I. Curricular Framework

Concept:

Form

Essential Question:

How does being able to identify the form used in composing a piece of classical music lead to a gre

Bridge:

Going Back

Content:

A-B-A form, Haydn and the Classic Period

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To relate ternary form to concepts with which students can identify.

Activity: 1) Have students make a list of different foods they have enjoyed trying. Different sports - different songs - different clothes. 2) Write down the "old favorites" that you keep going back to. When you fix lunch, what would you fix? When you relax at home, what would you wear? When you get dressed up, what would you wear?

Assessment: Involvement of the students.

2. Attend: Attending to the Connection

Objective: To encourage analysis of qualities of "old favorites."

Activity: 1) Draw a "mind map" of qualities of "old familiars." (Write down each "old familiar" and first words that come to mind about each one.) Example: mellow bread
good cheese
crackers taste
2.) Look at “mind maps” and analyze any similarities in different “old favorites”

Assessment: Quality of student responses.

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To relate “old favorites” to music and ternary form- back to the familiar

Activity: 1.) Ask students to listen to the following music and determine if there is any connection between the previous discussion and what they hear. a) sing Shoo-Fly (A-B-A), b.) Listen to example of instrumental A-B-A (Play Twinkle Twinkle Little Star) c.) Listen to Haydn’s Minuet from Symphony #94.

Assessment: Student answers. Do they pick up on “going back?”

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To present information on Haydn’s Minuet and to present information about the Classic and Baroque Periods.

Activity: 1.) Explain musical organization...form A-B-A- going back to A section in music- “old familiar” principle. 2.) (Reminder of minuet in Handel’s Royal Fireworks) In Haydn’s time, minuet was usually used as third section, called a movement, of a symphony and was usually A B A (ternery form). 3.) Explain that in the Classic Period there were four sections - movements- to a symphony. To our ears, each section may sound like a separate piece of music, but that they were all part of the overall design of the symphony. Tell them that was also part of the Classic Period’s predictablity - the “old familiar” - they could count on the symphony as having four movements. 4.) Discuss differences in eras: Baroque (Handel) - irregularity, unpredictability- “flowery” - decorative. Classic (Mozart) - formal balance, predictability (use of A B A, typical) melodies more “clear cut” - simpler to determine. 5.) Play themes I and II. Show themes on overhead. Explain scalewise, skipwise movement. 6.) Read information about Haydn (hand out)

Assessment: Studnet attention and involvement in listening to presentation.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To focus student listening on concepts presented.

Activity: Listen to music. Fill out worksheet.

Day Two
Minuet
Return worksheet. Ask students who remembers compoeser and period of last lesson’s listening?

Assessment: Answers on worksheet and verbal responses.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: Students add their creativity to the music to which they are listening.

Activity: 1.) Have students divide into pairs. Each pair given two non-pitched instruments. Decide on activities to reflect form of music.
(A B A) 2.) Crate two non-locomotor movements, and use two instruments to demonstrate A B A .(Can use one for each section, or combine different ways for each section.) 3) Play music as students “try-out” their creations.

Assessment: Students attention to assignment and ability to work well with partner.

7. Refine: Refining the Extension

Objective: To have studnets evaluate what they are hearing and how it fits with their “creations”

Activity: Teacher goes to pairs, to see if they have concept. Students take one minute to write down their analysis of whether movements are fitting to music, other problems they might have. Pass in papers.

Assessment: Check papers and questions of students.

8. Perform: Creative Manifestation of Material Learned

Objective: To share what students have learned.

Activity: Share with class. Half of pairs perform ,while other half watches. Then reverse.

Assessment: Quality of presentations.

Assessment, Phase Five,Performance, Creative Use of Material Learned: