Kristin Boychuk
Denise Morstad
EMUS 101
24 October 2011
Arts Education Learning Plan – Theme and Variation
Lesson Time Required: 25 Minutes
Grade Level, Strand, and Conceptual Focus: Grade 5 – Music – Pop Culture
Key Inquiry Question: What did pop culture look and sound like in different eras of history?
Pre-requisite Learning:
Students will have been exposed to different types of instruments and their sounds. They will have had
experience playing recorder and writing phrases to be played by recorder. They may have been
introduced to Andy Warhol in previous art classes.
Required Resources and Materials:
Necessary: examples of Monet’s “Haystacks” paintings and Andy Warhol’s Marilyn Monroe paintings,
an audio recording of “Simple Gifts” by Copeland, “Chatter with Angels” recorder music, students’
recorders
Arts Education Goals Addressed:
Creative/productive and cultural/historical
Proposed Learning Outcomes & Indicators:
Outcome CP5.5:
Demonstrate increased skills and abilities in use of the voice and one or more
instruments.
Indicators (d): Use traditional and non-traditional notational devices in music
created and performed. (We will be using Western Style
notation to compose our own variations of “Chatter with
Angels”.)
(f): Extend skills and abilities in the use of one or more selected
instruments. (We will be working on developing our ability on
the recorder.)
(g): Analyze how instruments can be used in traditional and nontraditional ways to create a variety of distinctive sounds and
styles. (We will be looking at which instruments play in which
variations of “Simple Gifts” and noting how it changes the
sound.)
Outcome CP5.6:
Create sound compositions (vocal and instrumental) that draw inspiration from
pop culture and demonstrate knowledge of: form (binary – AB, ternary – ABA,
rondo – ABACADA)
Indicators (h): Demonstrate knowledge of different forms in music (e.g., binary
– AB, ternary – ABA, rondo – ABACADA). (We will be looking at
rondo form [ABACADA], and ABCDE form.)
Outcome CH5.3:
Analyze and describe how arts and pop culture expressions convey information
about the time and place in which they were created.
Indicators (d): Describe how popular artists and art forms have affected
mainstream culture over time. (Andy Warhol was a leading
artistic figure in his time and still affects the art and style of
today.)
Cross-curricular Competencies:
Developing thinking, developing literacies (Western style notation of music)
Connections with Other Areas of Study:
Visual Art: looking at art by Monet and Andy Warhol
Planned Learning Activities:
1. Teacher reveals some of Monet’s “Haystacks” paintings completed in 1890. Ask the class what
the theme would be in these paintings, and then ask what some of the differences are between
the paintings. Accept all reasonable answers.
2. Tell the students to keep that in mind as they listen to the first three parts of Appalachian
Spring, Section 7: “Simple Gifts” by Copeland. This was a popular dance song that came out in
1848. Ask class the class how this piece of music is like the “Haystacks” paintings. Accept all
reasonable answers, but listen for answers related to Theme and Variation.
3. Teacher explains that there is a type of music very similar to these paintings called “theme and
variation”. The first section of music that is played is called the theme. The next section of
music repeats the theme but changes it slightly. This is called a variation. Using the “Haystacks”
paintings as a visual, show different ways a theme and variation song could be set up, such as
ABACADA (rondo form), or ABCDE.
4. Listen to “Simple Gifts” again, this time stopping after the theme and each variation. Ask the
class if they could tell you what the composer changed in each section compared to the theme
or the previous section. Ask the class if they can name any instruments they heard in the
5.
6.
7.
8.
section (1: clarinet. 2: oboe, bassoon. 3: violas, violins, cellos, basses. 4: trumpets. 5:
woodwinds. 6: entire orchestra [tutti]). Ask a volunteer to set up the haystack paintings in the
same form as the song. (Was it ABACADA [rondo form], or ABCDE?)
Ask the class if anyone wants to take a guess at what the title meant. Accept all possible
answers. Possible answer: the simple things in life are gifts (freedom, love, happiness, etc).
Teacher explains to students that another visual artist that used theme and variation was Andy
Warhol. He was a professional artist in the 1950s-80s and the leading artistic figure of his time.
He led a visual art movement known as pop art and is still very famous. Display Marilyn Monroe
paintings as another example of Theme and Variation. There are still art and styles today that
reflect the style of Warhol.
Ask the class what other things in lift come in ‘Theme and Variation’ form (donuts, pizza,
clothes).
Keep in mind to alter the rest of the plans depending on how much time is left in the class (ex:
send variation to be written at home for homework). Hand out “Chatter with Angels” for
recorder. Give time for the class to finger through the song. After the teacher plays the song as
an example for how it sounds, have the class all play the song together. Ask the class to write
their own variation below in the space provided, and then ask them to get into pairs and play
their variation to their partner. Each student must tell their partner one thing the liked about
their variation, and one possibility for them to improve on. Following this, write a form on the
board for Theme and Variation, such as ABACA (rondo form). Ask for volunteers to be the ‘B’
and ‘C’, while the entire class will be the ‘A’. Play through “Chatter with Angels”.
Plans for Assessment:
o
o
o
o
Teacher will directly observe students as the students complete the performance and
composition tasks.
Teacher will take note of students who struggle with the piece “Chatter with Angels” on
recorder, and will give assistance as necessary. Practice will be encouraged. Teacher will assign
students an assessment rating of 1-4 for this task.
Teacher will observe as each student creates a four bar phrase and listens to and collaborates
with their partner. Teacher will assign students an assessment rating of 1-4 for this task.
Teacher will take note of participation efforts of each student in class. Teacher will assign
students an assessment rating of 1-4 for this task.
Performance Assessment Rating Scale:
Playing Performance Skills:
Level 4: The student consistently plays the rhythms and notes correctly.
Level 3: The student usually plays the rhythms and notes correctly.
Level 2: The student struggles to play the rhythms and notes correctly.
Level 1: The student is unable to play the rhythms and notes correctly.
Composition and Collaboration Skills:
Level 4: The student collaborates and problem-solves with his/her partner to each create an effective
four bar phrase. The student is able to perform their phrase with a high level of confidence and
notates their composition correctly.
Level 3: The student collaborates and problem-solves with his/her partner to each create an effective
four bar phrase. The student is able to perform his/her phrase with medium to low confidence
and able to notate their composition with minor mistakes.
Level 2: The student attempts to collaborate and problem-solve with his/her partner, but he/she is
unable to create an effective four bar phrase. The student struggles to perform his/her phrase
and does not notate correctly.
Level 1: The student is unwilling to collaborate and problem-solve with his/her partner, and he/she is
unable to create a four bar phrase. As such, the student is unable to perform or notate their
phrase.
Participation in Class:
Level 4: The student actively participates in the class and makes an attempt at answering questions the
teacher asks the class.
Level 3: The student actively participates in the class and occasionally answers questions the teacher
asks the class.
Level 2: The student participates in most class activities, but does not attempt to answer questions the
teacher asks the class.
Level 1: The student is unwilling to participate in class or answer questions the teacher asks the class.