Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello
Unit Objective: Students will be able to compare and contrast binary, rounded binary and
Rondo song form, by DECODING and aurally identify phrases after completing group listening activities.
Grade Level: 2-4
Activities:
1. Introduction to Song Form, AB (binary form)
2. ABA form
3. Listening Activities a. Star Wars b. Carmen
4. Rondo Form
5. Assessment
Activity #1: Introduction to Song Form using AB (Binary Form)
Lesson Object(s): Students will be able to critique the form of a musical selection by participating in a group discussion after learning “Little Bird Song” dance.
National Standards: 6. Listening to, analyzing, and describing music.
Material(s): Recording of the Chicken Dance
Time: 10 minutes
Procedure:
1. Have students make a circle.
2. Play the recording of the Chicken Dance (Little Bird Song), and guide students through the dance if needed.
3. When song is over bring students together to discuss these questions: a. Thinking in “macro” not “mirco”, how many sections where in this song?
b. What movements made up each section/ c. How did you know it was time to move onto the next section?
d. How do you think we label sections and what do we label them that way?
4. Reflect on the AB form the students
Assessment: Through teacher observation
Modification: only as needed according to IEP or 504 plans. Almost all students can participate in this activity.
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Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello
Direct Follow-up activities if desired:
* Listen to another piece of music in AB and have students create motions that correspond with the passages (phrases) during the A and B sections (i.e. Goober Peas, students march during A section and Hand clap with a partner for B section.)
* Have students listen to a piece of seated and show when the section changes by flipping a card.
* Students create artwork in response to an A and B section
Activity #2: ABA Song and Passages (introduction, Interlude and Coda)
Lesson Object(s): Students will be able to effectively recognize and imitate ABA form as well as passages through movement by the end of the lesson.
example of 3 part objective: Students will compare and contrast passages verse theme sections by creating a story (that includes introduction, interlude and coda) about a reallife event after participating in whole group activities.
National Standards:
1. Singing, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
Material(s): Copies and recording of the song “Don’t Count Your Chickens Before they
Hatch”
Have manipulates or the words “INTRODUCTION, INTERLUDE and CODA” written on the board. The complete song form written out on a chalkboard or with manipulates.
Time: 30 minutes
Procedure:
1. Hand out copies of “Don’t Count Your Chickens” to the students.
(Silver Burdett: Music Connection, Grade 4)
2. Review 1st and 2nd endings with student before listening to the song. At this time also have students identify the song form since it is labeled on the text book page.
3. Students listen to recording and follow along in their textbook.
4. Have Students identify which text correlates with each sections to assess and show understanding of song form.
5. Discuss with students what a “Passage” of music is and see if students can identify the terms Introduction, Interlude and Coda using context clues.
Passage: A section of music that is too small to get a letter name. (My definition)
Passage: musical idea that may or may not be complete or independent.
(Traditional)
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Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello
Introduction: A passage of music at the beginning of a piece of music.
Interlude: A passage of music in between to letter sections. It is used to bridge the two sections together.
Coda: The ending passage of a piece or movement of music. It helps to give feeling of being final
6. Have student then listen to the piece a 2nd time, now looking to identify if there are passages of music and where there are happening.
7. Discuss and come up with the final song form:
Introduction, A, Interlude, B, A, Coda
8. Have students do one more run through of the song, this time singing as you point through the song form you have displayed.
8. Assessment through movement activity: Have students as a class come up with movement to represent the A section another for the B section. Try to encourage these to be movements that can happen to the beat and easy to keep balance. Students then need to create a “freeze” pose for the passages of music.
9. Play the song one more time and have students move along to show that they can hear, interpret and react to the different song sections.
10. Students will compare and contrast passages verse phrase sections by creating a story in ABA form about a real-life activity after participating in whole group activities.
Modifications: If large motor movement is too difficult for students in your class, you can refine to moves that can be done from their seat.
Assessment: teacher observation
Possible Follow Up Activities:
* Have students make a visual display of ABA form.
* Listen to Ballet of the Unhatched Chicks , draw in reaction to each section
* Have students think about activities in everyday life that are in ABA form.
i.e. Bus to school, school, Bus Home
* Have students sing another song in ABA form
* Have students create a Sound Scape in ABA form.
Activity #3: Listening Activity
Lesson Object(s): Students will be able to effectively decode and identify the song form heard by the end of the lesson.
