Lesson 5
Programming progressions
In this lesson, students will combine the concepts of abstraction and parallelism to create a musical chord progression using functions and broadcasting. They will learn the common I-IV-V-I chord progression and its historical influence on music. Students will then sequence their functions in Scratch to create their own I-IV-V-I chord progression.
school
Grade
7
local_library
Subject
Music
schedule
Length of lesson
50 minutes
Learning objective
Students will compose a major chord progression using multiple functions in an appropriate sequence.
Standards
CSTA Standards
- 2-AP-12: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
- 2-AP-13: Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs
- 2-AP-14: Create procedures with parameters to organize code and make it easier to reuse.
National Association for Music Education (NAfME) Music Standards, 2014
- MU:Cr1.1.7a: Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
- MU:Cr1.1.C.IIa: Describe and demonstrate how sounds and musical ideas can be used to represent sonic events, memories, visual images, concepts, texts, or storylines.
- MU:Cr1.1.T.IIa: Generate melodic, rhythmic, and harmonic ideas for compositions and improvisations using digital tools and resources.
- MU:Cr2.1.C.IIa: Assemble and organize multiple sounds or musical ideas to create initial expressive statements of selected sonic events, memories, images, concepts, texts, or storylines.
Multi-lesson projects
Students will use the same project across multiple lessons.
Programming progressions
Lesson contents
Scratch projects
Programming progressions
Student resource
Multi-lesson project
Students will use the same project across multiple lessons