Lesson Notes By Weeks and Term v3 - Senior Secondary 2
Cadence (punctuation in musical language)
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Cadence (punctuation in musical language)
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Subject: Music
Class: Senior Secondary 2
Term: 1st Term
Week: 7
Theme: Musical Practice And Performance A : Aural Training Iii
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Students should be able to: recognize the in terrupted cadence when sung or played write the Roman figures as sociated with the in terrupted cadence
Musical Practice And Performance A : Aural Training Iii
G. The V chord is built on G: G - B - D (G Major chord).
3. Identify the Submediant (VI)
Chord: The submediant note is the 6th degree of the scale, which is
A. The VI chord is built on A: A - C - E (A minor chord).
4. Interrupted Cadence in C Major: The progression would be G Major chord to A minor chord.
Example notation (in root position): V: G B D vi: A C E Voice Leading Considerations (for writing): When writing an interrupted cadence, particular attention should be paid to voice leading (how individual melodic lines move from one chord to the next). The leading tone (the 7th degree of the scale, which is a note in the V chord) typically resolves up by a semitone to the tonic (1st degree). In an interrupted cadence, this tendency is often maintained, even though the overall chord changes to V
I. Example in C Major (V-vi): V chord (G-B-D): The note B is the leading tone. In the V-vi progression, the B (leading tone) will often move to C (tonic), which is part of the A minor (vi) chord. The G (root of V) might move to A (root of vi). The D (fifth of V) might move to E (third of vi). This movement allows the VI chord to be formed, while still having the leading tone resolve to the tonic, creating the "deceptive" sound.
Other Names for Interrupted Cadence: Deceptive Cadence Broken Cadence
3. Teaching and Learning Activities 3.1 Introduction and Recap (10 minutes)
Teacher Activity: Initiates a brief review of the general concept of cadence, asking students to define it as musical punctuation. Plays short musical excerpts (e.g., from Nigerian gospel songs or simple melodies) that clearly end with a perfect cadence (V-I) and an imperfect cadence (ending on V), and asks students to identify the sense of conclusion or suspension.
Poses a question: "What if a musical phrase sounds like it's going to end strongly, but then surprises us and continues? What kind of musical punctuation would that be?" This leads to the introduction of the interrupted cadence.
Student Activity: Recall and define "cadence." Listen to and describe the feeling of conclusion (finality) or suspension (waiting) in the played excerpts. Engage in a brief discussion about musical endings. 3.2 Concept Development and Aural Recognition (20 minutes)
Teacher Activity: Explicitly introduces the Interrupted Cadence (Deceptive/Broken Cadence) and its characteristic V-vi progression in major keys. Demonstrates the V and vi chords on a keyboard or guitar in C Major, G Major, and F Major. Plays a clear Perfect Cadence (V-I) followed immediately by an Interrupted Cadence (V-vi) in the same key, asking students to compare the sound and the "feeling" of each. Emphasizes the element of surprise in the interrupted cadence. Plays several short melodic phrases ending in either a perfect or interrupted cadence, instructing students to raise their hands when they hear an interrupted cadence. Starts with obvious examples and gradually increases subtlety. Writes the Roman numerals V and vi on the board and explains how to derive the notes for these chords in a given major key, using a step-by-step approach (e.g., C Major: V=G-B-D, vi=A-C-E).
Student Activity: Actively listen to the demonstrations, paying close attention to the sound of V-I vs. V-vi. Describe the "surprise" or "continuation" effect of the interrupted cadence. Participate in aural identification exercises by raising hands for interrupted cadences. Practice identifying the root, third, and fifth of V and vi chords in C, G, and F major keys on paper or verbally. 3.3 Written Practice and Application (15 minutes)
Teacher Activity: Provides students with staff paper or whiteboards. Guides students through writing the Roman numeral progression (V-vi) for an interrupted cadence. Instructs students to write the actual notes for an interrupted cadence (V-vi) in two different major keys (e.g., D Major and B-flat Major) on their staff paper. Teacher circulates Cadence (punctuation in musical language)
Term: 1st Term Week: 25 ---
1. Overview and Learning Objectives This topic introduces the concept of cadence as musical punctuation, focusing specifically on the interrupted cadence. Understanding cadences is crucial for analyzing, performing, and composing music, providing a framework for how musical phrases conclude or transition. For Nigerian learners, this knowledge enhances their ability to appreciate and participate in various musical forms, from church hymns and traditional performances to contemporary popular music, by recognizing structural elements that define musical expression.
Performance Objectives: By the end of this lesson, students will be able to: Identify the sound and feel of an interrupted cadence when heard or performed. Correctly write the Roman numeral progression that defines an interrupted cadence. Connection to Real-World Applications in Nigeria: The ability to recognize and understand cadences is vital for: Music Performance: Accurately interpreting the expressive intent of a composer, especially in gospel music, traditional choral pieces, and highlife where harmonic resolutions guide emotion.
Composition and Arrangement: Creating coherent and emotionally impactful musical phrases in various genres, including Afrobeats, Juju, and Indigenous R&
B. Aural Skills: Developing a refined ear for musical structure, which is indispensable for musicians working in diverse Nigerian musical contexts, from studio recording to live band performances.
Church Music: Understanding how hymns and praise songs are structured harmonically, enabling better congregational singing and instrumental accompaniment.
