Composing a duet for your instrument
Grade 6-12
Band/General Music
Objective
The students will use Finale in the computer lab to create a duet piece for their specific instrument.
Materials
- Computers
- Finale 2008 software
- Staff paper
- Pencils
- Recordings of duets for various instruments
NETS
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
Alabama Standards
8.) Demonstrate awareness of basic expressive musical symbols.
11.) Compose harmonic accompaniment to be played with a melody.
1.) Read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, 6/8 and alla breve meter signatures.
4.) Perform accurately on at least one instrument alone and in large and small ensembles with good posture, good playing position, and good breath as well as bow or stick control.
14.) Create and perform rhythmic and melodic variations
16.) Utilize technological advancements to enhance performance and composition.
Preparation
- Gather recordings of duets
- Schedule time in the computer lab and ensure Finale is installed. You can also download the free version of finale notepad if your school doesn’t own the software.
- Gather a few short, easy melodies for students who may have “writers’ block”
- Copy staff paper and make sure you have extra pencils
Procedure
1- Play various recordings of duets for different instruments. Have the students discuss what makes the duets interesting.
a- variety
b- unison vs. harmony
c- solo vs. tutti
2- Instruct the students to take 8 minutes to spread out in the room and brainstorm different ideas for melodies of their own pieces. Provide them with staff paper and pencils and tell them to record anything they create. Walk around the room and help the students accurately record their thoughts in proper musical notation. Make sure they are using only notes they know and cam play.
3- Then take the students to the computer lab to start writing their pieces.
4- Have the students open up Finale. On the start up screen have the students type the name of their piece and choose their time signature and key signature. Make sure the students select a key signature that is appropriate for their instrument. Also make sure that each student includes their name as the composer. On the next screen have them select the band score and then add two of their instruments for the score. Press “Next”
5- Explain to the students how to use the manual note input tool and how to correct mistakes. Show the students how they can play back their creations to hear what they have created.
6- Allow the students to compose and test their creations. Circulate around the room to help answer questions and make sure the students are using proper music notation.
7- After the students have completed their compositions have them print the scores and export the mp3 of the recordings.
8- Pair up the students with someone of their own instrument and general ability level to practice their duets and have them perform for the class. The students can give the recordings of their pieces to practice.
9- Have the students perform their duets for the class.
NOTE:
You can split this lesson up over however many classes you have time for. This can be done at the beginning of each class or can take up the whole period. It’s best to complete this lesson over at least three classes- Steps 1-2, Steps 3-8, and Step 9. If possible, give the students several class periods in the computer lab to trial and error their pieces.
ACCOMMODATIONS
If a child is having problems composing a unique composition, you can provide them with a a simple melody they can expound on. If a student has a hard time using a computer, you can have the student write out their ideas on paper and then input them yourself.
| CATEGORY | 3 | 2 | 1 | R - Redo |
| Score | Music Score is very neat and all required elements are included: Song Title, Composer Name, Instrument, Clef Sign, Time Signature, Key Signature. | Music score is neat. Two or less of the required elements are missing from the musical score. | Music score is legible. Three to four of the required elements are missing from the musical score. | Music Score is illegible and many of the required musical score elements are missing. |
| Notation | All notes are written neatly using proper barline placement. | Most notes are written clearly using the proper barline placement. | Notes are written clearly, but barline placement is often incorrect. | Notes are written in a sloppy and illegible manner. Barline placement is not correct. Needs to be resubmitted. |
| Duet | The composition contains elements of both tutti and harmony passages | 85% of the measures include at elements of both tutti and harmony passages. | 70% of the measures contain elements of both tutti and harmony passages | Less than half the measures contain elements of both tutti and harmony passages |
| Overall composition | The composition was creative, clean/easy to read, and included all required elements. | The composition was somewhat creative and legible. Most of the required elements were included. | The composition was very basic and somewhat legible to read. At least half of the required elements were included. | The composition was not complete, and very difficult to read. Under half of the required elements were included. Project will needs to be revised. |
| Duet performance | There is evidence that the students practiced and worked on each other's duets. | There is some evidence that the students practiced and worked on each other's duets | There is little evidence that the students practiced and worked on each other's duets. | There is no evidence that the students worked on their pieces. |
