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SUBJECT: Form
Grade Level: Music Appreciation – Grades 9 - 12
LESSON OBJECTIVES
Students will:
- Explain form as a musical concept.
- Identify visually and aurally forms that are based on the principle of repetition.
- Identify visually and aurally forms that are based on the principle of contrast.
- Identify visually and aurally forms that are based on both repetition and contrast.
- Examine how the performer acts as a bridge between the composer and the listener.
- Recognize how the performer conveys the composer's intent by using their own individual style and emotional approach to the printed score.
- Examine the role of the performer by listening to and interpreting the spiritual.
- Define the following musical terms: composer, notation, performer, score, spiritual, technique.
COMMON CORE STANDARDS
Add district, state and/or national standards as is applicable to your area
Preparatory Activities
10 minutes
- Review the vocabulary for Class 17:
- Movement, contrast, strophic form, theme and variations, rondo, binary, ternary, theme, episodes.
Resources/Materials
- The following audio files and scores:
- Greensleeves – (Binary)
- Brahms – Lullaby – (Binary)
- Saint-Saens – “The Swan” – from The Carnival of the Animals (Ternary)
- Mozart – “Eine Kleine Nachtmusik” K. 525 – Minuet and Trio (Ternary)
- Mozart – “Eine Kleine Nachtmusik” K. 525 – last movement (Rondo)
- Saint-Saens – “Fossils” from The Carnival of the Animals - (Rondo)
- Body Percussion sheet
INSTRUCTIONAL SEQUENCE
TIME
Whole Group Instruction
- Teach the students the four-measure body percussion phrase on the Body Percussion Sheet.
- After the students are confident, divide students into smaller groups.
- Assign each group to compose another 4 measure phrase – they can use any combination of snap, clap, stomp, or patsch (tap on knees), but the phrase must be musically coherent and remain in the same meter and tempo.
- Students within the group should practice their 4 measure phrase until they are confident.
- The phrase on the Body Percussion Sheet will be “A”
- Select one of the students’ phrases to be “B”
- Perform the A and B phrases (Binary) as a whole.
- Perform the A and B phrases as a Ternary composition.
- Select a second group’s 4 measure phrase as “C”
- Perform the A, B and C phrases as a Rondo composition.
20 - 30 minutes
Group Practice/Small Group Instruction
- Display the scores for each of the compositions
- Greensleeves – (Binary)
- Brahms – Lullaby – (Binary)
- Saint-Saens – “The Swan” – from The Carnival of the Animals (Ternary)
- Mozart – “Eine Kleine Nachtmusik” K. 525 – Minuet and Trio (Ternary)
- Mozart – “Eine Kleine Nachtmusik” K. 525 – last movement (Rondo)
- Saint-Saens – “Fossils” from The Carnival of the Animals - (Rondo)
- Guide students to determine exactly where each of the thematic ideas begins and ends, identifying the form of each.
- The teacher may also choose to have students sing each of the themes to assist in recognition
15 - 20 minutes
Closing Activites/Summary
- In random order, play the audio files and see if students can name the composition and it’s form.
5 - 10 minutes
Evaluation/Assessment 5=Best, 1=Least
- Did the students distinguish between binary, ternary, and rondo form? 5 4 3 2 1
- Did the students identify binary, ternary, and rondo forms through listening? ? 5 4 3 2 1
- Did students identify the binary, ternary, and rondo forms through reading? 5 4 3 2 1
Extension/Enrichment/Re-teaching/Accommodations
- Add dynamics and changes of tempo to the students’ body percussion “compositions”.
- Extend the students’ compositions to possible Theme and Variations compositions.