encouraged to add
their chords and melody. In this case the teacher might take half the class aside at a
time and discuss the methods for composing Verse 2.

Assessment
Pupil monitoring The teacher should make comments about pupils practical
achievements either on keyboard or vocal skills.
2000, L. Shannon, [Link]

Common questions

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Student performance is evaluated through teacher monitoring, with comments made on practical achievements in keyboard or vocal skills. The teacher also provides constructive feedback during class performances of completed melodies .

Students are expected to notate their compositions into the song grid, which is important for organizing their ideas, facilitating later revisions, and ensuring their work is ready for performance and feedback .

Students should use notes of the chord with passing notes and start and finish on the tonic note of the chord. The shape of the melody should be curved and not jumpy .

Students are engaged in performing and composing, including performing melodies on the keyboard, choosing or combining melodies, completing and notating their melodies, and preparing lyrics for a second verse .

The lesson plan addresses differentiation by providing extension tasks for students who progress quickly, such as writing lyrics for verse 2 and adding chords and melody, and by taking groups aside to discuss composing methods as needed .

The lesson structure supports student-led learning by allowing pupils to work in groups on tasks such as composing melodies and allocating performance roles. The teacher monitors and offers assistance but relies on students to motivate themselves and achieve lesson aims .

The lesson encourages peer feedback by having students comment on the melodies composed by others during class performances, focusing on aspects they like and areas for improvement .

Students who finish composing their melodies ahead of schedule are encouraged to write lyrics for verse 2 and think about suitable chords to accompany them .

Teachers are suggested to monitor and offer assistance while students work in groups, respond to each melody with constructive feedback, and discuss composing methods with groups as needed, which facilitates a smooth transition between composing and performing tasks .

Class performances serve as an opportunity for students to present their melodies, receive feedback from peers and the teacher, and refine their compositions based on constructive criticism .

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