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Ave
rMed
iaLe
sson
Pla
n�U
sing
do
cum
ent c
amer
as w
ith a
K
eybo
ard
Lab
Cla
ssro
omS
usan
Tho
mas
Mus
ic T
each
erC
ente
rvill
e E
lem
enta
ry S
choo
l36
01 C
arria
ge H
ill D
rive
Fred
eric
k, M
aryl
and
2170
4(2
40)5
66-0
100
Fred
eric
k C
ount
y P
ublic
Sch
ools
Fred
eric
k, M
aryl
and
Are
a of
Dis
cipl
ine:
Ele
men
tary
Sch
ool G
ener
al M
usic
Gra
de L
evel
: 4�
min
imum
of t
wo
40 m
inut
e cl
ass
perio
ds
Topi
c of
Les
son:
U
sing
the
elec
troni
c ke
yboa
rd to
iden
tify
and
perfo
rm h
alf s
teps
and
who
le s
teps
(c
reat
ing
scal
es)
Use
of t
he D
ocum
ent C
amer
a�
The
docu
men
t cam
era
is in
con
stan
t use
for a
ll ke
yboa
rdin
g le
sson
s. I
ts u
ses
are
twof
old�
the
cam
era
proj
ects
a P
ower
Poi
nt d
emon
stra
tion
to th
e st
uden
ts to
fo
llow
, and
is a
lso
used
to p
roje
ct re
al-ti
me
imag
es o
f the
te
ache
r�s k
eybo
ard
to a
ssis
t with
the
leve
l of s
tude
nt
succ
ess.
As
a cl
ass,
stu
dent
s ca
n ob
serv
e th
e te
ache
r�s
mod
elin
g an
d m
odify
thei
r per
form
ance
as
nece
ssar
y,
rath
er th
an h
avin
g to
wai
t for
indi
vidu
al a
ssis
tanc
e. T
his
use
of th
e do
cum
ent c
amer
a ex
pone
ntia
lly re
duce
s th
e am
ount
of �
dow
ntim
e� a
s st
uden
ts w
ould
oth
erw
ise
have
to
wai
t the
ir tu
rn to
rece
ive
help
.
Oth
er T
echn
olog
ies
used
with
the
docu
men
t cam
era
in th
e le
sson
�D
ell L
atitu
de D
510
Lapt
op�
Mic
roso
ft P
ower
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nt�
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roso
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mah
a P
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ectro
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keyb
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s
Slid
e S
how
For
mat
�4
slid
es s
how
ing
clas
sroo
m p
hoto
s of
the
docu
men
t ca
mer
a�s
uses
dur
ing
the
keyb
oard
ing
less
on�
Fred
eric
k C
ount
y P
ublic
Sch
ools
obj
ectiv
e (g
oals
) for
mat
fo
r the
less
on�
Less
on O
utlin
e�nu
mbe
rs in
par
enth
eses
are
take
n fro
m
the
Fred
eric
k C
ount
y Pu
blic
Sch
ool�s
Gra
de 4
Gen
eral
M
usic
Cur
ricul
um, v
iew
able
her
e:
http
://w
ww
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teac
h.or
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cs/G
rade
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usic
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.doc
�A
ccom
pany
ing
Pow
erP
oint
use
d w
ith th
e st
uden
ts
2nd
grad
ers
wor
king
inde
pend
ently
in th
e ke
yboa
rd la
b. E
very
CE
S s
tude
nt h
as
one
mus
ic c
lass
per
wee
k in
the
keyb
oard
lab
and
one
gene
ral m
usic
cla
ss in
an
othe
r mus
ic ro
om.
Larg
e cl
asse
s m
ake
it ne
cess
ary
to h
ave
a �d
emon
stra
tion�
key
boar
d in
the
cent
er o
f the
room
at t
he te
ache
r�s w
orks
tatio
n. A
doc
umen
t cam
era
grea
tly
faci
litat
es a
stu
dent
�s u
nder
stan
ding
thro
ugh
�live
� mul
timed
ia e
xam
ples
.
The
docu
men
t cam
era
is th
e pr
imar
y so
urce
for d
ispl
ayin
g ex
ampl
es &
in
form
atio
n fo
r the
stu
dent
s to
follo
w w
hen
achi
evin
g ob
ject
ives
on th
e ke
yboa
rd.
