Unit Plan Outline

Teacher: Cory Andrzejewski

Unit Title: Composing 2-Parts with Finale
Grade: 9th/Freshmen
Number of Classes: 5

MA Frameworks: 4.15 Compose and arrange music for voices and various acoustic and
electronic instruments, demonstrating knowledge of the ranges and traditional usages
of sound sources. 4.19 Compose and arrange music, demonstrating imagination and
technical skill in applying the principles of composition
5.12 Demonstrate an understanding of how musical elements interact to create
expressiveness in music. 5.15 Analyze and describe uses of the elements of music in a
given work that make it unique, interesting, and expressive.

National Standards:
Creating- MU:Cr2.1.C.Ib Identify and describe the development of sounds or short
musical ideas in drafts of music within simple forms (such as one-part, cyclical, or
binary). MU:Cr3.1.C.Ia Identify, describe, and apply teacher-provided criteria to assess
and refine the technical and expressive aspects of evolving drafts leading to final
versions. MU:Cr3.2.C.Ia Share music through the use of notation, performance, or
technology, and demonstrate how the elements of music have been employed to realize
expressive intent. MU:Cr1.1.T.Ia Generate melodic, rhythmic, and harmonic ideas for
compositions or improvisations using digital tools. MU:Cr3.1.T.Ia Drawing on feedback
from teachers and peers, develop and implement strategies to improve and refine the
technical and expressive aspects of draft compositions and improvisations.
MU:Cr3.2.T.Ia Share compositions or improvisations that demonstrate a proficient level
of musical and technological craftsmanship as well as the use of digital tools and
resources in developing and organizing musical ideas.

Responding- MU:Re7.2.C.Ia Analyze aurally the elements of music (including form) of

musical works, relating them to style, mood, and context, and describe how the analysis
provides models for personal growth as composer, performer, and/or listener.
MU:Re9.1.C.Ib Describe the way(s) in which critiquing others’ work and receiving
feedback from others can be applied in the personal creative process. MU:Re9.1.T.Ia
Evaluate music using criteria based on analysis, interpretation, digital and electronic
features, and personal interests.

Rationale: This Unit is important, as it will both allow students to learn composition and
Finale as well as provide and apply feedback to their peers. These skills will be necessary
to their overall growth as musicians. This will also teach them 2 Part Harmony.

Essential Questions: What is binary form? What is Harmony? How do we write in 2-3
Parts?
Enduring Understanding: Basic composition techniques, 2-3 part Harmony, analyzing
your and others music.

Behavioral Objectives:
Analyzing peer work via teacher guided criteria. Revising your own work based on peer
and teacher Review.

Assessment/Evaluation:
Informal: None
Formal: Each part of the assignment will be turned in for guided revision. The
Final Project will be played and then Analyzed
Long Range Assignment/Project/Product: Each homework from the lessons will
build towards the Final Assignment- a 32 bar Composition/Arrangement in 2 part
Harmony(3 part for Extra Credit) Binary form in Finale.

Prior Knowledge and Skills: Standard notation. Major/Minor Keys. Chords(simple

harmony 2 parts).

Accommodations:
1. Special needs: (not exactly special needs in the traditional sense, but any
student that does not have access to a computer at home is welcome to
come in during their lunch or after school hours to use mine for an hour or
two throughout the weeks.) Make sure said programs are either compatible
with or have accessibility options.
2. ELL- Short Translation(short to make sure Google Translate isn’t butchering
the language) summaries of worksheet/project steps. As well as speaking
clearly with succinct instructions. Plus Finale while an English made Program
has minimal English so I can print a guide sheet with translations should it be
needed. Also it has its own inherent language options.

School to Home/community connection:

The knowledge of how to give peer review in a constructive manner is one way they
could connect it to their skills as a global citizen.
Activator:
To begin will be the standard notation review listed in the first lesson. For each
subsequent lesson it will be going over their submissions and revision processes.

Repertoire:
Happy Birthday 2 part Harmony(will be transcribed in the first lesson to teach the
program).

Materials Needed:
Laptop, Finale License(Could Also be done with NoteFlight which is a free alternative
with some limitations).

Lesson Outlines
LESSON 1(Expanded in attachment: HS Lesson ME-311)
Behavioral Objective: Using Finale students will learn notation through the lens
of a 2-part Happy Birthday Arrangement. After completing or at least starting this in
class they will submit their completed work to me and it will be evaluated. They will
then either continue the notation or start their own for the unit.
Assessment/Evaluation: In class using screenshare we will all make a 2 part
happy birthday together. This will be submitted to me at the end of class.
Prior Knowledge and activator: Going over standard notation with visual and
aural examples.
Lesson content: Intro, Finale(tutorial), Homework PowerPoint

LESSON 2
Behavioral Objective: Using the 8 bars they composed/transcribed for homework
last week go over it with each student and while they are waiting have them continue
on with a soft cap of 32 bars.
Assessment/Evaluation: After assessing each student’s 8 bars and giving revision
notes have them send in the revisions plus whatever they worked on in class.
Prior Knowledge and activator: Activator- bringing up their 8 bars from last class.
Prior Knowledge: Same as last lesson.
Lesson content: Intro, Binary Form, Composing/Revising, Homework(Continue
composing with 16 bar minimum.

LESSON 3
Behavioral Objective: Using the 16 bars they composed/transcribed for
homework last week go over it with each student and while they are waiting have them
continue on with a soft cap of 32 bars.
Assessment/Evaluation: After assessing each student’s 16 bars and giving
revision notes have them send in the revisions plus whatever they worked on in class.
Prior Knowledge and activator: Activator- bringing up their 16 bars from last
class. Prior Knowledge: Same as last lesson plus binary form.
 Lesson content: Intro, Composing/Revising, Homework(Continue composing with
32 bar minimum.

LESSON 4
Behavioral Objective: Using the 32 bars they composed/transcribed for
homework last week have students share with a partner their work.
Assessment/Evaluation: After they see each others work using the peer review
sheet form given to them give feedback to their peer. A copy of this feedback and their
32 bar piece will be sent to me.
Prior Knowledge and activator: Activator- Peer Review.
Lesson content: Intro, Peer Review, Revising, Homework(make revisions and be
prepared to present it in class next week.)

LESSON 5(Expanded in attachment: Unit Lesson 4)

Behavioral Objective: Presenting their compositions with Harmonic Analysis.
Assessment/Evaluation: Piece is played. Each student will fill out a feedback form
for each piece this will be their attendance/ticket to leave.
Prior Knowledge and activator: Activator playing their pieces and responding.
Lesson content: Intro, Concert, End.