Lesson Plan
Solo Composition Session
Guide an 11th grade student through a focused 40-minute one-on-one coaching session to craft and balance melody and harmony in their composition using targeted feedback and reflection.
Individualized coaching accelerates skill development by addressing each student’s unique creative needs, reinforcing melodic and harmonic concepts through hands-on practice and guided self-assessment.
Audience
11th Grade Students
Time
40 minutes
Approach
Structured one-on-one coaching with guided practice and reflection.
Prep
Material Preparation
10 minutes
- Review the Melody & Harmony Guide for key melodic and harmonic techniques
- Familiarize yourself with the Harmony in Motion Rubric criteria
- Read through the Coaching Conversation Prompts
- Prepare the Composition Reflection Journal for student entries
- Ensure instruments and notation software or manuscript paper are ready
Step 1
Warm-Up Discussion
5 minutes
- Ask student to share progress and challenges on their current composition
- Use prompts from the Coaching Conversation Prompts to set session goals
- Clarify today’s focus on balancing melody and harmony
Step 2
Guided Listening & Analysis
5 minutes
- Listen together to a brief student excerpt or exemplar recording
- Identify melodic contours and harmonic textures using the Melody & Harmony Guide
- Note strengths and areas for improvement against the rubric criteria
Step 3
Melody Crafting
10 minutes
- Student composes or revises their primary melody line
- Coach provides on-the-spot feedback referencing the Harmony in Motion Rubric
- Focus on motivic development, range, and contour for a memorable melodic idea
Step 4
Harmonization Practice
10 minutes
- Student adds harmonic support (chords, counter-melodies) to their melody
- Guide voice-leading and chord choices using the Melody & Harmony Guide
- Assess harmonic balance and tension-resolution against the rubric
Step 5
Coaching Conversation
5 minutes
- Use the Coaching Conversation Prompts to discuss student choices
- Highlight successes and brainstorm solutions for challenges
- Encourage self-assessment aligned with rubric levels
Step 6
Reflection & Goal Setting
5 minutes
- Student completes a session entry in the Composition Reflection Journal
- Record key insights, areas for further practice, and next steps
- Set a clear target for the next composition milestone
Slide Deck
Melody & Harmony Guide
Key Concepts:
- Motivic Development
- Melodic Contour
- Chord Functions
- Voice-Leading Practices
Use this guide to spark ideas and structure your composing process.
Welcome students and introduce today’s focus: deepening melodic ideas and supporting them with harmonious progressions. Explain that this guide will cover core concepts and practical tips.
Learning Objectives
By the end of this session, you will be able to:
- Define and develop a musical motive
- Analyze and shape melodic contour
- Identify basic chord functions in a progression
- Apply fundamental voice-leading principles
Refer back to these goals as you compose.
Walk through each objective and relate it back to students’ own compositions. Emphasize how mastering these concepts creates stronger, more memorable music.
Motivic Development
• What is a motive?
- A short, distinctive musical cell
• Development Techniques:
- Repetition & Sequence
- Inversion & Retrograde
- Augmentation & Diminution
Prompt: Choose a 3-note motive and create two variations.
Explain that a motive is a small musical idea—like a signature. Show how simple variations keep interest alive.
Melodic Contour
• Definition: the overall shape of a melody
• Common Contours:
- Arch (rise then fall)
- Wave (rise-fall-rise)
- Linear (mostly stepwise)
• Activity: Sketch your melody’s contour and adjust to create more interest.
Demonstrate contour diagrams on whiteboard or staff. Invite student to sing simple shapes.
Basic Chord Functions
• Tonic (I): sense of rest/“home”
• Subdominant (IV): movement away from home
• Dominant (V): tension seeking resolution
Tip: Align your melody’s important notes with chord tones for cohesion.
Use keyboard or notation software to illustrate I–IV–V–I. Highlight emotional roles of each function.
Voice-Leading Principles
- Connect voices by step or small leap
- Avoid parallel 5ths and octaves
- Resolve active tones (7ths → 3rds)
Exercise: Harmonize a C–D–E–F melody ensuring no parallel fifths.
Show examples of smooth vs. awkward voice-leading. Point out parallels to avoid.
Example Analysis
Excerpt:
Melody: C–E–G–E–D
Harmony: I → V → vi → IV
Analysis:
- Motive: rising third (C→E)
- Contour: gentle arch
- Functions: I (stable) → V (tension) → vi (surprise) → IV (preparation)
- Voice-Leading: stepwise in upper voice, no parallels
Display a short excerpt on the slide. Guide the student through each layer of analysis: motive, contour, chords, leading.
Practice Prompts
- Craft a 4-measure motive and apply two development techniques
- Sketch a contrasting melodic contour for measures 5–8
- Harmonize both ideas using I–IV–V–I
- Check voice-leading for smooth transitions
Encourage independent application. Circulate supportively and refer back to the rubric for feedback.
