Handout - Harmony and Interval Chart
In the name of the Moon, let us explore harmony! Ratios shape the feelings music gives us. When two notes sound together, their frequency relationship is called an interval. Harmony describes how intervals in a scale sound together. Work with a partner and use the TeachRock Sound Waves Techtool: http://bit.ly/trsynth. Play each pair, talk with your partner, and write your thoughts below. Fill the Ratio column while you listen.
| Interval | Description of interval (words you might use: pleasant, harsh, stable, jarring, bright, warm, tense) | Ratio (fill in while listening) |
|---|---|---|
| C : D | __________________________________________ | ________________________________ |
| C : E | __________________________________________ | ________________________________ |
| C : F | __________________________________________ | ________________________________ |
| C : G | __________________________________________ | ________________________________ |
| C : A | __________________________________________ | ________________________________ |
| C : B | __________________________________________ | ________________________________ |
| C : C (octave) | __________________________________________ | ________________________________ |
Questions
- List the ratios of the note pairings that you liked. What do you notice about these ratios?
- List the ratios of the note pairings that you disliked. What do you notice about these ratios?
- Which two notes have the largest ratio?
- Which two notes have the smallest ratio?
- How does the complexity of the ratio relate to the sound when the two notes are played together?
Teacher guidance and ACARA v9 mapping (Sailor Moon cadence)
In the name of the Moon, teachers should guide students to listen carefully, use precise vocabulary, and experiment with the TeachRock synth. This task aligns with the Australian Curriculum v9 Music goals for Years 7-10, specifically the strands that ask students to:
- develop aural skills by identifying and describing pitch relationships and harmony;
- analyse how elements of music (pitch, harmony, timbre) create mood and meaning;
- use digital technologies to explore and create musical sounds and to document observations;
- reflect on and communicate musical choices and listening findings.
Assessment criteria and rubric (extended)
Use these criteria when assessing student work: listening accuracy and vocabulary, correct ratio identification, quality of written reflection, and collaboration/tech use.
Criterion: Understanding intervals and ratios
Exemplary: Student accurately identifies ratios for each interval or explains any discrepancies (just/tempered), uses correct technical terms (octave, fifth, major third), and links ratio precision to perceived stability or dissonance. Evidence: clear, accurate ratio values and insightful written justification.
Proficient: Student correctly identifies most ratios, uses basic technical terms and describes stability or tension with reasonable accuracy. Evidence: mostly correct ratios and clear descriptions.
Criterion: Aural description and musical vocabulary
Exemplary: Uses varied descriptive words and links them to musical reasons (e.g., beats, consonance/dissonance), compares intervals confidently, and shows nuanced listening.
Proficient: Uses some descriptive words and correctly identifies general feelings (pleasant/tense), showing developing analytical listening.
Criterion: Use of technology and collaboration
Exemplary: Acts as active operator and observer, documents experiments, and helps partner analyse results; demonstrates confident use of TeachRock synth.
Proficient: Shares tasks with partner, uses the synth reliably, and records observations with teacher support.
Criterion: Reflection and responses to questions
Exemplary: Answers questions with clear, evidence-based conclusions about ratios and sound complexity; explains why certain intervals feel consonant or dissonant.
Proficient: Answers questions with logical observations and some supporting examples from listening.
Teacher comments (100 words each, Sailor Moon cadence)
Task 1: Student listening and interval chart (100-word comment)
In the name of the Moon, guide your students to explore intervals by pairing isolated listening with hands-on synthesis. Encourage careful listening: ask partners to describe feelings, timbre and stability for each interval, then record a one-line justification for each ratio choice. Rotate roles so each student operates the TeachRock synth and records observations. Expect varied descriptive language; scaffold with word bank (pleasant, tense, stable, dissonant). Use formative checks: listen for technical vocabulary (octave, fifth, major third) and correct ratio identification. Provide extension by having students demonstrate intervals on keyboard and compare equal-tempered vs just ratios.
Task 2: Using the rubric and providing feedback (100-word comment)
In the name of the Moon, use the rubric to assess listening accuracy, conceptual understanding, collaboration and written reflections. Provide exemplary feedback that names strengths (e.g., precise ratio use, nuanced descriptors, accurate comparisons) and offers one targeted next step. For proficient responses, acknowledge correct intent and suggest specific vocabulary or listening strategies to deepen analysis. Record evidence samples for moderation and track progress over multiple lessons. Share rubrics with students before task to clarify expectations. Allow resubmission after feedback so students practise critical listening and refine their written descriptions and ratio calculations. Offer in-class demonstrations and modelled examples regularly available.
Note: Encourage students to experiment with both just intonation ratios and equal-tempered sound to see how ratio complexity and tuning systems affect perceived harmony.