Class: Senior Secondary School 2 (SS2 / SSS 2)
Term: 3rd Term
Week: 6
Age: 16 years
Duration: 45 minutes
Subject: Music
Curriculum Theme: Music Theory and Harmony
Previous Lesson: Music Dictation: Meaning and Melody Writing in Duple Time.
Topic: Punctuation in musical language (Cadence)
Subject Matter: Meaning of punctuation in musical language (how cadences and pauses mark endings), cadence (musical punctuation), other names associated with interrupted cadence, writing interrupted cadence in given major keys.

Specific Objectives

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

Cognitive Domain:

Define cadence as a form of musical punctuation.
List other names for interrupted cadence.

Affective Domain:

Appreciate the importance of cadences in structuring musical pieces.
Show interest in analyzing cadences in various musical compositions.

Psychomotor Domain:

Write interrupted cadences in given major keys on a manuscript.
Identify different types of cadences when presented with musical excerpts.

Collaborate effectively during group discussions on musical examples.
Share their written cadences with peers for constructive feedback.

Reference Materials

The following resources were used in planning this lesson:

Senior Secondary Schools Education Curriculum
State Unified Scheme of Work
New System Music for Senior Secondary Schools, Book 2

Instructional Materials

The teacher will teach this lesson with the aid of:

Keyboard
Cadence chart
Manuscript paper

Rationale for the Lesson

Understanding cadences helps pupils recognize how musical phrases end and connect, similar to how punctuation works in language. This knowledge is important for composing, analyzing, and performing music effectively, giving structure and meaning to musical ideas.

Prerequisite/Previous Knowledge

Pupils are expected to have a basic understanding of scales, chords, and musical notation.

Lesson Content/Board Summary

Punctuation in Musical Language: Cadence

Meaning of Punctuation in Musical Language

Just as written language uses punctuation marks (like full stops, commas, and question marks) to organize sentences and convey meaning, music uses specific harmonic progressions called cadences to mark the end of musical phrases or sections. These cadences create a sense of completion or anticipation.

What is a Cadence?

A cadence is a harmonic or melodic progression that concludes a phrase, section, or piece of music. It provides a sense of resolution or pause, acting as a “musical punctuation mark.”

Types of Cadences

The four main types of cadences are:

Perfect Cadence: V-I (dominant to tonic) – sounds complete and final, like a full stop.
Imperfect Cadence: Ends on V (dominant) – sounds incomplete, like a comma.
Plagal Cadence: IV-I (subdominant to tonic) – often used for “Amen” in hymns.
Interrupted Cadence: V-VI (dominant to submediant) – sounds surprising or deceptive.

Interrupted Cadence (Deceptive Cadence)

An interrupted cadence occurs when a dominant chord (V) resolves to a submediant chord (VI) instead of the expected tonic chord (I). It creates a feeling of surprise or an unfinished thought, diverting the musical flow from its expected resolution.

The following are other names for interrupted cadence:

Deceptive Cadence
False Cadence

Writing Interrupted Cadence in Major Keys

An interrupted cadence typically moves from the V (dominant) chord to the VI (submediant) chord. Both chords are usually in root position.

Example 1: Writing an Interrupted Cadence in C Major

Step 1: Identify the V chord in C Major.

The V chord in C Major is G Major (G-B-D).

Step 2: Identify the VI chord in C Major.

The VI chord in C Major is A minor (A-C-E).

Step 3: Write the progression.

V-VI = G Major chord to A minor chord.

On a manuscript, write a G Major chord followed by an A minor chord.

Example 2: Writing an Interrupted Cadence in G Major

Step 1: Identify the V chord in G Major.

The V chord in G Major is D Major (D-F#-A).

Step 2: Identify the VI chord in G Major.

The VI chord in G Major is E minor (E-G-B).

Step 3: Write the progression.

V-VI = D Major chord to E minor chord.

On a manuscript, write a D Major chord followed by an E minor chord.

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 to recall what they know about musical phrases and sections.
Pupils’ Activity: Pupils respond to the teacher’s questions, sharing their previous knowledge.
Learning Point: Pupils recall basic concepts of musical structure.

Step 2: Explanation of Punctuation in Music

Time: 7 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains how music, like language, uses “punctuation” to organize its ideas, introducing the concept of cadence as musical punctuation.
Pupils’ Activity: Pupils listen attentively and ask questions for clarification.
Learning Point: Pupils understand the analogy between linguistic and musical punctuation.

Step 3: Defining Cadence

Time: 7 minutes
Teaching Skill: Definition
Teacher’s Activity: The teacher defines cadence and explains its role in creating a sense of completion or anticipation in music, using the cadence chart.
Pupils’ Activity: Pupils copy the definition of cadence into their notes and observe the chart.
Learning Point: Pupils learn the formal definition and function of a cadence.

Step 4: Introduction to Types of Cadences (Focus on Interrupted)

Time: 8 minutes
Teaching Skill: Illustration/Categorization
Teacher’s Activity: The teacher briefly introduces the four main types of cadences (perfect, imperfect, plagal, interrupted), focusing on the structure and sound of the interrupted cadence using the keyboard.
Pupils’ Activity: Pupils listen, observe the demonstration on the keyboard, and note the characteristics of each cadence type, especially interrupted.
Learning Point: Pupils differentiate between various cadence types with a focus on interrupted cadence.

Step 5: Other Names for Interrupted Cadence

Time: 5 minutes
Teaching Skill: Guided Discovery
Teacher’s Activity: The teacher guides pupils to brainstorm and list other common names for interrupted cadence.
Pupils’ Activity: Pupils contribute ideas and list “Deceptive Cadence” and “False Cadence” as other names.
Learning Point: Pupils identify alternative terminology for interrupted cadence.

Step 6: Writing Interrupted Cadence

Time: 8 minutes
Teaching Skill: Demonstration/Application
Teacher’s Activity: The teacher demonstrates how to write an interrupted cadence in C Major and G Major on the board or using a projector, explaining the V-VI progression. The teacher then provides manuscript paper for pupils to practice.
Pupils’ Activity: Pupils observe the teacher’s demonstration and then practice writing interrupted cadences in given major keys on their manuscript papers.
Learning Point: Pupils develop practical skills in constructing interrupted 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:

What is a cadence in music?
Mention two other names for interrupted cadence.
Write an interrupted cadence in F Major.

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
Teacher’s Activity: The teacher summarizes the key points of the lesson, reiterating the importance of cadences in musical structure and assigns homework to write interrupted cadences in D Major and B-flat Major.
Pupils’ Activity: Pupils listen to the summary and note down the homework assignment.
Learning Point: Pupils consolidate their understanding and prepare for further practice.

Lesson Keywords

Cadence – A harmonic or melodic progression that concludes a musical phrase or section.
Interrupted Cadence – A cadence that moves from the dominant chord (V) to the submediant chord (VI), creating a sense of surprise.
Punctuation – Marks used in writing to separate sentences and phrases, analogous to cadences in music.
Dominant Chord – The chord built on the fifth degree of the scale (V).
Submediant Chord – The chord built on the sixth degree of the scale (VI).

Differentiation

For pupils who grasp the concept quickly, the teacher can challenge them to write interrupted cadences in minor keys or identify them in short musical excerpts. For those needing more support, the teacher will provide additional one-on-one guidance and simpler examples.

Note for teachers using this lesson plan

Teachers should ensure that pupils have a solid understanding of major scales and triadic chords before introducing cadences. Using a keyboard or other musical instrument to play examples will greatly enhance pupils’ auditory recognition of different cadences. Encourage pupils to analyze cadences in songs they know.