Lesson Plan

• Identify and describe at least three types of musical ideas (melodic motif, rhythmic cell, harmonic progression, timbral texture).
• Apply development techniques (e.g., repetition, sequence, inversion, retrograde, augmentation, diminution, fragmentation, ornamentation) to a chosen idea.
• Compose an 8‑16‑bar piece using a clear form (binary, rounded binary, ternary, or verse‑chorus) that demonstrates logical structure.
• Select stylistic elements and instrumentation appropriate to a chosen genre (classical, pop, jazz, folk).
• Produce legible, accurate notation of the composition using software or manuscript paper.

• Music notation software (e.g., MuseScore, Sibelius) or manuscript paper and pencils.
• Projector or interactive whiteboard.
• Audio playback device and speakers.
• Handouts summarising development techniques and form options.
• Sample scores/recordings representing different genres.
• Whiteboard and markers.

Play a short audio excerpt that contrasts a simple motif with its developed version, prompting students to notice how ideas evolve. Recall that they have already identified melodic and rhythmic motifs in previous lessons. Today they will compose an 8‑16‑bar piece that showcases a clear structure, uses development techniques, and reflects a chosen style. Success will be measured by a completed, notated sketch that demonstrates coherent form and stylistic consistency.

1. Do‑Now (5’) – Play the excerpt; students write down the original idea and one development they hear.
2. Mini‑lecture (10’) – Review types of musical ideas and development techniques; show examples on the projector.
3. Planning activity (15’) – In pairs, choose a genre, key, tempo, and draft a primary idea on a worksheet; decide on form (AB, ABA, etc.).
4. Composition sketch (20’) – Students use notation software or manuscript paper to write 8‑16 bars, applying at least two development techniques.
5. Peer review (10’) – Exchange sketches, check for clear structure, development, and stylistic features using a checklist.
6. Whole‑class feedback (5’) – Highlight common strengths and areas for improvement.
7. Consolidation (5’) – Teacher models a quick revision of a student sketch, reinforcing the assessment criteria.

Summarise how the class applied development techniques to create coherent, genre‑appropriate pieces. For the exit ticket, each student writes one piece of feedback on their partner’s composition and notes a personal goal for the next draft. Homework: complete the full notation of the composition and prepare a brief oral explanation of the chosen form and style.