I. Curricular Framework

Concept:

Style

Essential Question:

How do themes and movement relate?

Bridge:

Then and Now

Content:

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To connect students’ interests in style with visual and aural images.
Activity: 1) Show students visual of styles in different eras (Charleston era, big band of the forties, sixties—early and late, seventies). 2) Play music of same eras. (Tape) 3) Play rock—Beethoven’s Fifth (Walter Murphy version).
Assessment: Student attention and involvement to activity.

2. Attend: Attending to the Connection

Objective: To analyze visual and aural images.
Activity: 1) Compare styles of clothes and music. Ask students to match the music with the styles. PLAY EXAMPLES ONE AT A TIME. 2) Ask about Beethoven’s Fifth. Who recognizes it? What’s the problem with matching styles? (older music, put modern rhythmic accompaniment). 3) Play Beethoven’s Sym. #1,

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To relate styles of twentieth century to style of late eighteenth century.
Activity: 1) Play Beethoven Symphony #1—Third Movement. Show pictures of people/clothes of that period. Have class imagine the scene of people and places of this time as they listen to the music. 2) Ask students to share their “images.”
Assessment: Quality and quantity of student responses.

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To present information on music style of the Class period and concepts about Beethoven and the Symphony #1—Third Movement.
Activity: 1) Discuss style in music. The Classic Period—formality, regularity. Compare with the 20th century—more variety in forms, harmony, etc. (Reminder of Beethoven as rebel—but within framework of the times he lived in.) His music still reflects his time. 2) Read about Beethoven. Discuss years—born five years before Paul Revere’s ride—“British are Coming.” 3) Show themes. Look at score. A) Play themes for class as they watch score. B) Class listens as teacher shows class how themes appear within the piece. Teacher writes numbers on the chalkboard relating to themes shown in the book as the class listens and watches. (Theme 1-Theme 2) (1-2)(1-2) 1 (3-3)(1-2)(1-2) 4) Tell class—like previous listening lesson, this is not traditional 3rd movement (slower, dignified), but it is A B A (ternary form). 5) Draw diagram of the overall form: A B A.
Assessment: Attention of students to presentation. Review themes. Play themes.

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To practice recognizing and identifying themes of the movement.
Activity: 1) Play 45 seconds of record. Listen for tempo and dynamics. 2) Listen to themes. What instruments play themes? (a. strings, b. strings, c. w.w., repeated, strings, scale wise).
Assessment: Verbal responses to questions.

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To add creative response to the music heard.
Activity: 1) Review terms: locomotor (change in location) and nonlocomotor (movement in place) movement. Class names some examples (e.g., walking as locomotor, swaying as nonlocomotor). 2) Ask for volunteers to serve as model for movement activity. Listen to music first to imagine movement to fit with music. 3) Then class creates movement activity to demonstrate A B A form. Combine locomotor and nonlocomotor movements. Have class decide how movements can relate to the movement can relate to the movement of the themes (e.g., Theme 1—going forward? Theme 3—in place?, etc.).
Assessment: Involvement and contributions of the class.

7. Refine: Refining the Extension

Objective: To have students evaluate their movement activity for appropriateness to the music heard.
Activity: 1) Have class analyze whether the movements they have created fit the music that they hear. 2) Teacher asks leading questions: What about the mood? Tempo? Feeling? Melodic movement? Do they fit the style of the music? Students revise, if necessary.
Assessment: Quality and involvement of students in the task.

8. Perform: Creative Manifestation of Material Learned

Objective: To share with each other a physical response to the music heard.
Activity: 1) Volunteer group performs while the music is played. 2) Class divides into groups and all perform. (Step B can be eliminated if student behavior of limitations on time warrants its exclusion.)
Assessment: Attention and involvement of students.

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