3 part objective: Students will be able to critique the Overture to Carmen by using the supplied manipulatives after identifying and labeling the Theme to Star Wars.
National Standards:
6. Listening to, analyzing, and describing music.
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Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello
Material(s): Records of the Theme to Star Wars (John Williams) Overture-to-Carmen -
Song-Form-manipulatives in baggies for students. You should have enough bags to break the class into groups sizes you are comfortable with. I recommend having the following pieces in each bag:
1- Introduction
1- Interlude
1- Coda
4- A Sections (all in the same shape and color)
3- B Sections (all in the same shape and color)
2- C sections (all in the same shape and color)
Time: 10 minutes
Procedure: (The procedure can be the same for both listening examples)
1. Break students in groups
2. Have student pull out the song form pieces they need. You can have them take out only what is needed or a few extra (but let them know how many extras there are to help with problem solving) i.e. Star war has 6 sections, but you have 8 section pieces out. You will not use two.
3. Explain to students this is a listening activity. Even though they are working in groups, they cannot speak. Ask them, how can they communicate? Go over some ideas like pointing at sections, nodding, thumbs up and down.
4. Play the piece of music saying a number every time a new section is heard. Students work on decoding the song form in small. Groups.
5. After one listening check each groups work, give them how many sections need to be fixed, see if they can problem solve.
6. Allow second listening to “proof read” their work.
7. Go over and display the final form
8. Play music final time, but now students point to where they are in the song form instead of teacher calling the section numbers.
Star Wars:
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Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello
Overture to Carmen:
Modifications: You can pair student prior to activity to have peers collaboration.
You can give a section or two of the form prior to starting to help with problem solving.
Activity #4: Rainstorm Rondo
Lesson Object(s): Students will be able to effectively recognize and perform a piece of music in rondo form by the end of the lesson.
3 part objectives: Students will be able to create a piece of music in rondo form by composing new sections after learning the A phrase.
National Standards:
2. Performing on instruments, alone and with others, a varied repertoire of music.
4. Composing and arranging music within specified guidelines.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
Material(s): Newsprint sheet of paper for each student, Rainstorm Rondo
Time: 40-60 minutes depending on how much you want to add to the activity.
Procedure:
1. Break student into small group of 4 to 5.
2. First discuss Rondo form (as see in the Overture to Carmen) with the student and discuss how the form can be expanded.
3. Expand the form so that each group has a letter AFTER A. The A section will be a class chant so start will be and then add as many sections as needed.
4. Create the A section. This will be a class chant. Each group must come up with a 4 beat chant about rain. Students can use any rhythms they want.
5. Practice the A section chant, layer each group in acting as the conductor. Once all groups are in you can cut and end the chant. If looking to do more, conduct dynamics into the chant.
6. Composing the “new” sections. Each group will create their own rainstorm using a piece of newsprint. First the teacher will demonstrate a storm and then give each group a change
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Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello to compose their own. Depending on their past experience students may need a small amount or a large amount of guidance to do this.
7. Once students have composed their storm it is time to have a final performance. The class will perform the piece in Rondo Form without out any breaks between sections. Lead as a conductor to ensure that student move forward and do not stop.
8. After the performance student will reflect upon their performance writing down one thing they their group did well and one thing they would like to do improve their performance.
Modification:
You can pair student prior to activity to have peers collaboration.
Limit the length of the composition of the amount of sound used.
Give students tools to “notate” their composition to remember for performance.
Assessment:
Teacher Observation
Student Self Evaluation
Activity #5: Song Form Assessment Activity
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Lesson Planning Survival
– 2013 NAfME Convention
Lee Neamand and Sharin Rello
Lesson Object(s): Students will be able to effectively decode and identify the song form heard by the end of the unit.
3 part objective: Students will be able to compare and contrast different song forms by completing a listening map after participating in Activities 1-4 completed the the previous classes.
National Standards:
6. Listening to, analyzing, and describing music.
Material(s): Song Form Assessment WS
Procedure:
1. Students will listen to a selection of music and determine the song form. They will notate the song form as a written document for a grade.
2. Teacher will call the numbers as the sections change and students can use the word bank to complete the assessment.
3. Students should be reminded that any item in the word bank can be used more than once.
Modification:
You can give a section or two of the form prior to starting to help with problem solving.
Work with selections of music the student has worked with in the past.
Assessment :
Student written work
©Copyright Sharin Rello 2013
These lesson plans may be used in the classroom , but not reproduced or presented by anyone other than the author
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