1. Topic-
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2. Content-
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Music can have a specific form.
Content: Rhythm, Melody and Form
Multiple Intelligence's: Musical, Bodily-Kinesthetic and interpersonal
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3. Objectives-
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1.Students will listen and respond with movement to a selected piece
of classical music.
2. Students will identify the varying parts of rondo form within the
selected piece of classical music. |
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4. Procedures/Methods-
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A. Introduction-
1. Tell students that you have special music about a large mechanical
clock in Vienna. (If possible, show a photograph of such a clock.)
Have students find Vienna on a world map or name the country that
Vienna is in (Austria) and tell them the title of the composition.
Ask students to describe ways a composer might depict a large clock
with music (steady pulse for ticking, use of chimes or bells).
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B. Development-
2. Play the introduction and the "A" section of the recording and
lead the class in "cross-country-skiing" motions with their arms to
the steady beat. Stop the
©Classics for Kids- 2005 - ©Dr. Kay Edwards 2005
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recording after the end of the first "A" section. Discuss whether
the composer, Zoltán Kodály, depicted a clock musically in ways
the students expected or not.
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C. Practice-
3. Explain that the students will use the "cross-country skiing"
with their arms and legs while moving around the room to the "A" section
each time it occurs in the music, but then they will stop and get
to create their own movements while standing in place, wherever they
end up, for each new section. Each new section will need a brand new
movement. Give students a few seconds to think of what movements they
might make in place when a new section is heard. Form a circle facing
clockwise (grade 3) or have students find a starting place scattered
around the room if space permits (grades 4 and 5). Remind students
about your rules or expectations regarding movement in the classroom.
4. Play the recording of "Viennese Musical Clock" as students use
locomotor movement to each "A" section and non-locomotor movement
to each different section. [Note to teacher: The complete form is
Introduction - A-B-A-C-A-D-A-Coda. If you wish, use a
hand drum or woodblock to signal the beginning of each section.]
Times for each section using Classics for Kids CD or website; may
vary slightly with different recordings.
Introduction: 0:01-08
A 0:09-24
B 0:24-38
A 0:38-53
C 0:53-1:11
A 1:11-1:26
D 1:26-1:41
A 1:41-1:55
Coda: 1:55-2:03
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E. Checking for understanding-
5. Have students sit facing your board and ask them to describe
the sections of the music with letters, using "A" each time it returns
and subsequent letters for each different section. You might use cards
for each section, or supply each student with a pack of "form cards/shapes"
in plastic baggies to map out or diagram the music's form (see teacher
resource for diagramming form). Have students check their answer by
listening to the recording again.
6. Explain that this form is called rondo, and that a common type
of rondo form can be just A-B-A-C-A. Ask students to describe
how the rondo form in "The Viennese Musical Clock" is different. (It
is longer-an extended rondo-with a D section, and has both an
introduction and a coda; explain the terms introduction and coda.) |
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F. Closure-
What form did we learn about today? (rondo) What is a
common type of rondo form? (A-B-A-C-A) What was the name of
the piece we
listened to, moved to, and analyzed today? ("Viennese Musical Clock") |
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7. Evaluation-
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Have students think of a word pattern in standard
rondo form as "passwords" to leave your classroom (for example, -pizza-burger-
pizza-hotdog-pizza"); use this as an assessment tool by noting
students who
©Classics for Kids- 2005 - ©Dr. Kay Edwards 2005
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have difficulty with this task. Also, throughout the lesson check
for
understanding and demonstration of steady beat and form, noting whether
individual students were able to do so successfully. |
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