Obj
ectiv
es, P
ower
Poi
nts,
and
the
keyb
oard
itse
lf is
pro
ject
ed
onto
a s
cree
n fo
r stu
dent
s to
use
as
refe
renc
e.
The
docu
men
t cam
era
proj
ects
a
�live
� im
age
of th
e te
ache
r�s
keyb
oard
ont
o a
scre
en to
aid
st
uden
ts in
per
form
ing
key
sequ
ence
s, fi
ndin
g pa
rticu
lar n
otes
, an
d he
lps
achi
eve
obje
ctiv
es re
late
d to
sta
ff re
adin
g by
pro
vidi
ng a
gui
ded
imag
e of
how
to c
onfig
ure
scal
es,c
hord
san
d ot
her t
heor
etic
al
conc
epts
. Th
e do
cum
ent
cam
era
is
the
sing
le m
ost i
mpo
rtant
pie
ce o
f m
ultim
edia
equ
ipm
ent i
n he
lpin
g en
sure
the
succ
ess
of a
ll st
uden
ts in
th
e ke
yboa
rd la
b.
Four
th G
rade
Key
boar
ding
3
�W
hat?
Ide
ntify
and
dem
onst
rate
hal
f st
eps
and
who
le s
teps
�H
ow?
By
iden
tifyi
ng a
nd a
pply
ing
thes
e re
latio
nshi
ps o
n th
e ke
yboa
rd�
Why
? In
ord
er to
per
form
, ide
ntify
and
la
bel c
ompl
ex m
elod
ic e
lem
ents
�M
U.4
00.1
5.02
Less
on O
utlin
e, P
age
1�
Stu
dent
s as
sem
ble
at th
e fro
nt o
f the
cla
ssro
om fo
r a re
view
of t
he p
revi
ous
less
on.
�S
tude
nts
are
show
n th
e ob
ject
ive
slid
e (s
lide
11) ,
and
info
rmed
that
they
w
ill b
e as
sess
ed fo
rmal
ly in
the
follo
win
g cl
ass
by c
ompl
etin
g a
wor
kshe
et
requ
iring
them
to c
onst
ruct
maj
or s
cale
s in
3 d
iffer
ent k
ey s
igna
ture
s ba
sed
on th
e in
form
atio
n pr
esen
ted
to th
em to
day.
Usi
ng th
e do
cum
ent c
amer
a,
proj
ect t
he im
age
of th
e te
ache
r�s k
eybo
ard
onto
the
scre
en fo
r stu
dent
s to
us
e as
refe
renc
e w
hen
addr
essi
ng th
e P
rior K
now
ledg
e qu
estio
ns.
�P
rior K
now
ledg
e:In
the
last
two
keyb
oard
ing
clas
ses,
how
man
y st
uden
ts
have
exp
erim
ente
d w
ith th
e bl
ack
keys
? H
ow m
any
stud
ents
can
mak
e a
rela
tions
hip
betw
een
the
setu
p of
the
keyb
oard
s an
d th
at o
f the
atta
ched
be
ll se
ts?
Can
stu
dent
s m
ake
a co
nnec
tion
by re
mem
berin
g ho
w th
e bl
ack
bells
are
labe
led
on th
e at
tach
ed b
ell s
ets?
�In
trodu
ctio
n:S
tude
nts
are
show
n P
ower
Poi
nt S
lides
15-
17.
Usi
ng th
e do
cum
ent c
amer
a, p
roje
ct th
e im
age
of th
e te
ache
r�s k
eybo
ard
onto
the
scre
en fo
r stu
dent
s to
use
as
refe
renc
e w
hen
addr
essi
ng th
e In
trodu
ctio
n qu
estio
ns.
!W
hat a
re tw
o di
ffere
nces
bet
wee
n th
e bl
ack
& w
hite
key
boar
d ke
ys?
(slid
e 16
)!
How
are
the
blac
k ke
ys u
sed?
(sl
ide
17)
!W
hat i
s an
alte
rnat
e na
me
for t
he b
lack
key
s? (
slid
e 16
)!
Wha
t is
the
purp
ose
of th
e bl
ack
keys
? (s
lide
17)
Less
on O
utlin
e, P
age
2�
New
Kno
wle
dge:
Stud
ents
are
gui
ded
thro
ugh
Pow
erP
oint
slid
es
18-2
7�re
cogn
izin
g, la
belin
g an
d ap
plyi
ng th
e bl
ack
keys
to k
ey
sign
atur
es a
nd c
reat
ing
a m
ajor
sca
le.
Usi
ng th
e do
cum
ent c
amer
a,
proj
ect t
he im
age
of th
e te
ache
r�s k
eybo
ard
onto
the
scre
en fo
r the
st
uden
ts to
use
as
refe
renc
e w
hen
answ
erin
g th
e as
sess
men
t qu
estio
ns.
�A
sses
smen
t:C
an s
tude
nts:
!G
ive
at le
ast t
wo
purp
oses
for a
key
sig
natu
re (s
lide
24)
!E
xpla
in w
hat a
n ac
cide
ntal
doe
s to
an
unal
tere
d no
te (s
lide
26).
Can
a
stud
ent d
emon
stra
te o
n th
e te
ache
r�s k
eybo
ard
how
to ra
ise
and
low
er
a no
te?
!E
xpla
in h
ow a
com
pose
r kno
ws
whi
ch n
ame
of a
bla
ck k
ey to
use
(slid
e 27
)!
Def
ine
shar
pan
d fla
t(sl
ide
26).
Cho
ose
a no
te o
n th
e pr
ojec
ted
teac
her�s
key
boar
d an
d re
ques
t for
stu
dent
s to
pla
y th
at n
ote
for t
he
clas
s, th
en s
how
whe
re th
e �fl
atte
d� o
r �sh
arpe
d� v
ersi
on o
f the
not
e w
ould
be.
!
Rec
ogni
ze a
cor
rect
ly w
ritte
n m
ajor
sca
le (
slid
e 27
)
Less
on O
utlin
e, P
age
3
�N
ew K
now
ledg
e P
art I
I:St
uden
ts a
re g
uide
d th
roug
h Po
wer
Poi
nt
slid
es 2
8-39
�us
ing
key
sign
atur
es, a
ccid
enta
ls, a
nd W
hole
/Hal
f st
ep p
atte
rns
to c
reat
e m
ajor
sca
les.
Usi
ng th
e do
cum
ent c
amer
a,
proj
ect t
he im
age
of th
e te
ache
r�s k
eybo
ard
onto
the
scre
en fo
r st
uden
ts to
use
as
refe
renc
e w
hen
answ
erin
g th
e as
sess
men
t qu
estio
ns.
�A
sses
smen
t:C
an s
tude
nts:
!D
efin
e to
nal c
ente
rand
deg
ree
(slid
es 2
8-29
). C
hoos
e a
stud
ent t
o co
rrec
tly p
lay
an o
ctav
e (to
nal c
ente
r) u
sing
the
proj
ecte
d te
ache
r�s
keyb
oard
.!
Rec
ogni
ze a
nd d
escr
ibe
the
diffe
renc
e be
twee
n w
hole
ste
ps a
nd h
alf
step
s on
the
keyb
oard
(slid
e 35
). C
hoos
e st
uden
ts to
use
the
proj
ecte
d te
ache
r�s k
eybo
ard
to id
entif
y ½
and
who
le s
teps
bas
ed o
n gi
ven
note
s.!
Arti
cula
te th
e pa
ttern
of w
hole
& h
alf s
teps
in th
e m
ajor
sca
le (s
lide
37)
!C
orre
ctly
iden
tify
the
key
sequ
ence
that
cre
ates
a s
cale
in F
maj
or (s
lide
39)
Use
the
proj
ecte
d te
ache
r�s k
eybo
ard
for s
tude
nts
to w
atch
as
the
teac
her d
emon
stra
tes
the
corre
ct p
layi
ng o
f an
F m
ajor
sca
le.
Less
on O
utlin
e, P
age
4�
App
licat
ion/
Asse
ssm
ent:
Stu
dent
s ar
e gi
ven
oppo
rtuni
ties
to a
pply
the
know
ledg
e ga
ined
of s
tep
patte
rns,
acc
iden
tals
and
the
crea
tion
of th
e m
ajor
sca
le th
roug
h: Id
entif
ying
and
per
form
ing
the
G m
ajor
sca
le, a
s pr
ompt
ed in
slid
e 40
. As
stu
dent
s co
mpl
ete
the
writ
ten
wor
kshe
ets
and
exam
ples
des
crib
ed b
elow
, the
doc
umen
t cam
era
is to
be
used
bot
hto
pr
ojec
t ans
wer
key
s on
pap
er, a
nd c
orre
ct p
erfo
rman
ces
of e
ach
ques
tion
aske
d.
