Analyze a Song: Melody, Form, Instrumentation, Rhythm, Chords

Summary

Students will learn to listen to different melodies, rhythms, chords and instruments and learn to analyze and describe what they hear. They will do the main analysis by listening to a song or practicing it. For additional learning about differentiating melodies, rhythms, chords and instruments from different genres, use ‘Analyze a song’ class as homework!

⏰ Time: 40 min

🎓 Grades: 6-12

🎯 Objective(s): As a result of this lesson students will know and/or be able to...

• Identify and describe the melody of a song (range, style)
• Identify and describe the rhythms of the song
• Identify and describe the form of the song
• Identify and describe the chords of the song (happy/sad feeling)
• Identify and describe the timbres and instrumentation of the song

💡 Required Prior Knowledge and Skills:

• Basic knowledge of the elements of music and parts of a song
• Ability to read and perform basic rhythmic patterns

💻 Materials:

• Solfeg.io app best used with Chrome browser
• Projector or computer and access to WIFI
• Percussion instruments (optional)
• Ukuleles, Guitars, or Keyboards (optional)
• Form Cards

Song suggestions:

A cover of
Riptide
VANCE JOY

A cover of
Ho Hey
LUMINEERS

A cover of
Dance Monkey
TONES AND I

Inspiration

🕐 10 min - Explain the song

• Choose a song from ‘Song suggestions’ list, for example, ‘Riptide’ by Vance Joy.
• Teacher plays song of choice aloud and asks students to brainstorm what instruments they hear.
• Teacher invites students to the board to add their ideas to the class ideas.
• Teacher reviews student-generated ideas from the board. Discussion points might include, but are not limited to…
• What instruments did you hear?
• Where in the song did you hear that instrument?
• Why do you think the artist chose to use those instruments?
• What is the style or genre of the song?
• When do you think it was written?

Warm-Up

🕐 5 min - Theory

• Teacher reviews basic note reading patterns using isolated rhythm patterns taken from song.Students can perform rhythms as a class or Teacher may select individual students.

Practice

🕐 5 min - Exercise 1:

• Teacher divides students into groups.
• Each group will be assigned a specific rhythm part (first rhythm line, second rhythm line, etc.).
• Teacher directs students to mute all other parts in the “Sound Controls” menu.
• Students practice performing their assigned rhythmic part on drums or body percussion. Tempo can be adjusted as needed
• After practicing, each group will demonstrate their rhythmic part for the class.
• Class puts all rhythmic parts together with the full track.
• Class discusses…
• What did you notice about each rhythmic part in the song?
• How did they interact as a whole?

🕐 3 min - Exercise 2:

• Teacher briefly reviews major vs. minor chords
• Using the “Sound Controls” menu, Teacher will mute all non-harmonic tracks
• Students listen and move to reflect the chord changes. Movement ideas could include:
• Sit, Walk, Pass = minor
• ○ Stand, Stop, Reverse Pass, etc. = major
• Class discusses…
• Which chord type was used more frequently?
• Were there any chords used that you didn’t recognize?

🕐 5 min - Exercise 3

• Teacher has students return to groups
• Students work collaboratively to sing through the melody as many times as needed to answer the following questions.
• What is the highest note sung?
• What is the lowest note sung?
• Can you describe the range?
• How would you describe the vocal style used?

🕐 5 min - Exercise 4

• Teacher distributes Form Cards to each group
• Students listen to the song, as played aloud. NOTE: Students should not use their laptops to play, as they will see the form as the song is playing.
• Students work collaboratively to organize in the Form Cards in the correct sequence
• At the end of the song, Teacher assesses each group to see which group as closest to being correct

Reflection

🕐 2 min - Ticket Out the Door

• Class discusses the following…
• What are some of the main elements of a song that were analyzed?
• Explain one new term or idea that you learned.
• What did you find easy? What did you find challenging? Explain.

Beyond the Lesson

• Students could create their own Listening Guides or Forms based on the key elements analyzed during class. They could then choose a new song and complete the analysis process using their new form.
• Using the elements analyzed, the class could organize a Jam Session. Teacher could invite students to choose one of the following options…
• Rhythmic Part = Drums or Body Percussion
• Chords = Guitar, Ukulele, Piano, Etc.
• Melody = Vocals, Piano, Etc.

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