Resources & Next Steps
• Harmony in Motion Rubric
• Composition Reflection Journal
• Upcoming: Solo Composition Session
Set a goal: “Complete one motive variation and harmonize it by next session.”
Point students to further resources and explain how to record their reflections in the journal. Remind them of the next coaching session.
Rubric
Harmony in Motion Rubric
This rubric guides one-on-one coaching feedback on melodic and harmonic craft, voice-leading, and reflection. Use it to assess student progress, set goals, and support self-assessment.
| Criterion | Emerging (1) | Developing (2) | Proficient (3) | Exemplary (4) |
|---|---|---|---|---|
| Melody Crafting | • No clear motive • Very narrow range (<5th) • Static or erratic contour | • Basic motive present • Moderate range (6–8th) • Simple contour with minimal variation | • Distinct motivic development • Range exceeds an octave • Clear, engaging contour | • Highly innovative motive and sophisticated variations • Expressive, purposeful range • Dynamic, memorable contour |
| Harmony & Chord Usage | • Inconsistent or random chord choices • Melody–harmony often misaligned | • Uses basic I–IV–V–I progression • Some alignment with melody • Limited tension–resolution | • Effective chord support • Balanced tension–resolution • Functions align with melodic highlights | • Creative, advanced progressions (e.g., secondary dominants, modal interchange) • Nuanced tension–release • Rich, expressive harmonic color |
| Voice-Leading | • Frequent parallel 5ths/8ves • Large, awkward leaps • Unresolved dissonances | • Occasional smooth transitions • Some parallels or unresolved tones remain | • Consistent stepwise connections • No forbidden parallels • Active tones resolved logically | • Exemplary independence of voices • Creative inner-voice movement • Seamless resolutions and counterpoint |
| Creativity & Reflection | • Minimal or very general reflection • No clear insights or goals | • Some reflection • Identifies one strength or challenge without detail | • Multiple specific insights • Clearly defined goals • Shows initiative in planning next steps | • Deep, insightful analysis • Innovative strategies identified • Demonstrates creative risk-taking and self-directed growth |
Performance Levels:
- Emerging (1)
- Developing (2)
- Proficient (3)
- Exemplary (4)
Scoring Guide: Assign points per criterion (Emerging = 1, Developing = 2, Proficient = 3, Exemplary = 4). Total possible = 16 points.
Use this rubric during:
- Solo Composition Session
- Melody & Harmony Guide
- Coaching Conversation Prompts
- Composition Reflection Journal
Encourage students to self-assess, compare their work against each level, and set specific next-step goals based on their rubric scores and reflections.
Script
Coaching Conversation Prompts
Teacher: Now that you’ve had a chance to develop your melody and add harmony, let’s talk through what you noticed and set a clear goal for next time.
- Reflect on Strengths
Teacher: What aspect of your melody are you most proud of, and why does it stand out to you?
Teacher (if needed): Can you point to a specific measure or motif where that strength shines?
- Identify Challenges
Teacher: What part of adding harmony felt most challenging for you today?
Teacher: When you worked on voice-leading between your chords and your melody, did you notice any parallels or unresolved tensions?
- Check Melody–Harmony Alignment
Teacher: How well do you feel your harmonic choices support your melodic contour and motive?
Teacher (follow-up): Are there chord changes you’d like to revisit to create clearer tension–resolution?
- Self-Assess with the Rubric
Teacher: Let’s use the Harmony in Motion Rubric to self-assess two areas. On a scale from Emerging to Exemplary:
- Where would you place your Melody Crafting, and why?
- Where would you place your Harmony & Chord Usage, and why?
- Set a Specific Goal
Teacher: Based on our discussion, what is one specific, achievable goal you’d like to set for your next session?
Teacher: How will you practice or apply a new strategy—like experimenting with motive inversion, refining voice-leading, or exploring more nuanced chord functions—to reach that goal?
Teacher: Wonderful. Now let’s record your reflections and this new goal in your Composition Reflection Journal, and we’ll revisit it when we meet next time.
Journal
Composition Reflection Journal
Use this journal at the end of each Solo Composition Session to capture your thoughts, insights, and goals. Be honest and specific—this reflection will guide your next steps in composing.
1. Session Snapshot
Describe what you worked on today (melody focus, harmony choice, voice-leading, etc.):
2. Strengths & Wins
What aspect of your composition are you most proud of today, and why?
3. Challenges & Questions
What part of the process felt most challenging?
What questions do you have or what will you revisit next time?
4. Self-Assessment (using Harmony in Motion Rubric)
Select one level for each and explain why:
- Melody Crafting: ___________
Explanation:
- Harmony & Chord Usage: ___________
Explanation:
5. Next Session Goal
What is one specific, achievable goal for your next session?
(e.g., refine voice-leading, explore a new motivic variation, adjust tension-resolution patterns)
What concrete steps or practice strategies will you use to reach this goal?
(Refer to strategies from the Coaching Conversation Prompts.)
Date: ___________
Session #: ___________
Teacher Signature/Notes: