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PianoBlackboardPaper/ pencilsPartner:I will begin by playing happy birthday in major for the class. I will ask them to describe the songin as many words as possible. By doing this we establish an awareness of terms that relate tosounds in major. I will then return to the piano an d play happy birthday in minor. I will then askthe class, "W hat is different?" The class will openly discuss what they thought was differentabout th e sound. I will then continue dem onstrating th e difference. I will then play tw orecordings of FU N's popular song "We Are Young" one in major, and one in minor. I w/I) thenask them wh at the difference s between the two were.Present:1. Open discussion using the questions an d discussion topics that we covered/^the partner 'section answering: what, why, how and what if?2.1 will now begin to explain the difference between minor and major. This ^explanation willstart off by me d efining w hat it means for a song to be in mino r. After having established thisdefinition, I will give th e students things to listen for. I will make sure that they kn ow thatassociating the words sad or depressing fo r minor may be misleading. There are ma ny songs inminor that ar e meant to have a positive an d joyous message. Likewise, there are many songs inmajor that are not meant to convey a happy meaning. After having warned my students aboutthis misconception, we will turn our attention to an activity. I will play chords on the piano an dhave them both sing the chord, an d identify its quality.Personalize:1. After playing this game, students will break up into groups of three or four an d discuss

what they heard, and how they identified songs in major an d minor.2. Students will be given 1 0 - 1 5 minutes to discuss th e differences between th e sounds ofmajor and minor. While group discussion is going on I will walk around the room to eachgroup and ask them what they have discussed.Perform:Each student w ill be asked to go up to the board and put up a word that they find helpfuldiscerning whether or not a song is in minor. After each student has done this, I will have tprepare a song fo r next class that is normally in major ready to be performed in minor. Thibe a group project.Process:After each group has performed their transposed song, I will ask the class how they were able todo it. What were the difficulties? What was easy? How did you do it? These questions will beused as a way of openin g the floor for class discussion. A fter the discu ssion has finished I willleave th e floor open for any questions th e class m ay have for me.