16 Measure Composition in AABA Form
Wayland Middle School
TI:ME Technology Areas Addressed:
Network computers with PrintMusic!
Non-network computers with Finale Note Pad
MIDI keyboards w/interface
4 classes of 54 Minutes
Prior Knowledge and Skills:
The student will understand the rhythmic values of quarter, eighth, and sixteenth notes and rests.
The student will have note reading and playing experience with mallet percussion and Appalachian Dulcimer.
The student will have composed 1 and 4 measure pieces.
MENC Standards Addressed:
MENC 2: Performing on instruments, alone and with others, a varied repertoire of music.
MENC 3: Improvising melodies, harmonies, and accompaniments.
MENC 4: Composing and Arranging Music within specified guidelines.
MENC 5: Reading and notating music.
Melodic percussion instruments
Non-melodic percussion instruments
Rhythm cube – a 6-sided cube with a different rhythm on each side.
8.5″ x 11″ paper folded in half 4 times to create a 16 square grid.
Large Dry erase board with 5-line staves.
The student will compose a 16-measure 4/4 time rhythm composition in AABA form.
When the rhythm piece is complete. The student must select a classroom instrument to play the piece.
The student will notate the composition using the notation software.
Students will perform their pieces for the class.
Students will use a piece of paper folded to create a 4 x 4 grid to organize their composition.
On the board, they will see an illustration of how an 8-measure composition can be transformed into a 16-measure piece using AABA form.
The composition must use ONLY combinations of quarter notes, 2 eighth notes, 4 sixteenth notes, 1 eighth 2 sixteenth, 2 sixteenth 1 eighth, and quarter rest. Students may generate the compostition through their own creativity or by rolling the rhythm cube to generate the notes at random.
After completing the grid, the student must select an instrument to play the piece. If they choose a melodic instrument, they must assign a pitch to each note of their composition.
Students will input their composition into PrintMusic! or Finale Note Pad using simple entry and the mass mover tool to copy and paste repeated measures.
Since all pieces are of the same length and use the same time signature, students are encouraged to combine their pieces to create duets, trios, quartets, and other ensembles. These students must use PrintMusic! so they can generate a conductor’s score as well as individual parts.
At the conclusion of the project, students will perform their compositions for each other.
Students can self-evaluate by comparing their live performance with the playback performance of the software.
Exceeds Standard: The student composition follows the guidelines and uses multiple rhythmic combinations. The student adds melody and/or combines their piece with others to create an ensemble. The live performance of the piece is an accurate reflection of the notated composition.
Meets Standard: The student composition follows the guidelines and uses multiple rhythmic combinations. The live performance of the piece is an accurate reflection of the notated composition.
Meets most of the Standard: The student composition fails to follow the guidelines or uses very simple rhythmic combinations and is performed accurately. OR The student composition follows the guidelines and uses multiple rhythmic combinations but is performed without accuracy.
Needs Improvement: The student composition fails to follow the guidelines or uses very simple rhythmic combinations and is performed without accuracy.
Using notation software to create pieces for band and orchestra instruments, including those needing transposition.
Songwriting: Adding lyrics to AABA and other song forms.
Creating a tone row: Another compositional tool a bit more sophisticated than rolling the cube.