Lesson #2: Review Musical Elements

Date: TBD Learning Goals: Resources/Materials:

I can identify multiple musical  Auditory
Course: AMU 2O elements in a song. speakers/video
I can articulate what musical  Wifi (teacher use only)
elements can be changed in a  Sheet music
song.   Piano (of available to
I can manipulate musical elements aid rehearsal)
to personalize a song. 
RM: TBD Modifications/Accommodati
ons:
 Headsets available

Critical Questions: 
What makes a cover different from the original? 
Why do musicians create covers of other songs? 

Lesson: Reliable Students:

Part I: Musical Elements in Pop Songs VP's:

Review Musical Elements Emergency Ext: 

 Teacher will ask students for examples of musical
elements and list them on the board as they answer - Main Office Extensions:
review from theory lesson 
 Teacher will guide this discussion through questions Guidance:
such as, “what is the word we use when a song gets
louder or softer?”

Listening
 Teacher will play for students “Bad Guy” (3:14) by
Billie Eilish 
o https://www.youtube.com/watch?v=4-
TbQnONe_w
 Teacher will ask students to identify any and
all musical elements they can hear while
listening to this song 
 Play this song as many times as necessary
 Teacher will list the elements the students
identify

Cover Listening 1
 Teacher will play for students “Bad Guy Cover” (2:45)
 by The Interrupters 
o https://www.youtube.com/watch?v=gmRy-
JW5aps
 Teacher will ask students to identify the
differences in musical elements that they hear
in this cover
 Teacher will guide this discussion by asking
questions such as, “do you hear something
different in the rhythm of this cover? What is
it that is different about it?”
 Teacher will list all elements the students
make note of
 Nearing the end of the discussion the teacher
will ask what students notice about the
original now that they’ve heard a new
version? 

Cover Listening 2
 Teacher will play for students “Bad Guy Cover”
(13:45, for whole video but actually song starts 11:39)
in the style of Meghan Trainor, by Ali Spagnola 
o https://www.youtube.com/watch?
v=WxNGO7FwTWc
 Teacher will ask students to identify the
differences in musical elements that they hear
in this cover
 Teacher will guide this discussion by asking
questions such as, “how did Ali create this
“happier” tone in this cover?”
 Teacher will list all elements the students
make note of
 Nearing the end of the discussion the teacher
will ask what students notice about the
original now that they’ve heard a new
version? 

Part II: Rehearsal (intro to co-creating a song cover)

Creating a cover with the chorus of a song

- Teacher will play “Lose you to love me” Selena Gomez
(3:26) and ask students to listen carefully
 https://www.youtube.com/watch?v=zTGaRH-laDQ
 Teacher will ask students for a few musical elements
 they notice right away just from listening
- Teacher will hand out sheet music for the song played
and then ask students to listen to the song again with the
sheet music - thinking ahead of time about the elements
they hear and elements they may want to hear
 Teacher will ask students to identify musical elements
that they notice with the music in front of them
 What musical elements could could we possibly be
change?

Teacher Guided Vocal Warmup

Rehearsal 
 Teacher will guide students to sing through the
chorus as closely to the original as they can.
 Teacher will then guide the students through the
chorus with some musical elements changed as
students suggested. (Eg; quicker tempo/ sectioning
off parts) 

Debrief/conclude
 Teacher will review how to create a cover using
musical elements 
 Ask students if they have any questions

Exit card: “Name one song you love right now and list at
least 3 musical elements that make you love it so much.”

Curriculum/Essential Learnings: 
A1.1 apply the creative process when performing notated and/or improvised music
A1.2 apply the creative process when composing and/or arranging music
A2.1 apply the elements of music and related concepts appropriately and effectively when
interpreting and performing notated music
A2.2 manipulate the elements of music and related concepts appropriately and effectively
when improvising melodies in a variety of musical forms
A2.3 apply the elements of music and related concepts appropriately and effectively when
composing and/or arranging music in a variety of forms

Assessment:
 Observation
 Class discussion - deconstructing the song and elements within it
 Co-constructing changing musical elements
 Google form exit card 
Notes: Be aware and mindful of student’s behavior.