Unit Plan 12 (Grade 8 Band): Melody & Rhythm Creation

Focus: Compose short instrumental melodies and rhythmic motives within a given key, meter, and range, demonstrating purposeful shape and resolution.

Grade Level: 8

Subject Area: Band (Creating & Composing • Melodic/Rhythmic Design • Notation Skills)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

Students shift from only performing and improvising to composing their own short melodies and rhythmic motives for band instruments. Working within clear constraints (key, meter, range), they learn how to build phrases with direction, repetition, contrast, and resolution. They begin with tiny rhythmic patterns and two-measure melodic ideas, then extend to 4–8 measure phrases that resolve to tonic and can be played by themselves or classmates. By the end of the unit, students will have at least one written mini-composition that can be performed in class.

Essential Questions

• What makes a melody or rhythmic pattern sound intentional instead of random?
• How do key, meter, and range guide the choices I make when composing?
• What does it mean for a phrase to have a shape and a clear ending (resolution)?
• How can I use motifs, repetition, and variation to build a longer musical idea?
• How does composing my own music help me understand and perform band repertoire more musically?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe the difference between a motif, a phrase, and a complete melody.
2. Create short rhythmic patterns in a given meter (e.g., 4/4 or 6/8) that fit cleanly into one or two measures.
3. Compose 4–8 measure melodic phrases within a specified key and instrument range, demonstrating basic contour (up/down shape) and resolution to tonic.
4. Use motivic development (repetition, sequence, variation) to extend a short idea into a longer phrase.
5. Notate their ideas using standard notation with correct pitches, rhythms, barlines, and expressive markings appropriate to the assignment.
6. Share their work and provide/receive constructive feedback using simple composition criteria.

Standards Alignment — 8th Grade Band (custom, NAfME-style)

• BD:Cr1.8b — Create short instrumental melodies or rhythmic patterns within a given key, meter, and range, demonstrating purposeful shape and resolution.
  • Example: Students compose an 8-measure melody that resolves to tonic and includes a controlled leap.

Success Criteria — Student Language

• I can write a one- or two-measure rhythm that fits a given time signature.
• I can compose a short melody in a given key that stays in a realistic range for my instrument.
• I can give my melody a clear shape (it goes somewhere) and a clear ending (it resolves).
• I can use repetition and small changes (variation) to grow a motif into a longer phrase.
• I can notate my ideas with correct pitches, rhythms, and barlines, and add at least one expressive marking (like a dynamic or articulation).
• I can explain one way my melody or rhythm shows purposeful design, not just random notes.