Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 2nd Term
Week: 2
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Theory of Music
Previous Lesson: Triads: Meaning and Inversions.
Topic: Harmony Harmonization of simple melodies.
Subject Matter: Meaning of harmony (combining chords to support a melody), identifying triads used in a given score, harmonizing simple melodies using primary triads (I, IV, V) and triads II, VII, VII*

Specific Objectives

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

Cognitive Domain:

Define harmony and explain its purpose in music.
Identify primary and secondary triads in a given musical score.
State the notes that form primary and secondary triads in a given key.

Affective Domain:

Appreciate the importance of harmony in enriching musical compositions.
Show interest in analyzing and creating harmonic progressions.

Psychomotor Domain:

Correctly pick out triads used in a simple musical score.
Harmonize a short, simple melody using primary and selected secondary triads.

Collaborate with peers to analyze musical examples.
Participate actively in class discussions on chord choices.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Abiodun, A. A. (2018). Senior Secondary School Music for Nigeria. University Press PLC.
https://www.dummies.com/art-center/music/music-theory/music-theory-how-to-harmonize-a-melody/
https://www.classicfm.com/discover-music/music-theory/what-is-harmony/

Instructional Materials

The teacher will teach this lesson with the aid of:

A keyboard or piano
Printed simple musical scores
A chord chart showing primary and secondary triads
Manuscript paper and pencils
Whiteboard and markers

Rationale for the Lesson

This lesson helps pupils understand how chords are used to support melodies, which is a fundamental aspect of music composition and analysis. It enables them to identify and apply basic harmonic structures, improving their ability to understand and create music.

Prerequisite/Previous Knowledge

Pupils should have prior knowledge of scales, intervals, and basic musical notation.

Lesson Content/Board Summary

Harmony and Harmonization of Simple Melodies

Meaning of Harmony

Harmony is the combination of different musical notes played or sung simultaneously to produce a pleasing sound. It involves the use of chords to support and enrich a melody, adding depth and texture to music.

Triads

A triad is a three-note chord built by stacking two intervals of a third above a root note. Triads are the most basic form of chords and are fundamental to harmony.

The notes in a triad are:

Root: The foundational note of the chord.
Third: The note a third above the root.
Fifth: The note a fifth above the root.

Common types of triads include major, minor, diminished, and augmented.

Primary Triads (I, IV, V)

Primary triads are the most important chords in any key. They are built on the first (tonic), fourth (subdominant), and fifth (dominant) degrees of the scale. They provide strong harmonic support and define the key of a piece.

I (Tonic) chord: Built on the 1st degree of the scale. It is the home chord and provides a sense of rest.
IV (Subdominant) chord: Built on the 4th degree of the scale. It moves away from the tonic.
V (Dominant) chord: Built on the 5th degree of the scale. It creates tension and strongly leads back to the tonic.

Example in C Major:

I = C-E-G
IV = F-A-C
V = G-B-D

Secondary Triads (II, III, VI, VII)

Secondary triads are chords built on other degrees of the scale. While less stable than primary triads, they add color and variety to harmonic progressions. For simple harmonization, the II and VII (diminished) triads are commonly used.

II (Supertonic) chord: Built on the 2nd degree of the scale. Often used to lead to V or IV.
VII (Leading-tone) diminished chord: Built on the 7th degree of the scale. It has a strong tendency to resolve to the I chord.

Example in C Major:

II = D-F-A (minor)
VII = B-D-F (diminished)

Steps to Harmonize a Simple Melody

To harmonize a simple melody, follow these steps:

Identify the Key: Determine the key of the melody to know the available chords.
Analyze Melody Notes: Look at the notes of the melody, especially on strong beats.
Choose Appropriate Chords: Select chords (primarily I, IV, V, and sometimes II, VII) that contain the melody note and fit the harmonic progression.
Consider Chord Function: Use tonic (I) for stability, dominant (V) for tension and resolution, and subdominant (IV) for movement.
Ensure Smooth Voice Leading: Try to make the chord changes sound smooth, with minimal movement between the notes of consecutive chords in the lower voices.

