#3774. AB form through movement

Music, level: Elementary
Posted Wed May 24 19:05:25 PDT 2006 by Meghan Webb (megs_118@yahoo.com).
Marshall University, Huntington, West Virginia
Materials Required: included in lesson
Activity Time: varies
Concepts Taught: AB form through movement

Daily Lesson Plan:
Elementary Classroom Music
Music Listening Activity and Listening Guide

Day/Date: Monday, March 14, 2005 Grade/Class: Second Grade

Concept/Concepts: Demonstrate AB form through movement

Rationale: I want the children to understand the concept of AB form through eurhythmic movement.

Goals and Objectives:

1. Instructional Goals: To teach the concept and understanding of AB binary form through eurhythmic movement

2. Objectives/Outcomes: Students will be able to effectively recognize and imitate AB binary form through movement.

3. WVCSO:
GM.2.1.6 demonstrate AB form through movement

Strategies/Procedures:

Lesson Intro:
Explain to the students that they will be listening to the classical piece titled, Fur Elise by Ludwig Van Beethoven. A history or timeline discussion may follow. The teacher can then play Fur Elise for the children. After he or she has done this, ask the class to describe what they heard. The teacher can then help the students figure out the form of the piece.

Development:

Form
1. Pass out construction paper cutouts to demonstrate the AB forms. Make sure that each student receives at least 4 A's and 4 B's.
2. Once each student has received the materials, the teacher can then do a scaffolding activity with the entire class using the construction paper cutouts.
3. Give every student a copy of the song Home on the Range (pg 47) to further explain the concept of AB binary form.
4. Teacher will then instruct the entire class to sing the song together. Teacher will then ask the students how this song relates to the construction paper cutouts that they just received. (Note: They should say both A and B letters are similar)
5. Ask the students what musical concept these letters represent. If they do not understand, instruct the entire class to sing the song again while having them pay special attention to the contrasting sections.
6. Once this has been completed, teacher can then go on to confirm and explain AB binary form to the students.
7. Once the teacher feels that all the students understand the concept have the students to listen to Fur Elise again and to see if they can hear the binary form. Instruct the students that they will be putting down an A to represent one section, and B to represent another section on their desk from left to right.
8. Tell the students to not move their construction paper cutouts after they have been placed on their desk in order for you to assess their work after the song has ended.
9. If some students are still having trouble understanding the AB binary form, try it again until everyone gets it right.

Movement

10. Next, use eurhythmic movement to aid the students understanding of form. Instruct the class to make a big circle around the teacher. Give each student either an A or B card. Make sure that you mix them up because you want the students to pay close attention for their part!
11. Tell group A to run in place on the beat when they hear their section in the music representing the short accented part (short quarter notes). Then, tell group B to gently wave their arms when they hear the contrasting flowing part (slurred notes).
12. Don't worry if students mess up! Keep switching cards until the teacher feels that the students understand the concept of AB form associated with eurhythmic movement.

Reinforcement:
• Use the additional Listening Guide Finger Chart (attached to this lesson). Have the children follow along while listening to the music to help them understand the contrasting form.

• Have the students either listen or sing other binary form songs. See if they can find and label the two contrasting sections in the music.
Example: There's a Fiesta (pg. 411)

Closure: Praise the children for their effort. Ask the students if there are any questions. Once all questions have been answered, encourage the students to listen to other types of music outside of class, to see if they can recognize AB form being played.

Assessment:

Materials:
CD player
Fur Elise (Audio)
Copies of Music (Home on the Range and There's a Fiesta)
Textbook: Integrating Music into the Elementary Classroom with CD
Construction Paper Cutouts (listening guide)
Timeline of Ludwig Van Beethoven
Listening Guide Finger Chart (attached)

Procedures for Assessment:

1. Randomly select students throughout the lesson to make sure that they are paying attention and understand the concept that is being taught.
2. Watch the students while they use the construction paper cutouts to see if they understand AB form.
3. Watch the students during the movement activity.
4. Listen to the feedback of the students.

Materials:

Recordings:
Fur Elise
Home on the Range (pg 47)
There's a Fiesta (pg 411) Tracks: #13, #33

Instruments: none

Resources:
• Integrating Music Into the Elementary Classroom by Anderson Lawrence
• Audio Track of Fur Elise by Beethoven

Other:
Handouts of Music
CD player

Modifications for Diverse Learners:

• Hearing Challenged Student: Make sure that the child is sitting close enough to the front of the class in order to see and hear all the directions. If possible, allow another student to assist the student with AB form since the primary concept is being taught audibly. Teacher can also provide the student with a pre-made CD and a personal CD player to assist in volume if needed.

• Physically Challenged: The student should be able to understand this entire lesson. However, a physically challenged student might have a problem with the construction paper cutouts and the movement section depending on the severity of the disability. If possible, a teacher or another child could assist the physically challenged student during the activity.

• Visually Challenged: The child should be able to perform and understand this entire lesson with very little assistance from others since it is primarily a listening activity. If the student did not understand the movement section from my verbal directions, I would physically do it with them.

• Gifted Student: Definitely allow the child to perform for others. If the child excels faster than the other students, have the child assist others in the class that might be having difficulty.

Note: A gifted student could assist the teacher if he or she needed peer assistance during this lesson. The gifted student could assist a visually or physically challenged student.

• Mentally Challenged: If the child is having difficulty multi tasking in this song, have them just focus on one thing at a time. Make it fun because everyone messes up!

If possible, have the gifted student help the mentally challenged student. Both might learn more!

Reflections and Revisions:
(To complete After Lesson)

Did the lesson proceed smoothly or are changes needed?

Would you re-use this lesson plan?

Did you need other resources or equipment?

Was the length of the activities appropriate for the group?

Changes:

WVCSO:
Performing Objectives:
GM.2.1.6 demonstrate AB form through movement