!C
onfig
ure
and
perfo
rm a
maj
or s
cale
of t
he s
tude
nt�s
cho
ice
!C
onfig
ure
and
perfo
rm a
maj
or s
cale
of t
he te
ache
r�s c
hoic
e (d
iffic
ulty
leve
l de
term
ined
by
stud
ent�s
prio
r exp
erie
nce
with
key
boar
ding
)!
Vis
ual/w
ritte
n re
cogn
ition
of t
he k
ey s
igna
ture
s fo
r C m
ajor
, F m
ajor
and
G m
ajor
, an
d th
e ab
ility
to p
erfo
rm th
e co
inci
ding
sca
les
�E
xten
sion
: M
aste
ry o
f maj
or s
cale
con
stru
ctio
n w
ill e
nabl
e st
uden
ts in
fu
ture
less
ons
to:
!fo
rmul
ate
the
I, IV
, V a
nd V
7 ch
ord
stru
ctur
es fo
r the
key
s of
C, F
and
G,
enab
ling
perfo
rman
ce o
f com
plex
har
mon
ies.
(MU
.400
.20.
02)
!C
ompo
se s
impl
e m
elod
ic o
stin
atia
nd d
esca
nts
to fa
milia
r son
gs (M
U.4
00.2
0.01
) (M
U.4
00.6
0.03
)!
Cre
ate
sim
ple
mel
odie
s us
ing
stan
dard
not
atio
n w
ithin
spe
cific
gui
delin
es(M
U.4
00.6
0.02
)!
Impr
ovis
e sh
ort s
ongs
(MU
.400
.55.
02)
The
Blac
k Ke
ys
Toda
y w
e w
ill le
arn
abou
t and
pla
y th
e bl
ack
keys
on
the
keyb
oard
, wha
t the
ir pu
rpos
e is
, an
d ho
w to
use
them
to c
reat
e m
ajor
sca
les
Bla
ck K
eys
Take
a c
lose
look
at t
he b
lack
key
s of
the
keyb
oard
.W
hat d
o yo
u no
tice
abou
t the
bla
ck k
eys?
You
mig
ht h
ave
notic
ed th
ey a
re s
horte
rtha
n th
e w
hite
key
s.
You
mig
ht h
ave
notic
ed th
ey a
re in
bet
wee
nth
e w
hite
key
s.
BU
T M
OST
IM
PO
RT
AN
TL
Y�
They
are
gro
uped
in s
ets
of tw
o an
d th
ree.
So, w
hat d
o I d
o wi
th th
em?
�Th
e bl
ack
keys
on
the
keyb
oard
are
als
o ca
lled
acci
dent
als.
The
y ar
e to
nes
�bet
wee
n� th
e w
hite
tone
s, a
nd a
re u
sed
to
help
cre
ate
scal
es.
�W
e w
ill u
se th
e fo
llow
ing
info
rmat
ion
to
crea
te m
ajor
sca
les
in th
e ke
ys o
f C, F
and
G
.
Crea
ting
the
Maj
or S
cale
Or�
�Wha
dday
aM
EAN
hal
f ste
ps
and
who
le st
eps?
!?�
By
the
time
we�re
don
e, y
ou�ll
un
ders
tand
�So
me
new
voc
abul
ary�
anyt
hing
that
�s pr
inte
d in
red
is a
new
wor
d th
at p
erta
ins t
o cr
eatin
g a
scal
e�
Wha
t key
sign
atur
es a
re &
wha
t the
y do
to
note
s�
The
patt
ern
used
to c
reat
e ev
ery
maj
or sc
ale
�H
ow to
cre
ate
a m
ajor
scal
e st
artin
g on
any
ke
y
Maj
or S
cale
s Are
��
Sequ
ence
sof w
hole
step
sand
hal
f ste
ps�
May
be
asce
ndin
gor
des
cend
ing
�M
ade
up o
f deg
rees
�Bu
ilt fr
om th
e to
nal c
ente
r�
Som
etim
es b
uilt
with
acc
iden
tals
in th
e ke
y sig
natu
re
Let�s
take
a lo
ok a
t a p
iano
key
boar
d�
As y
ou k
now
, eac
h ke
y of
a k
eybo
ard
(or e
ach
note
of a
scal
e) is
giv
en a
n al
phab
et
lett
er fr
om A
-G.
