Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 3rd Term
Week: 5
Age: 15 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music
Previous Lesson: Transposition: Pitch and G and F Clefs.
Topic: Cadences
Subject Matter: meaning of cadence, types of cadences, semi cadence example, interrupted cadence example, writing cadences accurately, root movements for different cadences

Specific Objectives

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

Cognitive Domain:

Define cadence in music.
List and describe the different types of cadences.
Identify various cadences from musical examples.

Affective Domain:

Appreciate the role of cadences in creating musical structure and mood.
Show interest in analyzing harmonic progressions in music.

Psychomotor Domain:

Write various cadences accurately in musical notation.
Illustrate the root movements for different types of cadences.

Collaborate with peers to analyze musical examples of cadences.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum for Music.
State Unified Scheme of Work for Senior Secondary Music.
New System Music for Senior Secondary Schools, Book 1.

Instructional Materials

The teacher will teach this lesson with the aid of:

Cadence chord charts.
Keyboard or chord diagrams.
Harmony examples on a whiteboard or projector.
Musical scores containing examples of cadences.

Rationale for the Lesson

Understanding cadences helps pupils to grasp how musical phrases end and how different endings create varying emotional effects in music. This knowledge is important for both appreciating musical compositions and for developing skills in music theory and composition.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of musical intervals, chords, and simple harmonic progressions.

Lesson Content/Board Summary

Cadences

Meaning of Cadence

A cadence is a melodic or harmonic configuration that creates a sense of resolution or pause at the end of a musical phrase, section, or piece. It acts like punctuation in music.

Types of Cadences

Cadences are classified based on the chords used and the feeling of finality they create. The main types of cadences include:

Perfect Cadence (Authentic Cadence): This is a progression from the dominant chord (V) to the tonic chord (I). It gives a strong sense of finality and completion, like a full stop.
Imperfect Cadence (Half Cadence): This is a progression that ends on the dominant chord (V), often preceded by the tonic (I), subdominant (IV), or supertonic (II) chord. It sounds unfinished, like a comma or question mark.
Plagal Cadence: This is a progression from the subdominant chord (IV) to the tonic chord (I). It is often called the “Amen” cadence and provides a gentle, less emphatic sense of resolution than a perfect cadence.
Interrupted Cadence (Deceptive Cadence): This is a progression from the dominant chord (V) to an unexpected chord, most commonly the submediant chord (VI) in a major key. It creates a feeling of surprise or an unfinished, “deceptive” resolution.

Examples and Root Movements for Cadences

Understanding the root movements helps in writing and identifying cadences.

Perfect Cadence (V-I):
- In C major: G major chord (V) to C major chord (I).
- Root movement: G to C (down a perfect 4th or up a perfect 5th).
Imperfect Cadence (e.g., I-V, IV-V, II-V):
- In C major (I-V): C major chord (I) to G major chord (V).
- Root movement: C to G (up a perfect 5th or down a perfect 4th).
Plagal Cadence (IV-I):
- In C major: F major chord (IV) to C major chord (I).
- Root movement: F to C (down a perfect 4th or up a perfect 5th).
Interrupted Cadence (V-VI):
- In C major: G major chord (V) to A minor chord (VI).
- Root movement: G to A (up a major 2nd).

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 and reviews the previous lesson on basic chords. The teacher then asks pupils how musical pieces usually end and introduces the topic of “Cadences” as the musical equivalent of punctuation.
Pupils’ Activity: Pupils respond to questions and listen attentively.
Learning Point: Pupils are prepared for the new lesson and connect it to prior knowledge.

Step 2: Explanation of Cadence

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of a cadence as a harmonic or melodic progression that creates a sense of resolution or pause. The teacher uses simple analogies like punctuation marks in language.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarification.
Learning Point: Pupils understand the definition and purpose of a cadence.

Step 3: Types of Cadences

Time: 10 minutes
Teaching Skill: Demonstration/Listing
Teacher’s Activity: The teacher introduces the four main types of cadences (Perfect, Imperfect, Plagal, Interrupted). For each type, the teacher explains its characteristics and demonstrates it on the keyboard or by showing chord charts.
Pupils’ Activity: Pupils observe the demonstrations, identify the sound differences, and note down the types of cadences.
Learning Point: Pupils can identify and differentiate between the various types of cadences.

Step 4: Perfect and Imperfect Cadences and Root Movements

Time: 8 minutes
Teaching Skill: Illustration/Application
Teacher’s Activity: The teacher focuses on Perfect and Imperfect cadences, providing clear examples in a specific key (e.g., C major). The teacher demonstrates how to write these cadences and explains their respective root movements using chord diagrams.
Pupils’ Activity: Pupils practice writing the cadences and their root movements in their notebooks as guided by the teacher.
Learning Point: Pupils can write Perfect and Imperfect cadences and understand their root movements.

Step 5: Plagal and Interrupted Cadences and Root Movements

Time: 8 minutes
Teaching Skill: Illustration/Application
Teacher’s Activity: The teacher proceeds to explain Plagal and Interrupted cadences, providing examples and demonstrating their writing and root movements. The teacher highlights the “deceptive” nature of the interrupted cadence.
Pupils’ Activity: Pupils write down examples of Plagal and Interrupted cadences and their root movements, noting the unique characteristics of each.
Learning Point: Pupils can write Plagal and Interrupted cadences and understand their root movements and effects.

Step 6: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

Define cadence in your own words.
List the four main types of cadences.
What is the chord progression for a Perfect Cadence in G major?
Explain the characteristic sound or feeling of an Imperfect Cadence.
Mention the root movement for an Interrupted Cadence.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 7: Conclusion

Time: 2 minutes
Teaching Skill: Summarization/Assignment
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the definition and types of cadences and their importance. The teacher assigns homework for pupils to find and identify different cadences in short musical excerpts.
Pupils’ Activity: Pupils listen to the summary and note down the homework assignment.
Learning Point: Pupils consolidate their learning and are given tasks to reinforce understanding.

Lesson Keywords

Cadence – A melodic or harmonic progression that creates a sense of resolution or pause at the end of a musical phrase.
Perfect Cadence – A V-I chord progression, giving a strong sense of finality.
Imperfect Cadence – A cadence ending on chord V, sounding unfinished.
Plagal Cadence – A IV-I chord progression, often called the “Amen” cadence.
Interrupted Cadence – A V-VI chord progression, creating a surprising or deceptive resolution.
Root Movement – The movement of the root notes of chords in a progression.

Differentiation

For visual learners, the teacher will use large, clear chord charts and diagrams. Auditory learners will benefit from repeated demonstrations on the keyboard. Advanced pupils can be challenged to compose short phrases ending with different cadences. Struggling pupils will receive additional guidance and simplified examples, focusing on identifying the most common cadences.

Note for teachers using this lesson plan

Ensure that the keyboard or other musical instrument is available for clear demonstrations. Encourage pupils to sing the root movements or chord progressions to help them internalize the sounds of different cadences. Provide plenty of practice exercises for writing and identifying cadences from scores.