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 scales and intervals. The teacher then plays a simple melody without harmony and then plays it again with simple harmony, asking pupils to note the difference.
Pupils’ Activity: Pupils respond to greetings, recall previous knowledge, and listen attentively to the musical examples.
Learning Point: Pupils are reminded of previous knowledge and introduced to the concept of harmony through sound.

Step 2: Meaning of Harmony

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher defines harmony as the combination of notes played simultaneously to support a melody. The teacher explains its purpose in adding depth and richness to music.
Pupils’ Activity: Pupils listen, take notes, and contribute to the discussion by giving simple examples of harmony they have heard.
Learning Point: Pupils understand the definition and purpose of harmony.

Step 3: Understanding Triads

Time: 8 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains what a triad is and how it is formed by stacking thirds (root, third, fifth). Using the keyboard, the teacher demonstrates major, minor, and diminished triads.
Pupils’ Activity: Pupils observe the demonstration, identify the notes in simple triads, and practice forming triads on their manuscript paper.
Learning Point: Pupils grasp the structure and formation of triads.

Step 4: Primary Triads (I, IV, V)

Time: 8 minutes
Teaching Skill: Elaboration/Illustration
Teacher’s Activity: The teacher explains the concept of primary triads (I, IV, V) and their significance in any key. The teacher demonstrates how to identify and form these triads in a given key (e.g., C major, G major).
Pupils’ Activity: Pupils identify the notes of I, IV, and V chords in different keys and write them down.
Learning Point: Pupils can identify and construct primary triads.

Step 5: Secondary Triads (II, VII)

Time: 6 minutes
Teaching Skill: Guided Practice
Teacher’s Activity: The teacher introduces secondary triads, focusing on II (supertonic) and VII (leading-tone diminished) as commonly used in simple harmonization. The teacher demonstrates their formation and typical functions.
Pupils’ Activity: Pupils identify the notes of II and VII chords in different keys and understand their potential use.
Learning Point: Pupils recognize and understand the basic roles of secondary triads II and VII.

Step 6: Harmonizing Simple Melodies

Time: 6 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher provides a short, simple melody on the board or projected. The teacher guides pupils through the process of harmonizing it step-by-step, demonstrating chord choices for specific melody notes using primary and secondary triads.
Pupils’ Activity: Pupils actively participate by suggesting appropriate chords and writing down the harmonization on their manuscript paper.
Learning Point: Pupils apply their knowledge to harmonize a simple 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:

Define harmony in your own words.
What is a triad, and what are its three main notes?
List the primary triads in the key of F Major.
Given a short melody, choose appropriate primary and secondary triads to harmonize the first two measures.

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 key learning points about harmony, triads, and harmonization. The teacher encourages pupils to practice identifying and using chords in various musical contexts.
Pupils’ Activity: Pupils listen to the summary and ask any final questions.
Learning Point: Pupils consolidate their understanding of the lesson.

Lesson Keywords

Harmony – The combination of simultaneously sounded musical notes to produce chords and chord progressions.
Harmonization – The process of adding chords to a melody to create harmony.
Melody – A sequence of single notes that is musically satisfying.
Triad – A three-note chord consisting of a root, a third, and a fifth.
Chord – A group of (typically three or more) notes sounded together, as a basis of harmony.
Primary Triad – Chords built on the 1st (I), 4th (IV), and 5th (V) degrees of a scale.
Secondary Triad – Chords built on the 2nd (II), 3rd (III), 6th (VI), and 7th (VII) degrees of a scale.
Root – The fundamental note of a chord.

Differentiation

For struggling learners, the teacher will provide simpler melodies with fewer chord options and offer more direct guidance. Advanced learners will be challenged to consider chord inversions or to harmonize more complex melodic phrases, exploring richer harmonic possibilities beyond primary and basic secondary triads.

Note for teachers using this lesson plan

Ensure pupils have a solid grasp of major scales before introducing harmonization. Use practical demonstrations on a keyboard or piano to make the concepts concrete. Encourage active participation and allow pupils to experiment with chord choices, guiding them towards musically appropriate solutions. Provide ample opportunities for practice both in class and as homework.