1. Topic-
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2. Content-
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Trepak (Russian Dance)from The Nutcracker/form, bridge, coda |
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3. Goals: Aims/Outcomes-
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1. Students will identify the different sections of the Trepak and
recognize the elements that differentiate each section (e.g. instrumentation,
dynamics, tempo) through guided listening
2. Students will label the different sections of the dance using appropriate
terminology (e.g. A, B, bridge, coda)
3. Learn and perform a dance based on the formal analysis of the music |
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4. Objectives-
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1. While listening to the music, students will indicate the beginning
of each section with a given hand gesture.
2. On the next listening, students will replace the gesture with a
verbal label using correct terminology.
3. Students will learn and perform the choreography accurately |
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5. Materials and Aids-
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6. Procedures/Methods-
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A. Introduction-
1. Prompt students to listen to the Trepak and be ready to discuss
what they notice.
2. After listening, students share their observations verbally.
3. |
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B. Development-
1. Point out that there is a lot of repetition in the piece (this
may have come up in the student observations).
2. Tell students that they will listen to the same music again. This
time, when they hear the music begin, they should hold up one finger
quickly and then put their hands down. Instruct students that every
time that same music returns, they should make the same gesture. When
they hear new music, they should indicate that by opinting two fingers
down. This gesture should be repeated when the music is repeated.
When another new section begins, students are instructed to clasp
their hands together. For the remaining section, students are instructed
to make a rolling gesture with both hands.
3. Explain that students will listen to the music a third time. This
time, instead of holding one finger up, ask students what verbal label
they could give that section. Guide them to the answer "A". Ask the
same question about the second section. Guide them to the answer "B".
Explain that the third section will be called "Bridge" because it
connects "B" back to "A". Explain the fourth and final section is
an added ending called a "Coda". Introduce the notation symbol.
4. Tell the students they will hear the music yet again. This time,
ask them to notice any musical elements or changes that occur upon
repetition of sections or changes (e.g. instrumentation, pitch, dynamic,
tempo).
5. Explain that the students have just analyzed the form of the music.
Now that they know the form, they can learn the choreography for each
section. |
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C. Practice-
1. Follow the procedures explained above.
2. As students announce each section (e.g. AAAA BB Bridge, AA, Coda)
write the form on the board so students now have a visual representation
of the form.
4. Write students observations re: elements of each section on the
form chart.
3. Demonstrate choreography for each section.
4. Have students perform choreography without music.
5. Students perform choreography with music. |
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D. Checking for understanding-
1. Verbal check-ins (e.g. what do we call the first section of music?,
What do we say if we hear the same music again?, etc.) |
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E. Closure-
1. After performing the dance, review the concept of form and its
importance for creating the dance. |
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7. Evaluation-
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1. Performance during listening for form activities.
2. Performance of dance. |
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8. Teacher Reflection-
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Classes were generally successful at all phases of the lesson. This
was not intended as an individual assessment. Some students may not
have come up with the answers to the verbal activities themselves
but they were supported by the group nature of the activity so they
could experience the form of the music both through labeling and dancing
each section. This lesson will lead into a composing lesson in which
students will follow a similar form. |
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