Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 2nd Term
Week: 3
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music Theory and Practical Harmony
Previous Lesson: Harmony: Meaning and Harmonization of Simple Melodies.
Topic: Harmony (continued)
Subject Matter: Continued harmony practice (identifying triads used in a score, harmonizing simple melodies), harmonizing music using primary triads and triads II, VII, VII*.

Specific Objectives

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

Cognitive Domain:

Identify various triads used in a given musical score.
Explain the function of primary and secondary triads (II, VII, VII*) in harmonization.
State the principles of harmonizing a simple melody.

Affective Domain:

Appreciate the importance of harmony in musical composition.
Show interest in analyzing harmonic structures in different musical pieces.
Develop a desire to apply harmonic knowledge in practical music.

Psychomotor Domain:

Accurately pick out triads from a musical score.
Harmonize a simple melody using primary triads (I, IV, V) and secondary triads (II, VII, VII*).
Play identified triads on a keyboard or other appropriate instrument.

Collaborate with peers to analyze and discuss harmonic structures.
Share insights on effective harmonization techniques.
Contribute positively to group activities involving harmonic analysis.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Peter G. Spencer, The Rudiments of Music
Online music theory resources and interactive harmony exercises.

Instructional Materials

The teacher will teach this lesson with the aid of:

Keyboard
Printed musical scores with identifiable triads
Chord charts
Manuscript paper
Pencils

Rationale for the Lesson

This lesson helps pupils to deepen their understanding of harmony, which is fundamental to music composition and analysis. It enables them to recognize and apply different chord types, enhancing their ability to create and interpret music effectively.

Prerequisite/Previous Knowledge

Pupils should have basic knowledge of music theory, including scales, intervals, and the concept of simple triads, as well as some prior exposure to the basics of harmony.

Lesson Content/Board Summary

Harmony (Continued)

1. Identifying Triads in a Score

A triad is a three-note chord built by stacking two superimposed thirds above a root note. Triads are the foundational building blocks of harmony.

To identify triads in a musical score, observe the following:

Note Stacking: Look for three notes played simultaneously or consecutively that form intervals of thirds (e.g., C-E-G).
Root, Third, Fifth: Determine the root of the chord (the lowest note when arranged in thirds), the note a third above the root, and the note a fifth above the root.
Inversions: Identify if the triad is in root position (root in the bass), first inversion (third in the bass), or second inversion (fifth in the bass).
Chord Symbols: Some scores may include chord symbols (e.g., Cmaj, Am, G7) above the staff, which directly indicate the triads used.

2. Harmonizing Simple Melodies

Harmonization is the process of adding chords to a given melody to create a fuller and more complete musical texture. The chosen chords should support the melody, enhance its emotional content, and create logical harmonic progressions.

3. Primary Triads (I, IV, V)

Primary triads are the most important chords in any key. They are built on the tonic (I), subdominant (IV), and dominant (V) degrees of the scale. They provide strong harmonic movement and define the key.

I (Tonic): Built on the 1st degree of the scale. It is the chord of rest and stability, serving as the home chord.
IV (Subdominant): Built on the 4th degree of the scale. It often moves away from the tonic and can lead to the dominant.
V (Dominant): Built on the 5th degree of the scale. It creates tension and has a strong tendency to resolve back to the tonic (I).

4. Secondary Triads (II, VII, VII*)

Secondary triads add variety, color, and more subtle harmonic possibilities to a harmonization. While not as structurally central as primary triads, they are frequently used.

II (Supertonic): Built on the 2nd degree of the scale. In a major key, it is a minor triad. It often functions as a pre-dominant chord, leading to V or IV.
VII (Leading Note Triad/Subtonic Triad):
- In a major key, the triad built on the 7th degree (leading note) is a diminished triad (VII°). It is denoted as VII*.
- In a natural minor key, the triad built on the 7th degree (subtonic) is a major triad.
- VII* (Leading Note Diminished Triad): This specifically refers to the diminished triad built on the leading note (the 7th degree, which is raised in major and harmonic minor scales). It has a strong tendency to resolve to the tonic chord (I) due to the leading note’s pull.

