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Database Provider

Topic

Music Theory

Grades

9th, 10th, 11th, 12th

Subject

Visual and Performing Arts

Duration

60 minutes

Regional Focus

Global

Format

Google Docs, Google Slides

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This lesson plan is licensed under Creative Commons.

Creative Commons License

Music Lesson: Consonance and Dissonance

Created By Teacher:
Last Updated:
Apr 24, 2024
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Synopsis

Students create a consonant and dissonant musical composition in response to the visual effects of climate change.


Inquire: Students reflect and identify musical components in instrumental songs that convey specific feelings.


Investigate: Students learn the terms and intervals of consonance and dissonance, then identify the quality and number of intervals in well-known instrumental clips.


Inspire: Students watch a time-lapse video showing the effects of climate change and create a musical composition reflecting their feelings with consonance and dissonance.

Accompanying Teaching Materials
Teaching Tips

Suggestions

  • Students learn and connect a music theory skill to iconic jingles and climate change topics.

  • Students create music using dissonance and consonance to express their feelings.

  • This lesson is easily adaptable to all music appreciation and general music theory classes or performance groups such as Jazz Band in middle and high school.

  • This lesson includes extensions into advanced music theory, research into diverse classical composers, and musical application.

  • This lesson can be taught alone, connected to lessons on intervals or tonality, or with a study on non-Western scales such as the Indian raga scale, the Middle Eastern maqam scale, and the Chinese/Japanese pentatonic scale.

  • This lesson can be taught in a unit on protest songs or a social studies unit on social justice protests.

Additional Prerequisites

  • Students should have a basic understanding of music notation, concepts of major and minor, intervals, and triads.

  • Students should have access to sheet music paper, music manuscript paper, or online music composition software such as Noteflight or Flat.

  • Teacher should preview and cue the listed audio clips of consonance or dissonance on a preferred listening platform, or create their own list.

Differentiation

  • Teachers can use any music composition software that is available to them, including applications that write musical notation as students play.

  • Students can expand into chromatic dissonances such as diminished, augmented, and tritones.

  • Using consonant and dissonant intervals, students can compose a soundtrack to go along with a timelapse video, then compare and contrast the difference in tonality between their soundtrack and the composition of their feelings from the Inspire section.

  • Students can research other sound logos of famous brands and identify intervals of consonance and dissonance.

  • Students can research classical composers known for their dissonance: Béla Bartók, Arnold Schoenberg, Igor Stravinsky, Ellen Taaffe Zwilich, Florence Price, and Wuorinen Tania León.

  • Students can explore consonant and dissonant sounds found in other scales such as the Indian raga scale, the Middle Eastern maqam scale, the Chinese/Japanese pentatonic scale, and the Blues scale.

  • As a follow-up or extension activity, students can score instrumentation for a local or regional climate justice video.
Scientist Notes

This lesson shows how climate science could be conveyed through music. Hence, students can write songs as a way to advocate for climate action. The teaching resources were carefully examined and found to be suitable for use in a classroom.

Standards

This resource addresses the listed standards. To fully meet standards, search for more related resources.

Note On Standards:

This lesson is aligned to SubjectToClimate standards. Review the aligned standards directly in the lesson plan document and teacher slideshow.

Discover more on SubjectToClimate.
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