Class: Senior Secondary School 2 (SS2 / SSS2)
Term: 3rd Term
Week: 5
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music Theory
Previous Lesson: Cadences: Meaning and Interrupted Cadence Writing.
Topic: Music dictation Melody Writing in simple and compound duple times.
Subject Matter: Meaning of music dictation (writing music after listening), melody writing in simple duple time, melody writing in compound duple time, writing bar melodies in different time signatures, singing written melodies.

Specific Objectives

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

Cognitive Domain:

Define music dictation.
Identify simple and compound duple time signatures.

Affective Domain:

Appreciate the importance of accurate music notation.
Develop keen listening skills for musical elements.

Psychomotor Domain:

Write short melodies from dictation in simple and compound duple times.
Sing written melodies accurately.

Participate actively in class activities involving listening and notation.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
Dike, A. K. (2010). Music for Senior Secondary Schools. University Press PLC.

Instructional Materials

The teacher will teach this lesson with the aid of:

Keyboard
Metronome
Manuscript paper
Rhythm cards

Rationale for the Lesson

This lesson enables pupils to develop essential aural skills by listening to and transcribing musical ideas. It helps pupils understand the relationship between sound and notation, which is fundamental for music performance and composition.

Prerequisite/Previous Knowledge

Pupils are expected to have prior knowledge of basic music notation, including notes, rests, time signatures, and clefs.

Lesson Content/Board Summary

Music Dictation and Melody Writing

Meaning of Music Dictation

Music dictation is the process of writing down music after listening to it. It involves transcribing musical elements such as rhythm, melody, and harmony into standard musical notation.

Simple Duple Time

Simple duple time refers to time signatures where the beat is a simple division (e.g., two eighth notes per quarter note) and there are two beats per measure. The top number in the time signature is 2. Examples include:

2/4 time: Two quarter-note beats per measure.
2/2 time (Alla Breve): Two half-note beats per measure.

Compound Duple Time

Compound duple time refers to time signatures where the beat is a dotted note, and it divides into three subdivisions (e.g., three eighth notes per dotted quarter note). There are two main beats per measure, but the top number in the time signature is usually 6. Examples include:

6/8 time: Two dotted quarter-note beats per measure, with each beat dividing into three eighth notes.
6/4 time: Two dotted half-note beats per measure, with each beat dividing into three quarter notes.

Steps for Melody Writing from Dictation

The following are general steps to follow when writing melodies from dictation:

Listen carefully to the entire melody several times.
Identify the time signature and key.
Focus on the rhythm first, writing down the rhythmic pattern.
Then, focus on the pitch, identifying the notes for each rhythmic value.
Check the melody for accuracy by singing or playing it back.

Singing Written Melodies

Singing written melodies helps to verify the accuracy of the notation. It also develops a deeper understanding of the melodic contour and phrasing, improving both aural and performance skills.

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 “listening to music and writing it down.” The teacher also claps a simple rhythm and asks pupils to identify it.
Pupils’ Activity: Pupils respond to the greetings and share their ideas. Pupils attempt to identify the clapped rhythm.
Learning Point: Pupils are introduced to the concept of music dictation and engaged through rhythmic activity.

Step 2: Meaning of Music Dictation

Time: 7 minutes
Teaching Skill: Explanation/Definition
Teacher’s Activity: The teacher explains the meaning of music dictation as writing music after listening, and its importance in music education. The teacher writes the definition on the board.
Pupils’ Activity: Pupils listen attentively, ask questions for clarity, and copy the definition into their notes.
Learning Point: Pupils understand the definition and purpose of music dictation.

Step 3: Simple Duple Time

Time: 8 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains simple duple time signatures (e.g., 2/4, 2/2) and demonstrates how to count and feel them using the metronome and keyboard. The teacher provides examples of rhythms in simple duple time.
Pupils’ Activity: Pupils listen, clap along, and identify simple duple time signatures and rhythms.
Learning Point: Pupils understand and can identify simple duple time.

Step 4: Compound Duple Time

Time: 8 minutes
Teaching Skill: Demonstration/Explanation
Teacher’s Activity: The teacher explains compound duple time signatures (e.g., 6/8, 6/4) and demonstrates how they differ from simple duple time, emphasizing the dotted beat and its subdivisions. The teacher plays examples.
Pupils’ Activity: Pupils listen, clap, and try to distinguish compound duple rhythms from simple duple rhythms.
Learning Point: Pupils understand and can identify compound duple time.

Step 5: Melody Writing Practice

Time: 7 minutes
Teaching Skill: Practical Application
Teacher’s Activity: The teacher plays short, simple melodies in both simple and compound duple times on the keyboard, repeating each melody several times. The teacher guides pupils on writing the rhythms first, then adding the pitches on manuscript paper.
Pupils’ Activity: Pupils listen carefully to the melodies and attempt to write them down on their manuscript paper.
Learning Point: Pupils practice transcribing melodies from dictation.

Step 6: Singing Written Melodies

Time: 5 minutes
Teaching Skill: Correction/Feedback
Teacher’s Activity: The teacher asks pupils to sing the melodies they have written. The teacher provides immediate feedback and guidance for correction.
Pupils’ Activity: Pupils sing their written melodies individually or in small groups for assessment and correction.
Learning Point: Pupils reinforce their understanding and correct any errors in their notation.

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 music dictation?
Give two examples of simple duple time signatures.
Give two examples of compound duple time signatures.
Why is it important to sing written melodies after dictation?

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/Assignment
Teacher’s Activity: The teacher summarizes the key points of the lesson and assigns homework, asking pupils to practice writing simple rhythmic patterns in different time signatures.
Pupils’ Activity: Pupils listen to the summary and copy down the homework.
Learning Point: Pupils consolidate their learning and are given further practice.

Lesson Keywords

Music Dictation – The process of writing down music after listening to it.
Melody Writing – The act of notating a sequence of musical notes that form a tune.
Simple Duple Time – A time signature with two beats per measure, where each beat divides into two.
Compound Duple Time – A time signature with two main beats per measure, where each beat is a dotted note and divides into three.
Time Signature – A symbol in music notation indicating the number of beats per measure and the type of note that receives one beat.

Differentiation

For pupils who grasp concepts quickly, the teacher can introduce more complex melodic phrases or ask them to identify harmonies. For pupils needing more support, the teacher can provide simpler rhythms and melodies, or allow more repetitions during dictation exercises.

Note for teachers using this lesson plan

Encourage active listening and provide plenty of practice opportunities. Use a clear and consistent tempo during dictation exercises. Ensure pupils understand the difference between simple and compound time feels before moving to dictation.