4.3 Types of Melodies

VIDEO CHAPTERS

• Description & Objectives

  Description:
  Students will compose main melodies, counter melodies, and an ostinato to their existing 3.3 project.

  Musical Objective:
  Learn the difference between a main melody, counter melody, and ostinato melody and how these melodies can be used in a longer arrangement.

  Technical Objective:
  Adjusting the volumes of each track to create a balanced mix.

• Teacher Prep

  Prep:
  Find examples of main melodies, counter melodies, and ostinatos in students songs from the class playlist. Practice writing these different melody types in your own projects. Prepare a project that students can use with the Fix The Mix connection activity. Try to copy counter melodies and ostinatos from your favorite songs using the piano roll. Open up the harmonizing a melody enrichment template and practice harmonizing your own melodies.

  
  Materials:
  4.3 Rubric
  HARMONIZING A MELODY ENRICHMENT TEMPLATE

• Procedure

  As a Class:

  • Watch the top video and discuss the three different types of melodies.

  • Play some student- or teacher-selected songs and identify the different melody types in the recordings.

  • Complete some of the connection activities to build confidence and understanding of the material.

  • Watch the longer step videos and create three melody types together over the class’s existing 3.3 project.

  Individual:

  • Instruct students to copy and paste the assignment URL from their LMS to open the Soundtrap assignment on their own devices.

  • Have students watch the short step videos and complete their own original melody project.

  • Remind students to check their work by viewing the checklist.

  • When students are done, they can show each other their arrangements and make edits.

• Assessment

  Informal Assessment:

  • Check for understanding of the different melody types by asking questions after the top videos.

  • Walk around the room while students are completing the individual portion of their projects and check to see if their three melody types fit the corresponding form of melody and that they are arranging them according to the project parameters.

  Formal Assessment:

  • The completed projects can be graded by the instructor against the rubric. Students can also present their completed projects to each other in small groups or to the entire class.

• Connection Activities

  Melody Types Scavenger Hunt:
  Have students get into groups and instruct them to find examples of songs that have a main melody, counter melody, and ostinato melodies. Students can then make playlist posters of these songs and/or present them to the class. They should identify the timestamp of the different melody types in the examples and be able to describe the range and instrument type that plays each type of melody.

  Counter This!
  Take a melody of an existing pop song from BitMidi and share it with students. Have them create countermelodies that complement the original without interfering with its range or rhythm.

  Think It, Sing It, Draw It:
  Give students the same chord progression. Instruct them to come up with a melody in their head and to sing their melody into a microphone and record it on an audio track. They should then switch devices and translate each other’s melodies. If students do not feel comfortable with having a stranger hear their voice, they can alter it by clicking edit on the region and selecting a voice transformation.

  Fix The Mix:
  Take a project that has been created with drums, bass, chords, and at least two types of melodies. Adjust the volumes of the instruments so that they conflict with each other. Share the project with your students and have them fix the mix by adjusting the volumes to make a cohesive blend. They can pan different chordal layers, counter melodies, and ostinato melodies to further enhance the mix.

• Differentiation

  Enrichment:
  The melodies can either be written on top of an existing verse/chorus project (3.3) or on top of a new verse/chorus project. If students need an extra challenge, they can write a new set of drums, bass, and chord parts to create a fresh verse/chorus blank. If students would like to expand their melody ability, they can work on harmonizing melodies. A Soundtrap project with instructions on how to harmonize a melody is located in the side panel after the password has been inputted. The password is 88tg88tg.

  Remediation:
  Students can use their verse/chorus project from 3.3 to write their different types of melodies. To simplify the project, they can focus on creating only two types of melodies: main and ostinatos.

• Notes

  Not all songs have all types of melodies, and sometimes the line between a chordal texture and an ostinato can blur. This is important to share with students, especially when listening to examples together. It is important to still encourage students to write their drum, bass, and chordal parts with intention. If you see students who are creating these elements the same way every time, try to nudge them to use a different method.

• Standards & Pathways

  Core Arts Standards

  1. Creating:

     • Anchor Standard 1 (Generate and conceptualize artistic ideas and work): Learn the difference between a main melody, counter melody, and ostinato melody.

     • Anchor Standard 2 (Organize and develop artistic ideas and work): Create and arrange different types of melodies in a project.

     • Anchor Standard 3 (Refine and complete artistic work): Adjust track volumes to create a balanced mix.

  2. Performing:

     • Anchor Standard 4 (Select, analyze, and interpret artistic work for presentation): Identify and discuss different melody types in recordings.

  3. Responding:

     • Anchor Standard 7 (Perceive and analyze artistic work): Check for understanding of melody types through discussions and questions.

     • Anchor Standard 8 (Interpret intent and meaning in artistic work): Present and discuss melody arrangements with peers.

  4. Connecting:

     • Anchor Standard 11 (Relate artistic ideas and works with societal, cultural, and historical context to deepen understanding): Connect different types of melodies to real-world music examples.

  Technology Literacy Standards

  1. Empowered Learner (ISTE Standard 1):

     • Use music production tools to create and refine different types of melodies.

  2. Creative Communicator (ISTE Standard 6):

     • Experiment with and present different types of melodies digitally.

  Career Readiness

  • Music Production: Skills in creating and arranging different types of melodies.

  • Sound Engineering: Understanding technical aspects of melody arrangement.

  • Broadcasting and DJing: Ability to analyze and create varied melodies for performances.

  • Multimedia Production: Integrating different types of melodies into various projects.