Melody Harmony Lab

Overview

Lesson 7 of 30 in Creating Music with Technology. Students distinguish melody from harmony, identify how the two work together, and create a short DAW arrangement using a melody and supporting chords.

Learning intentions

• WALT identify and describe melody and harmony in contemporary music.
• WALT use notes and chords to create musical ideas in a DAW.
• WALT make purposeful choices about pitch, rhythm and texture.
• WALT give and respond to constructive musical feedback.

Success criteria

• I can explain the difference between melody and harmony using musical examples.
• I can create an 8-bar melody that has a clear shape and repeated idea.
• I can add suitable harmony using chords or sustained notes.
• I can explain one choice I made and one change I would make next.

Curriculum links

• Develop and represent musical ideas using digital technologies.
• Apply knowledge of the elements of music, including pitch, rhythm, texture and structure.
• Develop and refine musical ideas through listening, responding and feedback.
• Share and evaluate music using appropriate musical language, supporting the refreshed NZ Curriculum focus on creating, communicating and participating in music.

Lesson structure (50 minutes)

1. 0–5 min – Hook and listening comparison Open with the introduction and listening slides. Play or perform a short melody alone, then with simple chords. Ask: “What stayed the same? What changed? Which part would you sing or remember?” Students briefly discuss with a partner, then share ideas.

2. 5–12 min – Teach the key concepts Use the melody and harmony explanation slides to define melody as a sequence of pitches forming the main musical idea, and harmony as notes sounding together to support or colour it. Demonstrate a melody using the DAW piano roll or keyboard, then add a simple chord progression. Highlight consonant and dissonant combinations without requiring students to memorise terminology.

3. 12–17 min – Guided DAW demonstration Project the DAW and model how to create an 8-bar session. Choose a manageable key such as C major or A minor, set a steady tempo, and enter a four- or eight-bar melody using mainly stepwise movement. Duplicate or vary a short motif, then add sustained triads or a simple chord pattern underneath. Refer to the DAW demonstration and task slides for the workflow and success criteria.

4. 17–32 min – Individual creation task Students work individually at five workstations, with two students sharing each station where necessary. Distribute the melody and harmony planning worksheet. Students first sketch an 8-bar melody using letter names, note shapes or the piano-roll grid, then enter it into the DAW and add a supporting harmony. Encourage students to use a clear beginning and ending, repetition, and a contrasting idea. Circulate to check that harmony supports rather than obscures the melody.

5. 32–41 min – Peer listening and refinement Pair students with another workstation. Each student plays their draft while the partner listens without interrupting, then gives feedback using three prompts from the peer feedback slides: “I noticed…”, “The harmony supports the melody when…”, and “One possible improvement is…”. Students make at least one revision, such as changing a chord, adjusting a note, altering the octave or improving the ending.

6. 41–47 min – Share selected work Invite three or four students to play their 8-bar ideas to the class. After each example, ask listeners to identify the melody and describe the harmony’s role: support, contrast, mood or tension. Keep responses specific and respectful. Students complete the final reflection questions on the review and reflection section.

7. 47–50 min – Exit check and pack-up Finish with the Success Criteria exit ticket slips. Students indicate which success criteria they met and write one musical decision they are proud of or want to improve. Save projects using a consistent class folder and file-name format before closing the DAW.

Resources

• Computers or tablets for five pairs, with a DAW installed and tested.
• Headphones or small speakers.
• MIDI keyboards, if available.
• Projector or interactive display.
• the melody and harmony lesson deck.
• the melody and harmony planning worksheet.
• the Success Criteria exit ticket slips.
• Prepared DAW template with an instrument track and an optional chord instrument.
• Whiteboard and markers.
• A short instrumental listening example, either teacher-performed or prepared in the DAW.

Assessment

• Observe students identifying melody and harmony during listening, discussion and the guided demonstration.
• Check each DAW project for an 8-bar melody, purposeful repetition or variation, and an audible supporting harmony.
• Use the worksheet, peer feedback and exit ticket to assess musical vocabulary, decision-making and the ability to respond to feedback.

Differentiation

• Provide a DAW template, limited note choices and a ready-made chord progression for students who need additional support.
• Allow students to enter a rhythm or melody by playing it live, using step input, or drawing notes in the piano roll.
• Extend confident students by asking them to use a contrasting middle phrase, inversions, a countermelody or a deliberate dissonance that resolves.
• For EAL and SEN learners, use colour-coded melody and harmony tracks, visual modelling, chunked instructions, headphones and a partner for verbal feedback. Accept spoken, drawn or recorded explanations on the worksheet.