Contextual Listening Lesson Plan Template (Page 2 of 4) in pdf

The excerpt will be played one time for the students to answer the questions from the handout.

After listening to the excerpt, have a round table discussion with the students to answer the

questions from the handout. Expect non-musical vocabulary during this round table discussion.

However, while the students are using non-musical vocabulary, as the instructor, try to give them

the musical vocabulary needed to take the next step into analyzing the excerpt.

Examples of non-musical vocabulary:

Category “Melody” –

Student Analysis: “The melody is pretty.” This is a typical first day response for the students.

Teacher Input: “How is the melody pretty? Is it legato? Does it move step wise or have leaps?”

Give the students the vocabulary to take the next step into correct analysis.

Now play the excerpt a second time and have the students begin to apply the musical vocabulary

to correctly aurally analyze the chosen excerpt.

The list below describes a starting point to help focus the students on each category. Each

category has a few questions that can help the students to focus from a broad spectrum to a more

focused analysis. Describe this list prior to playing the excerpt the second time.

Categories:

1. Medium – This category will need to be explained to the students that they are to write

down the instruments or voices that they hear during the excerpt. Example needs of this

category are:

a. Recognize the timbre of the different instruments.

b. Help to recognize what the potential style and harmony may be.

c. Distinguish which instrument has melody versus harmony.

2. Melody – This category will be used to draw attention to the melody line of the excerpt.

Example needs of this category are:

a. Is the melody step-wise or arpeggiated?

b. What are the first three or four scale degrees of the melodic line?

c. Is the melody embellished by non-chord tones at the beginning or end?

d. What are the last two scale degrees of the melodic line?

e. In the melody, is phrase 2 a repetition of phrase 1?

3. Harmony – This category will be used to draw attention to the harmony of the excerpt.

Examples of this category are:

a. What is the harmonic progression of the last measure?

b. What is the final cadence of phrase 1?

c. Is the cadence half, authentic, plagal, or deceptive at the end of phrase 1?

d. Is the chordal harmony a pedal point, passing chord, syncopated, etc.?

4. Meter – This category will be used to list the meter of the selected excerpt. Examples of

this category are:

a. Is the meter simple duple or simple triple?

Contextual Listening Lesson Plan Template Page 2