F G
A B
C D
E F
G A
B C
D E
Up
until
now
, we
have
n�t d
one
muc
h w
ith th
e bl
ack
keys
, but
thos
e bl
ack
keys
pla
y an
impo
rtan
t par
t in
crea
ting
scal
es.
Each
blac
k ke
y ac
tual
ly h
as tw
o na
mes
�th
e na
me
you
use
depe
nds o
nw
hat a
lpha
bet l
ette
rs y
ou n
eed
to c
reat
e a
scal
e w
ithou
t usin
gan
y le
tter
s tw
ice.
F G
A B
C D
E F
G A
B C
D E
Her
e ar
e th
e na
mes
for t
he b
lack
key
s�
F G
A
B
C D
E
F
G
A
B
C
D
E
F#
G#
A#
C
# D
#
F#
G#
A#
C
#
D#
Gb
Ab
Bb
D
b E
bG
bA
bB
b
Db
Eb
Key
Sig
natu
res
�K
ey si
gnat
ures
are
pla
ced
at th
e be
ginn
ing
of
each
line
of m
usic
�
Key
sign
atur
es sh
ow w
hich
not
e is
the
tona
l ce
nter
. Th
e to
nal c
ente
r is t
he n
ote
that
a
scal
e is
built
on.
�K
ey si
gnat
ures
tell
a pe
rfor
mer
whi
ch n
otes
ar
e al
way
s alte
red
whe
n th
ey�re
to b
e pl
ayed
�K
ey si
gnat
ures
save
com
pose
rs fr
om h
avin
g to
writ
e ac
cide
ntal
sove
r and
ove
r
Key
Sig
natu
re E
xam
ples
G M
ajor
C M
ajor
F M
ajor
All
�F�s
� ar
era
ised
by
½ st
ep
All
�B�s
� ar
elo
wer
ed b
y ½
step
No
chan
ges
to a
ny n
otes
Acc
iden
tals
�A
n �a
ccid
enta
l� is
a sy
mbo
l pla
ced
in fr
ont o
f a
note
(or
in th
e ke
y sig
natu
re)
that
alte
rs
the
note
by
½ st
ep.
�A
�sh
arp�
look
s lik
e th
is: #
and
raise
s a p
itch
by ½
step
.
�A
�fla
t� lo
oks l
ike
this:
b
and
low
ers a
pitc
h by
½ st
ep.
So�
is it
a sh
arp
or a
flat
?�
Each
lett
er o
f the
scal
e ca
n us
e an
al
phab
et le
tter
onl
y on
ce�
.C
D E
F G
A B
�In
corr
ect:
C D
E F
G G
# B
W
hy??
�Co
rrec
t:
C D
E F
G
Ab
B
W
hy??
To
Crea
te a
Sca
le�
Scal
es a
re m
ade
from
a se
quen
ce (
patt
ern)
of
degr
ees.
A d
egre
e is
a nu
mbe
r ass
igne
d to
a
pitc
h of
a sc
ale.
�Sc
ales
use
deg
rees
from
1-8,
and
eac
h de
gree
is
give
n a
diffe
rent
lett
er p
itch
nam
e�
Scal
e de
gree
s 1 a
nd 8
are
the
sam
e pi
tch
nam
e, a
lso c
alle
d th
e to
nal c
ente
r.
Scal
e de
gree
s loo
k lik
e th
is�de
gree
#1 i
s also
cal
led
the
TON
AL
CEN
TER.
The
tona
l cen
ter i
s the
pi
tch
that
the
scal
e is
built
aro
und.
Any
pitc
h ca
n be
scal
e de
gree
nu
mbe
r 1�
not j
ust C
.
F G
A
B
C D
E
F
G
A
B
C
D
E1
2
3
4
5 6
7
8/
1
Who
le st
eps
�A
who
le st
epon
the
keyb
oard
has
ON
Eke
y th
at is
sk
ippe
d be
twee
n th
em�
.like
this:
�Th
ey c
an b
e tw
o bl
ack
keys
, tw
o w
hite
key
s, or
one
of
eac
h.