2. Key Concepts and Explanations 2.1 Cadence: Musical Punctuation A cadence is a harmonic or melodic progression that signals the end of a musical phrase, section, or entire composition. It functions similarly to punctuation marks in language (e.g., full stop, comma, question mark), providing a sense of resolution, suspension, or continuation. Cadences are fundamental to musical form and expression. 2.2 Types of Cadences (Brief Overview) While there are several types of cadences (Perfect, Imperfect, Plagal, Interrupted), this lesson focuses on the Interrupted Cadence. 2.3 The Interrupted Cadence (Also known as Deceptive Cadence or Broken Cadence)
Definition: An interrupted cadence is a cadence that creates a sense of surprise or "deception" by leading the listener to expect a strong final resolution (like a perfect cadence, V-I), but instead resolves to a different chord, typically the submediant (VI) chord. It provides a feeling of continuation rather than a complete stop, often extending a musical idea or leading to a new section.
Characteristic Sound: The most distinctive feature of an interrupted cadence is its unexpected resolution. It builds tension with a dominant chord (V), leading the ear to anticipate the tonic (I), but then "swerves" to the submediant (VI) chord. This creates a moment of harmonic surprise, making the music sound incomplete or as if it wants to continue.
Chord Progression: The most common and characteristic progression for an interrupted cadence in a major key is from the Dominant (V) chord to the Submediant (VI) chord.
Roman Numerals: Roman numerals are used to represent chords based on their scale degree in a given key. Uppercase numerals typically denote major chords, and lowercase numerals denote minor chords. I: Tonic (major) II: Supertonic (minor)
III: Mediant (minor) IV: Subdominant (major) V: Dominant (major) VI: Submediant (minor)
VII: Leading-tone (diminished)
Interrupted Cadence in Major Keys: V - vi (Dominant major to Submediant minor).
Worked Example (C Major Key): Let's analyze the interrupted cadence in the key of C Major.
1. C Major Scale: C D E F G A B C
2. Identify the Dominant (V)
Chord: The dominant note is the 5th degree of the scale, which is
G. The V chord is built on G: G - B - D (G Major chord).
3. Identify the Submediant (VI)
Chord: The submediant note is the 6th degree of the scale, which is
A. The VI chord is built on A: A - C - E (A minor chord).
4. Interrupted Cadence in C Major: The progression would be G Major chord to A minor chord.
Example notation (in root position): V: G B D vi: A C E * Voice Leading Considerations (for writing): by raising hands for interrupted cadences. Practice identifying the root, third, and fifth of V and vi chords in C, G, and F major keys on paper or verbally. 3.3 Written Practice and Application (15 minutes)
Teacher Activity: Provides students with staff paper or whiteboards. Guides students through writing the Roman numeral progression (V-vi) for an interrupted cadence. Instructs students to write the actual notes for an interrupted cadence (V-vi) in two different major keys (e.g., D Major and B-flat Major) on their staff paper. Teacher circulates to provide immediate feedback and support. Explains the "other names" for the interrupted cadence (Deceptive, Broken).
Student Activity: Write down the Roman numeral progression (V-vi) for an interrupted cadence. Individually write out the V and vi chords (notes) for the specified major keys on staff paper. Ask questions for clarification on note placement and chord construction. Record the alternative names for interrupted cadence.
4. Guided Practice (With Solutions)
Question 1 (Aural Recognition): The teacher will play two short musical phrases (Phrase A and Phrase B) on the keyboard. Phrase A ends with a Perfect Cadence (V-I). Phrase B ends with an Interrupted Cadence (V-vi). "Listen carefully to both phrases. Which phrase ends with an interrupted cadence? Describe what you hear that makes it interrupted." Solution: Phrase B ends with an interrupted cadence. The resolution of Phrase B creates a feeling of sudden diversion or continuation, where the sound leads away from a definite conclusion, unlike Phrase A which provides a strong, final sense of rest. The expectation of a complete stop is 'deceived'.
Question 2 (Roman Numerals): "What are the Roman numerals associated with the most common form of an interrupted cadence in a major key?" Solution: The Roman numerals are V - vi. V represents the Dominant major chord. vi represents the Submediant minor chord.
Question 3 (Writing Notes): "Write the notes for an interrupted cadence (V-vi) in the key of G Major." Solution:
1. G Major Scale: G A B C D E F# G
2. Dominant (V)
Chord: Built on the 5th degree (D). D-F#-A (D Major chord)
3. Submediant (vi)
Chord: Built on the 6th degree (E). E-G-B (E minor chord) Therefore, the notes for an interrupted cadence in G Major would be: V: D - F# - A vi: E - G - B Question 4 (Other Names): "List two other names by which an interrupted cadence is known." Solution:
1. Deceptive Cadence
2. Broken Cadence
5. Independent Practice (Questions Only)
1. Listen to five short musical examples played by the teacher. Indicate which examples feature an interrupted cadence.
2. Write the Roman numeral progression for an interrupted cadence in a minor key (Hint: the VI chord in a minor key is major).
3. Write the notes for an interrupted cadence (V-vi) in the key of F Major.
4. Write the notes for an interrupted cadence (V-vi) in the key of B-flat Major.
5. Define an interrupted cadence in your own words, highlighting its primary characteristic.
6. Explain why an interrupted cadence is sometimes referred to as "deceptive."
7. Identify the root notes of the V and vi chords in the key of A Major.
8. If a piece of music in C Major contains the chords G major followed by A minor, what type of cadence is this?
9. Briefly describe the emotional effect an interrupted cadence often creates in music.
1
0. In a given major key, how would the quality (major/minor) of the V chord differ from the quality of the vi chord in an interrupted cadence?
6. Evaluation and Assessment Formative Assessment: Observation: The teacher observes student participation in aural identification activities and their ability to describe the sound of an interrupted cadence.
Class Discussion: Assess understanding during Q&A sessions regarding the definition and function of interrupted cadences.
Spot Check: Quickly review students' written work during class activities (Roman numerals, chord notes) to identify immediate areas of difficulty. Summative Assessment (Aligned to Evaluation Guide): Question 1: List the other names associated with the interrupted cadence.