1. Topic-
Analyzing musical form
2. Content-
Trepak (Russian Dance)from The Nutcracker/form, bridge, coda
3. Goals: Aims/Outcomes-
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
4. Objectives-
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
5. Materials and Aids-
6. Procedures/Methods-

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.

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.

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.

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.)

E. Closure-

1. After performing the dance, review the concept of form and its importance for creating the dance.
7. Evaluation-
1. Performance during listening for form activities.
2. Performance of dance.
8. Teacher Reflection-
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.

This Lesson Plan is available at (www.teacherjet.com)