Form in Music

Melissa Ricci
theexoticanimalshow@cox.net
Lincoln Central Elementary: Lincoln, RI

TI:ME Technology Areas Addressed:

Electronic Musical Instruments

Level:

Elementary

Class:

General Music

Equipment:

Computer, Two Electronic Keyboards, Midi Files

Duration:

40 Minutes

Prior Knowledge and Skills:

The students can read and follow basic chord symbols and read basic musical notation. They have learned about AB form in the previous lesson.

NAfME Standards of 1994 Addressed:

NAfME Standards of 1994: Singing, alone and with others, a varied repertoire of music.
NAfME Standards of 1994: Performing on instruments, alone and with others, a varied repertoire of music.

NAfME 2014: Performing 

NAfME Standards of 1994: Reading and notating music.

NAfME 2014: Creating 

NAfME Standards of 1994: Understanding Music in Relation to History and Culture

NAfME 2014: Connections

Materials:

-“The Music Connection: Grade Five” Silver Burdett and Ginn (teacher and student books)
-CD Player
-The Music Connection CDs
-Various classroom non-pitched percussion instruments

Objectives:

1. The students will understand the differences and similarities between AB form (learned in previous lesson) and ABA form.

2. The students will sing the spanish song, “Jesusita”, on pitch and with the correct English words.

3. The students will add an instrumental accompaniment using the electronic keyboards and non-pitched percussion instruments to emphasize the contrasting A and B sections in “Jesusita.”

Procedures:

1. The teacher will review AB form, which was learned in the previous lesson. (5 min.)
2. The students will listen to the song “Jesusita” and follow along in their books. (2 min.)
3. The teacher will discuss the Spanish nationality of the piece and go over the words in the book. (3 min.)
4. The teacher will lead the students in singing the song with the correct pitches and English words. (5 min.)
5. The teacher will help the students discover that the words and the music indicate that “Jesusita” has two different contrasting sections in an ABA form. The class will discuss the differences and similarities between AB form and ABA form. (5 min.)
6. The teacher will review chords and go over the chord symbols that are placed above the music in the student books. The students will discover that the chord pattern for the A section is very different from the chord pattern in the B section. (10 min.)
7. Four students will learn to play the chord patterns to accompany the “Jesusita”CD” on the two electronic keyboards. The keyboards will be set to the “single finger mode” setting which will allow the students to play chords with one finger. Two students will play the A section on one keyboard and two will play the B section on the other keyboard. They will perform their parts with the CD while the rest of the class sings along. (6 min.)
8. The remaining students will add to the accompaniment by playing various Spanish percussion instruments in simple quarter note and quarter rest patterns. The class will perform the song together. (4 min.)

Evaluation:

1. Later in the unit all of the students will be asked to play an AB and ABA form chord progression on the electronic keyboards.
2. The students will work in groups to compose a movement peice demonstrating contrasting sections.
3. The students will be assesed on the accuracy of their performances and their understanding of AB and ABA form.

Follow Up:

1. The class will learn about rondo form and theme and variations in the next two lessons of the form unit .

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