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 on basic harmony, and introduces the concept of continuing harmony practice by identifying triads in scores and harmonizing melodies.
Pupils’ Activity: Pupils respond to greetings and recall previous knowledge about harmony.
Learning Point: Pupils are prepared for the lesson and connect new information to prior learning.

Step 2: Review and Triad Identification Introduction

Time: 5 minutes
Teaching Skill: Explaining/Recall
Teacher’s Activity: The teacher briefly revisits what a triad is and explains the basics of how to identify triads in a score, emphasizing root, quality, and inversion.
Pupils’ Activity: Pupils listen attentively and ask clarifying questions about triad identification.
Learning Point: Pupils recall the definition of a triad and understand the initial steps for identification.

Step 3: Guided Triad Identification Practice

Time: 10 minutes
Teaching Skill: Demonstration/Guidance
Teacher’s Activity: The teacher displays a simple musical score and guides pupils step-by-step to identify various triads (major, minor, diminished) and their inversions within the score, using a keyboard for demonstration.
Pupils’ Activity: Pupils observe the score, actively participate by suggesting triads, and watch the demonstration on the keyboard.
Learning Point: Pupils learn practical techniques for identifying triads in a musical context.

Step 4: Pupils’ Triad Identification Practice

Time: 5 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher provides another simple score or excerpt for pupils to individually or in pairs identify triads and mark them on manuscript paper.
Pupils’ Activity: Pupils work on identifying and marking triads in the provided score.
Learning Point: Pupils apply their knowledge to identify triads independently.

Step 5: Introduction to Harmonization with Primary and Secondary Triads

Time: 10 minutes
Teaching Skill: Explanation/Lecture
Teacher’s Activity: The teacher explains the concept of harmonizing a melody, focusing on the appropriate use of primary triads (I, IV, V) and secondary triads (II, VII, VII*) to support the melody and create harmonic interest.
Pupils’ Activity: Pupils listen, take notes, and ask questions about the functions and appropriate use of each triad type.
Learning Point: Pupils understand the roles of primary and secondary triads in harmonization.

Step 6: Guided Harmonization Practice

Time: 5 minutes
Teaching Skill: Demonstration/Coaching
Teacher’s Activity: The teacher presents a short, simple melody on the board and demonstrates how to harmonize it using the discussed primary and secondary triads, explaining the chord choices.
Pupils’ Activity: Pupils observe the harmonization process and suggest possible chord options.
Learning Point: Pupils grasp the practical application of primary and secondary triads in harmonizing a melody.

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 triad?
Mention three primary triads and their scale degrees.
Explain the function of the II triad in harmonization.
Describe how to identify a VII* (diminished) triad.

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

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summarizing
Teacher’s Activity: The teacher summarizes the key learning points about identifying triads and harmonizing with primary and secondary triads. The teacher encourages pupils to practice identifying and harmonizing melodies in their spare time.
Pupils’ Activity: Pupils listen to the summary and prepare for the next lesson.
Learning Point: Pupils reinforce their understanding and are encouraged to continue practicing.

Lesson Keywords

Triad – A three-note chord built on a root, third, and fifth.
Harmony – The combination of simultaneously sounded musical notes to produce chords and chord progressions.
Primary Triads – The I, IV, and V chords, which are the most fundamental in a key.
Secondary Triads – Other triads in a key, such as II, III, VI, and VII, which add variety to harmonization.
Root Position – A chord where the root note is the lowest sounding note.
Inversion – A chord whose bass note is not the root.
Harmonization – The process of adding chords to a melody.
VII* – The diminished triad built on the leading note of a major or harmonic minor scale.

Differentiation

For pupils who grasp concepts quickly, the teacher can provide more complex scores for triad identification or challenge them to harmonize longer melodies. For those needing more support, the teacher can provide simpler melodies with suggested chord options or focus on identifying only root position primary triads.

Note for teachers using this lesson plan

Ensure that pupils have access to keyboards or other instruments for practical demonstrations and practice. Encourage active listening and critical analysis of harmonic choices. Use visual aids like large printed scores or a projector to make examples clear for all pupils.