Figure 2. Contents of longer version of Example 1.

Chapter Title Image Audio
1 Introduction Bullet points: purpose of RNs, same structure in all major keys, etc. Voiceover: I talk through the bullet points, elaborating slightly.
2 C-major scale with solfège C-major scale with solfège I review the syllables.
3 C-major scale with scale-degree numbers C-major scale with scale-degree numbers I explain the scale-degree carets, another way to indicate a note’s position within a major key.
4 C-major scale with degree-names C-major scale with degree-names (tonic, supertonic, etc.) I go over the names.
5 Diatonic triads in C major Each one shown with syllables and a RN With reference to the chord progression the class is used to singing, I explain the chord qualities and that roman numerals indicate the qualities by using upper- or lower-case letters.
6 Triads in CM with triad names Same as previous, but adds “tonic triad,” etc. I go over the name of each triad.
7 Apply your understanding Text directions: write the diatonic triads in Ab major, using accidentals I explain what I want the students to do.
8 Answers to “Apply” Diatonic triads in A-flat major (notation, solfège, and triad names) I give the answers and spell the chords, noting what kinds of errors I anticipate the students might make (e.g., clef errors, mis-remembering the key signature).
9 Try-it - Part A Four examples for students to write (various keys, chords, and clefs) I speak the directions on the image, elaborating slightly.
10 Part A -answers Answers to previous I give and explain the answers, again noting some possible errors.
11 Try-it - Part B Four examples for students to analyze (various keys, chords, and clefs), including one triad not in the given key I speak the directions on the image, elaborating slightly.
12 Part B -answers Answers to previous I give and explain the answers, additionally indicating each triad’s root and quality (e.g., “D-minor triad”). For the triad not in the given key, I explain it is a chromatic rather than diatonic triad, thereby introducing in a non-threatening way a topic that will come up later in the theory sequence. To conclude, I mention the class will explore the topic in further depth during the next class meeting, and encourage their questions. I also remind the class that they will take a mini-quiz on the material at the beginning of the next period.