Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: First Term
Week: 6
Age: 15 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music
Previous Lesson: Intervals: Keyboard and Random Notes.
Topic: Cadences.
Subject Matter: Types of cadences, identification of cadences from given examples.

Specific Objectives

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

Cognitive Domain:

Define a musical cadence.
List and describe the four main types of cadences.
State the chord progressions for each type of cadence.

Affective Domain:

Appreciate the role of cadences in structuring musical pieces.
Listen attentively to musical examples to identify cadences.
Show interest in understanding harmonic progressions.

Psychomotor Domain:

Identify different types of cadences when presented with musical examples.
Write out the chord progressions for various cadences.

Collaborate with peers in identifying cadences from musical excerpts.
Participate actively in class discussions about 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.
Simple harmony examples (written or projected).
Keyboard or chord posters.

Rationale for the Lesson

Understanding cadences helps pupils to grasp how musical phrases and sections end, giving structure and finality to music. This knowledge is important for analyzing and composing music, allowing pupils to better appreciate musical forms and expressions in their daily lives.

Prerequisite/Previous Knowledge

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

Lesson Content/Board Summary

Cadences

Definition of Cadence

A cadence is a melodic or harmonic progression that creates a sense of resolution or pause at the end of a musical phrase, section, or piece.

Types of Cadences

The four main types of cadences are:

Perfect Cadence
Imperfect Cadence
Plagal Cadence
Interrupted/Deceptive Cadence

Perfect Cadence

A perfect cadence moves from the dominant chord (V) to the tonic chord (I) in root position, with the tonic in the soprano voice. It gives a strong sense of finality and completion.

Chord Progression: V – I

Imperfect Cadence

An imperfect cadence ends on the dominant chord (V), often preceded by the tonic (I), subdominant (IV), or supertonic (II). It creates a feeling of a temporary pause or an unfinished thought, requiring further musical development.

Chord Progression Examples: I – V, IV – V, II – V

Plagal Cadence

A plagal cadence moves from the subdominant chord (IV) to the tonic chord (I). It is often called the “Amen” cadence because of its common use in hymns and church music, providing a gentle sense of resolution.

Chord Progression: IV – I

Interrupted/Deceptive Cadence

An interrupted or deceptive cadence is a progression from the dominant chord (V) to a chord other than the tonic (I), most commonly the submediant chord (VI). It creates a sense of surprise or an unexpected turn, delaying the expected resolution.

Chord Progression: V – VI

Identification of Cadences

To identify cadences, pupils should:

Listen to or analyze the last two chords of a musical phrase.
Determine the root and quality of these chords.
Relate the chord progression to the definitions of the four cadence types.

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 asks them what they understand by the end of a sentence in English. The teacher then relates this idea to the end of a musical phrase, introducing the concept of a cadence as a musical ending.
Pupils’ Activity: Pupils respond to the teacher’s questions and listen attentively to the introduction.
Learning Point: Pupils recall the concept of endings and are introduced to musical cadences.

Step 2: Definition of Cadence

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines what a musical cadence is, explaining its function in providing a sense of resolution or pause. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen, take notes, and ask questions for clarity.
Learning Point: Pupils understand the definition and purpose of a cadence.

Step 3: Explanation of Perfect Cadence

Time: 7 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains the perfect cadence (V-I), demonstrates it on a keyboard or using chord charts, and provides examples of its sound and effect. The teacher writes the chord progression on the board.
Pupils’ Activity: Pupils listen, observe the demonstration, and identify the sound of a perfect cadence.
Learning Point: Pupils learn the perfect cadence and its strong sense of finality.

Step 4: Explanation of Imperfect Cadence

Time: 7 minutes
Teaching Skill: Explanation/Demonstration
Teacher’s Activity: The teacher explains the imperfect cadence (e.g., I-V, IV-V), demonstrates it, and describes its characteristic of an unfinished musical thought. The teacher writes the chord progressions on the board.
Pupils’ Activity: Pupils listen, observe, and distinguish the sound of an imperfect cadence from a perfect one.
Learning Point: Pupils learn the imperfect cadence and its temporary pause effect.

Step 5: Explanation of Plagal and Interrupted Cadences

Time: 7 minutes
Teaching Skill: Explanation/Comparison
Teacher’s Activity: The teacher explains the plagal cadence (IV-I) and the interrupted cadence (V-VI), demonstrating each. The teacher highlights their unique sounds and functions, comparing them to the previous types. The teacher writes their chord progressions on the board.
Pupils’ Activity: Pupils listen, identify the characteristics of these cadences, and note their chord progressions.
Learning Point: Pupils learn the plagal and interrupted cadences and their distinct musical roles.

Step 6: Practical Identification

Time: 5 minutes
Teaching Skill: Application/Guided Practice
Teacher’s Activity: The teacher presents various short musical examples (either played on a keyboard or shown on charts) and guides pupils to identify the type of cadence used in each example.
Pupils’ Activity: Pupils actively participate by identifying the cadences in the given examples.
Learning Point: Pupils apply their knowledge to practically identify different 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:

Define a musical cadence.
Mention two types of cadences and their chord progressions.
Explain the difference between a perfect cadence and an imperfect cadence.
What is the common chord progression for a plagal cadence?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes
Teaching Skill: Summarization
Teacher’s Activity: The teacher summarizes the main points of the lesson, reiterating the importance of cadences in musical structure. The teacher assigns homework: pupils are to find and write out two examples of each type of cadence.
Pupils’ Activity: Pupils listen to the summary and copy down the homework assignment.
Learning Point: Pupils consolidate their learning and are given a task to reinforce understanding.

Lesson Keywords

Cadence – A harmonic or melodic progression that creates a sense of resolution or pause.
Perfect Cadence – A V-I chord progression that provides a strong sense of finality.
Imperfect Cadence – A cadence ending on the dominant (V) chord, creating a temporary pause.
Plagal Cadence – A IV-I chord progression, often called the “Amen” cadence.
Interrupted Cadence – A V-VI chord progression that creates an unexpected resolution.
Harmony – The combination of simultaneously sounded musical notes to produce chords and chord progressions.
Chords – A group of three or more notes sounded together.

Differentiation

For pupils who grasp concepts quickly, the teacher can challenge them to identify cadences in more complex musical excerpts or to compose short phrases ending with different cadence types. For pupils who need more support, the teacher will provide simplified examples, offer individual guidance, and use visual aids more extensively to reinforce understanding of chord progressions.

Note for teachers using this lesson plan

Ensure that the keyboard or chord posters are clearly visible to all pupils during demonstrations. Encourage active listening and participation. Provide ample opportunities for pupils to practice identifying cadences from both aural and visual examples. Reviewing basic chord theory before this lesson may be beneficial.