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.

_{The timing and pacing of the exercises in this lesson plan example are approximate and will differ depending on your students' skill level. If the pace of this lesson plan is too fast for you, divide it into several lessons and add additional activities (see 'Activities' section). If the pace of this lesson plan is too slow for you, explore the 'Beyond the lesson' chapter at the end of this lesson plan for additional activities.}

⏰ 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 web app best used with Chrome browser
• Projector or computer and access to WIFI
• Percussion instruments (optional)
• Ukuleles, Guitars, or Keyboards (optional)
• Form Cards (download button at the end of lesson plan)

Song suggestions:

Inspiration

🕐 10 min - Explain the song

• Choose a song from ‘Song suggestions’ list, for example, ‘Riptide’ by Vance Joy.
• Play the song of choice aloud and ask students to brainstorm what instruments they hear.
• Invite students to the board to add their ideas to the class ideas.
• Review 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?

Practice

🕐 5 min - Form

• Split the class into small groups and distribute Form Cards to each group
• Stop showing the song visuals to your class (because otherwise they will see the song structure on the screen), and play the song from start to finish on Solfeg.io player.
• While listening, ask students work collaboratively to organize in the Form Cards in the correct sequence
• At the end of the song, assess each group to see which group as closest to being correct

‍

🕐 10 min - Rhythm

• Open the “Sound Controls” menu and mute all tracks except all rhythm tracks. Play the Chorus to your students and ask them to listen and observe the rhythm sections closely.
• Afterwards, ask your students:

Which rhythm values were used in the song? (quarter notes, half notes, etc.)

What did you notice about each rhythmic part in the song?

How did they interact as a whole?

• Bonus: If your students are skilled enough to read rhythmic values, split them into three or four groups (depending on the number of rhythm tracks in your chosen song), assign one rhythm track to each group and clap along the chorus!

‍

🕐 5 min - Chords

• Briefly review major vs. minor chords
• Using the “Sound Controls” menu, mute all non-harmonic tracks
• Play the Verse+Chorus and tell your students to 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 - Melody

• Now, play the Verse and Chorus and ask your students to try to sing along!
• Ask 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?

Reflection

🕐 5 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.