1. Topic-
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| Music Literacy/Composition |
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2. Content-
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| Analyze and write about musical forms |
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3. Goals: Aims/Outcomes-
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1.analyze musical forms presented aurally and through music notation
such as binary, ternary, and rondo
2.write about the different music forms
3.recognize patterns in music |
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4. Objectives-
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1.The student describes and analyzes music and musical sound.
2. The student demonstrates fundamental skills appropriate for a developing
young musician. |
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5. Materials and Aids-
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Standards of Excellence Book 2
Seven Peasant Dances no. 4 WoO 168 by Ludwig Van Beethoven
Alla Hornpipe from the Water Music by Handel
Rondo in D major K.311 by Mozart |
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6. Procedures/Methods-
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A. Introduction-
1.Reading and writing music is about recognizing patterns
2.These patterns are what makes songs pleasing to the ear
3.Identifying those patterns make songs easier to perform accurately |
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B. Development-
1.Just like in poetry, different themes are assigned letters to
identify them
2.In Binary form songs are made up of two parts. The first part/theme
is labeled A and the second is labeled B. Most of the time in Binary
form the A section is repeated twice and then so is the B section.
3. Binary form follows the pattern of AABB.
4.Ternary is a three part musical form.
5. Just like Binary form, the ternary form has an A then a B section.
After the B section is finished the A section is repeated.
6. Rondo form includes the patterns ABACA, or ABACADA.
7. The first pattern is just like ternary form with a new C section
that happens only after the ABA portion, followed by the return of
the A section.
8. The next pattern is just like the previous Rondo form pattern with
an added on DA section. |
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C. Practice-
1. Have students listen and read three different pieces and identify
which is Binary, Ternary, or Rondo
2.Binary Form - Seven Peasant Dances no. 4 WoO 168 by Ludwig Van Beethoven
3.Ternary Form - Alla Hornpipe from the Water Music by Handel
4. Rondo Form - Rondo in D major K.311 by Mozart |
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D. Independent Practice-
1.Have student identify three different pieces from their Standards
of Excellence Book, one for each form
2.Once they identify and listen to them, have students label the different
sections of the pieces with letters
3. Have the students define the three different forms and then write
why the piece is the form they identified it to be |
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E. Checking for understanding-
1.Review the submissions from students to check to see if the songs
fit the forms
2.Have students perform the pieces they picked out so they can understand
how forms work while they are playing their instrument |
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G. Closure-
1.Knowing forms help musicians know their pieces better by knowing
which sections happen when so there is no surprises
2. Musical forms change the way music is performed. When sections
are repeated varying the dynamics often give the section a different
effect so the musician can make the repeat special to audiences ears |
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