Melody vs.

Counter-melody in Dragon Dance

Objectives
1. Students will learn the terms melody and counter-melody.
2. Students will read rhythms and identify where they appear in ​Dragon Dance.
3. Students will be able to identify the melody and counter-melody in ​Dragon Dance ​by
looking in their part and at the score​.
4. Students will be able to adjust ensemble balance based on whether or not they have the
melody throughout the piece.

Standards Addressed

EI.2 The student will echo, read, and perform simple rhythms and rhythmic patterns,
including whole notes, half notes, quarter notes, eighth notes, dotted half notes, dotted
quarter notes, and corresponding rests.

EI.6 The student will read, notate, and perform scales, including
1. wind/mallet student—one-octave ascending and descending concert F and
B-flat major scales; and

EI.9 The student will define and use musical terminology found in the music literature
being studied.

EI.12 The student will demonstrate ensemble skills at a beginning level, including
3. balancing instrumental timbres;
4. matching dynamic levels and playing style;
5. responding to conducting patterns and gestures; and

EI.15 The student will perform simple rhythmic and melodic examples in
call-and-response styles.

Procedures
1. Students will enter the classroom, get set up, and begin their smart warm ups.
2. Students will warm up as a group
a. Breathing eighth, quarter, half, and whole note patterns.
b. Playing their concert Bb scale while watching the conductor to que each note.
c. Playing their concert Ab scale in call and response style.
3. Students will briefly review what the terms melody and counter-melody are.
4. Students will look at two rhythms on the board and identify them in their music.
a. One will be the rhythm of the melody, the other the rhythm of the counter-melody
in ​Dragon Dance.
b. Students will determine whether they play the melody, counter-melody, or
something else.
 5. Students will play through ​Dragon Dance​ and stand when they think they have the
melody or counter-melody.
6. Students will engage in a short discussion about the role of accompaniment in its relation
to a melody, and how to adjust ensemble volume so that the melody is still prominent to
the listener.
7. Students will play through the piece again, this time adjusting the volume when they are
not standing/have the most important part of the piece.

Assessment
1. Students will be formally assessed for bringing all of their needed materials to class.
2. Students will be informally assessed on their involvement in brief discussions of new
terms and correct answers in rapid fire Q&A.
3. Students will be informally assessed for understanding and application of these terms in
the “melody stands up” exercise.

Materials
- Dragon Dance s​ core
- Whiteboard and markers
- Extra instruments, music, and pencils.