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Opus 25
Form
Concept:
Student Outcomes:
ABA FORM – Form: The structure of a composition may
be a combination of smaller sections. Sections of a
composition may be the same, similar or different.
Recognize how music may be structured into
ABA form.
Identify musical phrases.
Create a song in ABA form.
Vocabulary/Keyboard:
Vocabulary/Keyboard:
Symbols:
- ABA, section, question and answer
- ABA, section, question and answer
ABA, AB, Rondo
Assessment (Quiz 25) – Students will listen to percussion, melody and song examples and determine
their form.
Assessment (Quiz 25) – Students will listen to percussion, melody and song examples and determine
their form.
Assessment (Quiz 25) – Students will listen to percussion, melody and song examples and determine
their form.
Repertoire: Zip-a-dee-do-dah, Allouette, Edelweiss, Largo - New World Symphony, La Mourisque, Old
Joe Clark, Joshua Fit The Battle, My Sugar Is So Refined, Irish Washerwoman, March (from “Six
Children’s Pieces”)
Repertoire: Zip-a-dee-do-dah, Allouette, Edelweiss, Largo - New World Symphony, La Mourisque, Old
Joe Clark, Joshua Fit The Battle, My Sugar Is So Refined, Irish Washerwoman, March (from “Six
Children’s Pieces”)
Repertoire: Zip-a-dee-do-dah, Allouette, Edelweiss, Largo - New World Symphony, La Mourisque, Old
Joe Clark, Joshua Fit The Battle, My Sugar Is So Refined, Irish Washerwoman, March (from “Six
Children’s Pieces”)
National Standards:
1. NS 6
2. NS 2,6
3. NS 2,6
S. NS 3,4
R. NS 6
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
State/Local Standards:
1.
2.
3.
4.
5.
S.
R.
Sequence of Activities:
1. Listen & Analyze - Music may be made of sections (same/similar/different)
A. Play Song My Sugar Is So Refined. Have students:
• discuss ways in which sections of a piece can differ (melody, rhythm, texture, tempo, register,
etc.).
• review form, emphasizing that there may be a change of one musical element between sec-
tions, or there may be a change in more than one element.
B. Play Song Old Joe Clark. Have students:
• identify different sections.
• use letters to label sections (i.e. ABA, or ABC).
Repeat same activity for the following, labeling sections appropriately:
Play Song Zip-dee-do-dah
Play Song La Mourisque by Thielman Susato (Renaissance Morris dance: The instru-
ments are: cornetto, sackbut, dulcian, recorders and percussion.)
Play Song Joshua Fit the Battle
Play Song Allouette
Play Song Edelweiss
Play Song Largo - New World Symphony
Lesson Completed
2. Analyze & Discuss – March (from “Six Children’s Pieces”) (Song 16)
A. Play Song March (from “Six Children’s Pieces”) . (Note: Do not have students look at music.) Have
students:
• identify sections.
• label sections.
B. Normal Mode Using the print music, encourage students to:
• identify and label sections.
• discuss notational devices used (i.e. 1
st
ending, 2
nd
ending, repeat signs).
• review playing Parts 1 & 2. Speakers Off
• play Parts 1 and 2 with song. Speakers On Play Song
C. Have students:
• describe sections in terms of compositional devices used (i.e. melody, accidentals, rhythm,
harmony).
Split Mode Lesson Completed
3. Discuss & Perform – Irish Washerwoman (Song 27)
A. Play Song Irish Washerwoman. Encourage students to:
• identify sections in music.
• describe compositional devices that change to distinguish sections (i.e. melody, harmony).
• describe compositional devices that are consistent between sections (i.e. melodic rhythm).
B. Have students:
• review playing Parts 1, 2 & 3. Speakers Off
• play Parts 1, 2 & 3 with song. Speakers On Play Song
Lesson Completed
S. Synthesis: Improvise & Compose – Rondo Form
A. Kbd Perc On Create rhythm pattern. Have students:
• echo pattern.
• label pattern as “A Section”.
• practice improvising a “B Section”. Speakers Off
B. Speakers On Introduce “Rondo” as A-B-A-C-A. Have class:
• perform “Rhythmic Rondo” (A Section – tutti, B Section – Solo student 1, A section – tutti, C
Section – Solo student 2, A Section – tutti).
C. Speakers Off Ensemble Mode Have partners:
• create a “Style Rondo” (i.e. A Section = [MARCH] [START], B Section = [SWING], A Section
= [MARCH], C Section = [SAMBA], A Section = [MARCH] [STOP]).
Note: Pressing MAIN before changing a style will produce a “fill”.
• share pieces with class. Speakers On
Split Mode Synthesis Completed
R. Review
A. Note Monitor Create pieces with form. Ask students to:
• practice entering form by using keys: A, B and C. (i.e. ABA, ABACA).
Review Completed
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