Drawing Up a Harmony
 

Guiding Questions:  

• How do melodies move?

• How do people create harmonies and countermelodies?

• How is the concept of line/contour expressed in different arts?

 

Potential Process:

1. After students have performed many melodies in class, the teacher will direct students in mapping out the melodic contour of a melody from one of the class repertoire. The class will discuss the three ways that melodies can move (up, down, or stay the same) and note these movements on a self-created melody map. 
    

2. Student will take their melody maps and trace the contour line into a musical drawing application.
    

3. Students will assess themselves on how accurately their contour lines match the known melody.
    

4. The teacher will model how to use the drawing app to create a countermelody using contrapuntal motion. The class will create a working definition for the term “contrapuntal motion” to use in their composition.
    

5. Students will create their own countermelodies and share them with classmates. Students will discuss the effectiveness of the varied distance/interval between the melody and countermelody lines.
    

6. The teacher will then introduce students to artwork that displays strong lines. The teacher will display a melody line composition created using the piece of artwork as an inspiration. 
    

7. Students select a piece of artwork and compose an original melody contour inspired by a line taken from the artwork.
    

8. Students will then create a contrapuntal countermelody.
    

9. Studenta can informally share their works with classmates and the teacher. A screenshot and audio recording of the work can be placed on a student or class’ online portfolio along with a short writing description of the artwork that inspired their melody and the process they followed when creating their countermelody.