Class: Senior Secondary School 2 (SS2 / SSS2)
Term: Third Term
Week: 4
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music Theory
Previous Lesson: Harmonic Intervals: Meaning, Major and Perfect Intervals.
Topic: Cadences Interrupted Cadences
Subject Matter: Meaning of cadences (chord progressions that create musical endings), interrupted cadence (deceptive cadence), other names for interrupted cadence (deceptive cadence), writing interrupted cadence in given major keys

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain:

Explain the meaning of an interrupted cadence.
List other names associated with an interrupted cadence.

Affective Domain:

Appreciate the role of different cadences in creating musical phrases.

Psychomotor Domain:

Write an interrupted cadence in given major keys.

Collaborate with peers in identifying and writing cadences.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
New System Music for Senior Secondary Schools, Book 2

Instructional Materials

The teacher will teach this lesson with the aid of:

Keyboard
Cadence chart
Manuscript paper
Chord progression examples

Rationale for the Lesson

Understanding cadences helps pupils to analyze and compose music effectively. Knowing about interrupted cadences specifically enables them to recognize and create unexpected or suspenseful musical endings, which is important for musical expression and theory examinations.

Prerequisite/Previous Knowledge

Pupils have a basic understanding of major scales, triads, and simple chord progressions.

Lesson Content/Board Summary

Cadences: Interrupted Cadence

Meaning of Cadence

A cadence is a sequence of chords that brings a musical phrase or section to a close. It acts like musical punctuation, creating a sense of arrival or pause.

Meaning of Interrupted Cadence (Deceptive Cadence)

An interrupted cadence is a chord progression that sounds like it is going to end on the tonic (I) chord but instead moves to another chord, usually the submediant (vi) chord. It creates a sense of surprise or deferral of the expected ending.

Other Names for Interrupted Cadence

The following are other names for interrupted cadence:

Deceptive Cadence
Evaded Cadence

Writing Interrupted Cadence in Major Keys

The most common progression for an interrupted cadence is from the dominant (V) chord to the submediant (vi) chord.

To write an interrupted cadence in a major key:

Identify the key (e.g., C Major).
Determine the dominant (V) chord of that key (e.g., G major triad for C major).
Determine the submediant (vi) chord of that key (e.g., A minor triad for C major).
Write the progression V-vi.

Example 1: C Major

V chord: G major (G-B-D)
vi chord: A minor (A-C-E)
Interrupted Cadence: G – Am

Example 2: G Major

V chord: D major (D-F#-A)
vi chord: E minor (E-G-B)
Interrupted Cadence: D – Em

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher greets the pupils, reviews the previous lesson briefly, and introduces the topic of cadences by playing a simple melody that ends with a definite and an unexpected sound.
Pupils’ Activity: Pupils respond to greetings, recall previous knowledge, and listen attentively to the musical examples.
Learning Point: Pupils are prepared for the new lesson and understand that musical endings can vary.

Step 2: Explanation of Cadences

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher defines a cadence as a musical punctuation mark and explains its general purpose in music using the cadence chart and keyboard examples.
Pupils’ Activity: Pupils listen to the explanation and musical examples, asking questions for clarification.
Learning Point: Pupils understand the general concept and importance of cadences.

Step 3: Introduction to Interrupted Cadence

Time: 8 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains what an interrupted cadence is, demonstrating its sound (V-vi progression) on the keyboard and contrasting it with a perfect cadence (V-I).
Pupils’ Activity: Pupils listen to the explanation, observe the demonstration, and identify the “surprise” element of the interrupted cadence.
Learning Point: Pupils understand the specific characteristics and sound of an interrupted cadence.

Step 4: Other Names for Interrupted Cadence

Time: 5 minutes
Teaching Skill: Guided Discussion
Teacher’s Activity: The teacher guides pupils to brainstorm and list other common names for interrupted cadences, reinforcing the concept that it “deceives” the ear.
Pupils’ Activity: Pupils offer suggestions and write down the additional names provided by the teacher.
Learning Point: Pupils know the various terminologies associated with interrupted cadences.

Step 5: Practical Application – Writing Interrupted Cadences

Time: 10 minutes
Teaching Skill: Practical Demonstration/Guidance
Teacher’s Activity: The teacher demonstrates how to write an interrupted cadence (V-vi) in different major keys on the board using manuscript paper, guiding pupils through the steps.
Pupils’ Activity: Pupils follow the teacher’s demonstration, identify the V and vi chords in various keys, and practice writing the cadences on their manuscript paper.
Learning Point: Pupils develop the skill of constructing interrupted cadences in different keys.

Step 6: Further Practice/Reinforcement

Time: 5 minutes
Teaching Skill: Practice/Drill
Teacher’s Activity: The teacher provides additional major keys (e.g., F Major, Bb Major) for pupils to write interrupted cadences, circulating to offer individual assistance.
Pupils’ Activity: Pupils work independently or in pairs to write interrupted cadences in the new keys.
Learning Point: Pupils reinforce their understanding and skill in writing interrupted cadences.

Step 7: Evaluation/Review

Time: 5 minutes
Teaching Skill: Questioning/Assessment
Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

What is a musical cadence?
Explain what an interrupted cadence is.
Mention two other names for an interrupted cadence.
Write an interrupted cadence (V-vi) in the key of D Major.

Pupils’ Activity: Pupils answer orally and in writing.
Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the key learning points about interrupted cadences and assigns homework, which includes writing interrupted cadences in two new major keys.
Pupils’ Activity: Pupils take note of the summary and copy down the assigned homework.
Learning Point: Pupils consolidate their learning and prepare for further practice.

Lesson Keywords

Cadence – A sequence of chords that marks the end of a musical phrase or section.
Interrupted Cadence – A chord progression that moves from the dominant (V) to the submediant (vi), creating an unexpected ending.
Deceptive Cadence – Another name for an interrupted cadence, implying a ‘deceiving’ or ‘surprising’ ending.
Chord Progression – A succession of musical chords.
V-vi – The most common chord progression for an interrupted cadence, moving from the dominant to the submediant.

Differentiation

For pupils who grasp the concept quickly, the teacher can challenge them to identify interrupted cadences in short musical excerpts or to write them in minor keys. For those who need more support, the teacher will provide simplified examples and one-on-one guidance, focusing on identifying the V and vi chords in basic major keys.

Note for teachers using this lesson plan

Ensure that the keyboard demonstrations are clear and audible. Encourage pupils to sing the notes of the chords to internalize the sound of an interrupted cadence. Provide ample manuscript paper for practice. Emphasize the emotional effect of an interrupted cadence (surprise, suspense) to make the concept more engaging.