F G
A
B
C D
E
F
G
A
B
C
D
E
Hal
f ste
ps�
A h
alf s
tep
on th
e ke
yboa
rd h
as N
Oke
ys th
at a
re
skip
ped
betw
een
them
�.li
ke th
is:
They
are
usu
ally
one
bla
ck &
one
whi
te k
ey, b
utca
n so
met
imes
be
two
whi
te k
eys.
F G
A
B
C D
E
F
G
A
B
C
D
E
Her
e ar
e th
e sc
ale
degr
ees f
or th
e C
Maj
or S
cale
. In
the
key
of C
Maj
or, w
hat k
ind
of a
ccid
enta
lsdo
we
have
??
F G
A
B
C D
E
F
G
A
B
C
D
E1
2
3
4
5 6
7
8/
1
In C
Maj
or w
e ha
ve N
O A
CCID
ENTA
LS,
mea
ning
that
no
scal
e de
gree
s are
cha
nged
�in
this
case
, all
the
keys
are
whi
te k
eys.
Aga
in, h
ere�
s wha
t our
scal
e lo
oks l
ike:
Her
e ar
e th
e sc
ale
degr
ees f
or th
e C
Maj
or S
cale
:
Now
we
are
goin
g to
figu
re o
ut th
e pa
ttern
for
a M
ajor
Sca
le.
F G
A
B
C D
E
F
G
A
B
C
D
E1
2
3
4
5 6
7
8/
1
Who
le a
nd H
alf S
teps
�A
WH
OLE
ste
p on
the
keyb
oard
has
ON
E ke
y th
at is
ski
pped
be
twee
n th
em.
�It
can
be tw
o bl
ack
keys
, tw
o w
hite
key
s,
and
in c
erta
in a
reas
, on
e of
eac
h
�A
HA
LF s
tep
on th
e ke
yboa
rd h
as n
o ke
ys
that
are
ski
pped
be
twee
n th
em.
�Th
ey a
re u
sual
ly o
ne
blac
k ke
y to
the
next
w
hite
key
, but
in
spec
ial a
reas
it c
an
be tw
o w
hite
key
s.
Her
e�s t
he M
ajor
Sca
le P
atte
rn b
etw
een
the
note
s for
the
C
Maj
or S
cale
:(1
)
(2
)
C
an
d
D
W
hole
Ste
p
Why
?(2
)
(3)
D
and
E
Who
le S
tep
Why
?
(3)
(4)
E
and
F
Hal
f Ste
p
W
hy?
(4)
(5)
F
and
G
W
hole
Ste
p
W
hy?
(5)
(6)
G
and
A
W
hole
Ste
p
W
hy?
(6)
(7)
A
and
B
W
hole
Ste
p
Why
?
(7)
(8
)
B
and
C
H
alf S
tep
Why
?
Wha
t not
e is
skip
ped?
Wha
t not
e is
skip
ped?
Wha
t not
e is
skip
ped?
Wha
t not
e is
skip
ped?
Wha
t not
e is
skip
ped?
So th
e M
ajor
Sca
le P
atte
rn is
�
W W
H W
W W
H
Let�s
ver
ify th
at th
is is
cor
rect
with
a
diffe
rent
Maj
or S
cale
.
F M
ajor
F G
A
C
D E
F
G A
C D
E
Bb
Bb
Is th
is c
orre
ct?
F G
A
A
# C
D
E
F
Why
or w
hy n
ot?
Is th
is c
orre
ct?
F G
A
B b
C
D
E
F
Why
or W
hy n
ot?
G
Let
�s u
se a
noth
er K
ey S
igna
ture
to c
heck
our
Maj
or S
cale
Pa
tter
n: G
Maj
or.
We
know
that
G M
ajor
has
one
#.
Usi
ng y
our
keyb
oard
, pla
y a
G M
ajor
Sca
le.
As y
ou a
re
play
ing
your
who
le a
nd h
alf s
teps
mak
e su
re y
ou a
re
wri
ting
dow
n w
hich
lett
er n
ames
you
are
pla
ying
so
we
can
shar
e th
e M
ajor
Sca
le w
ith th
e cl
ass.