Handout — Harmony and Interval Chart
Directions (read this like I mean it): With a partner, open the TeachRock Sound Waves synth (http://bit.ly/trsynth). Play each note pairing listed below. Listen closely — focus on beats, roughness, stability, and how the sounds sit together. For each interval, write a short descriptor (pleasant, harsh, stable, jarring, bright, hollow, beating, etc.) and check/confirm the ratio. If a ratio looks wrong, correct it after you test it in the synth. Be neat. Complete the reflection questions at the end.
| Interval (C scale) | Description (your words) | Ratio (confirm in synth) |
|---|---|---|
| C : D | 1:2 | |
| C : E | 1:3 | |
| C : F | 1:4 | |
| C : G | 1:5 | |
| C : A | 1:6 | |
| C : B | 1:7 | |
| C : C (octave) | 1:8 |
Reflection Questions — Answer in complete sentences
- 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?
- What two notes have the largest ratio?
- What two notes have the smallest ratio?
- How does the complexity of the ratio relate to the sound of the two notes being played together?
Teacher Feedback — Task 1 (Student Activity)
Listen up. You had one job: test intervals and record what you hear. You did most of it—good. Your ratio entries are mostly correct and your descriptions show growing vocabulary: “stable,” “harmonious,” “tense.” Next time, be precise: write ratios as simple whole-number pairs (e.g., 1:2), and explain why a ratio sounds consonant or dissonant using words like “simple frequency relationship” or “beat interference.” Use the TeachRock synth to zoom in on beats and label what you hear. Improve neatness and complete all reflection questions fully. I expect full accuracy and clear reasoning on the next attempt. No excuses. Aim higher.
Teacher Feedback — Task 2 (Rubric & ACARA mapping)
Good effort on the rubric and curriculum mapping, but don’t coast. Align every criterion to clear observable behaviours: naming ratios accurately, describing timbral results, using musical vocabulary, completing reflections. Your mapping to ACARA v9 must be explicit — state which content descriptions and achievement outcomes your tasks address. Improve language: replace vague terms like “understands intervals” with measurable actions such as “identifies interval ratios and explains consonance/dissonance.” Include exemplary and proficient examples for students to model. Tighten layout so teachers can use it immediately. Fix these issues and resubmit with exact curriculum references. I will review again. No exceptions. Now.
Extended Rubric — Student Task (Harmony & Interval Chart)
Use this rubric to assess student work. Aim for the exemplary column.
| Criterion | Exemplary | Proficient |
|---|---|---|
| Accuracy of Ratios | All ratios are recorded correctly as simplest whole-number pairs (e.g., 1:2, 3:2 where applicable). Student corrected any initial errors after checking synth. Shows understanding that ratios represent frequency relationships. | Most ratios are correct and written in whole-number pairs. Minor errors are present but do not prevent understanding. Student shows basic awareness that ratios relate to pitch relationships. |
| Descriptive Vocabulary & Listening Detail | Uses precise musical language (consonant, dissonant, beating, stable, octave, perfect fifth) and gives specific listening evidence (e.g., “fast beating at 7:8 ratio caused roughness”). | Uses general descriptors (pleasant, harsh, stable) and some supporting listening comments. Vocabulary is suitable but not detailed. |
| Use of Tech Tool (TeachRock synth) | Effectively uses synth to isolate notes, slow down playback, and identify beating; documents steps and findings clearly. | Uses synth to play pairings and record observations, but documentation of analytic steps is limited. |
| Reflection & Reasoning | Answers to reflection questions show causal reasoning linking ratio complexity to auditory result (e.g., simple ratios → consonance; complex ratios → beating/dissonance). Provides specific examples from chart. | Reflections show general patterns (likes/dislikes, larger/smaller ratios) but explanations are superficial or lack concrete examples. |
| Presentation & Completeness | All fields completed neatly; responses readable and organised; evidence of peer discussion noted. | Most fields completed; handwriting or organisation may be messy; peer work referenced only briefly. |
How to award grades using this rubric
Exemplary = consistently meets all exemplary descriptors. Proficient = meets most proficient descriptors; may miss depth or one area of accuracy. Use teacher comments to guide improvement.
ACARA v9 Mapping (High-level)
Map this activity to relevant strands of the Australian Curriculum (v9) for Music. Useful, non-coded descriptors to link in your planning:
- Music — Understanding: Explore pitch relationships and the physical basis of sound (intervals, frequency ratios, consonance/dissonance).
- Music — Creating & Responding: Use technology to experiment with sound, document listening observations, and communicate musical ideas.
- Music — Skills: Develop aural skills — identify intervals and describe their effects on harmony; use musical vocabulary accurately.
- Assessment alignment: Tasks demonstrate evidence of achievement by requiring identification of ratios, reasoned explanations, and use of listening skills.
Note: When you place this into your school plan, insert the exact ACARA v9 content descriptions and achievement standards that correspond to ‘pitch, intervals and harmony’ for the relevant year level. Make the mapping explicit (e.g., include the ACARA code and exact phrase) so external reviewers can verify alignment.
Quick teacher checklist before handing this to students
- Confirm link to TeachRock synth works on your devices.
- Print enough handouts and pencils; require partners to swap sheets for peer checking.
- Model one interval first: play it, write ratio, describe sound aloud, show how to note beating.
- Collect completed sheets and use the rubric to give focused feedback.
If you want a version formatted exactly for printing (PDF-ready) or with ACARA v9 codes inserted, tell me the year level and I will produce it.