Episode 16 the Organization of Music 1OVERVIEW When We Write Music, We Organize It in Di Erent Ways

Home , Melody, Rondo

Unit 1 Music Theory FormEpisode 16 The organization of music 1OVERVIEW When we write music, we organize it in di erent ways. This organization, called the form, is the layout of a composition into sections. When the Front Street Lads su er from writer’s block, Quaver and Repairman help the Lads come up with a chorus to their verse, and in so doing, reveal that music is organized in di erent ways: ABA, AABA, rondo, and theme and variations. It’s a form frenzy!

LESSON OBJECTIVES

Students will learn: • How form helps us to organize and compose music. • How contrasting musical sections A, B, and C t together in a piece of music. • How to identify and create an ABACA form, called a rondo. • How to recognize theme and variations in a piece of music.

Vocabulary Verse (A section) Chorus (B section) Form Rondo form (ABACA) Theme and variations C section Bridge* Ternary* Binary*

* concepts included in the Teacher Guide, but not in the DVD

MUSIC STANDARDS IN LESSON

2: Playing instruments* 4: Composing and arranging music* 6: Listening to, analyzing, and describing music 7: Evaluating music and music performance

Complete details at QuaverMusic.com

Key Scenes Music What they teach Standard

1 The building blocks of form Music can be organized into sections, designated by the 6 letters A, B, and C. These sections are similar in length, but generally contrasting in melody, harmony, and tex- ture.

2 Introducing ABA and AABA As music has evolved, di erent forms or structures have 6 form developed. ABA and AABA are two of the most basic and popular forms.

3 Three guitarists learn rondo Composers have used rondo form for centuries to struc- 6 form (ABACA) ture music. Rondo form (ABACA) repeats the A section after each contrasting section B and C is played.

4 Introduction of theme A composer states a melody and then repeats it several 6 and variations times, varying it from the original melody.

5 Quaver’s Form Quiz Understanding form is useful for composing as well as 7 listening to music. To fully understand and appreciate music, it’s helpful to recognize musical forms.

2 LESSON INTRO Introducing the episode Ask students if they think they are organized. Invite them to put their hands up if they have a tidy, organized bedroom or a messy bedroom. Ask the tidy ones why they like things to be orderly. Does being tidy or organized help you?

Have students imagine life with no organization or order to it.

• Would it be good or bad? • What if you could come to school when you wanted? • What if TV programs came on randomly with no regular schedule? • What if buildings had no organization - windows could be anywhere, doors could be three feet o the oor? How would this change our world?

Like life, most music bene ts from a de ned order. We call music organization the form.

2-2 • QuaverMusic.com * concepts included in the Teacher Guide, but not in the DVD Form PLAY EPISODE Discussion Points 3 • What does form mean? organization of di erent sections of music; the structure • Name two of the forms introduced in this episode. ABA, AABA, rondo, and theme and variations • What does form help us do? organize and compose music • What combination of letters serves to identify the order of rondo form? ABACA

4 CLASS ACTIVITIES Just the Verse Track 1 Purpose: Understanding an A section or verse With the students, sing There’s a Hole in the Bucket (Track 1) or any song that has only verses. After singing the song, ask the students if the music changed. Note: The words change but the music stays the same. Tell them this structure, called verse form, has an A section, repeated over and over. A common type of verse form is the hymn.

A and B Circle Run Tracks 2 & 3 Purpose: Recognizing A sections and B sections Instruct the students to sit in a circle. Listen to two tracks: Duck (Track 2) which is AABB, and Goose (Track 3) is AABA. Ask them to close their eyes and signal to you when they hear the sections change. Then, select two students who were quick to pick up on the concept. Ask one to represent the A section, and the other, the B section. Play the tracks again. Have the A student run around the circle during the A section; the B student runs around the circle during the B section.

Rondo Rumble Track 4 Purpose: Understanding rondo form Ask students to listen closely to Mozart’s Rondo Alla Turca (Track 4). Tell them to raise their hands when they hear a di erent section begin, lowering them after the section is underway. Place three signs labeled A, B, and C in the corners of the room and listen again. This time tell students to move quickly to the appropriate corner in response to hearing that particular section of music.

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Worksheet # 1 PRINTPRINT WOWORKRKSHEETSHEET Verse and Chorus Game Purpose: Learning to di erentiate between verses and chorus Give an A verse and B chorus ash card to each student. Then choose a very simple song with a verse and chorus structure, such as Home on the Range. Instruct them to hold up their A or B cards when they hear the music change from one section to the next. Sing it until the students can distinguish the sections. Then tell students you are going to compose Home on the Range II. Ask them to hold only one card A or B in their hand. Pick four students at random to show their chosen card and you have your new form for Home on the Range II. It may be AAAA or ABBA or BABA. This time have one group sing the verse and another sing the chorus. Discuss which version of the song they preferred and why.

VIDEO REPLAY IWB 1 B Section Baby Track 5 Purpose: Recognizing sections through singing Watch the Front Street Lads sing their song again B Section Baby (Track 5), and encourage students to sing along. The lyrics recap the main points of the lesson. Step up the fun by having them add the sort of choreographed moves they may have seen in concerts or music videos.

5WEB ACTIVITIES

QLoops EarIQ Students can experiment with form by Students will hear di erent forms writing 64-measure compositions that and then answer questions about use contrasting sections. Students can the forms they have just heard: (ABA, copy their A sections and B sections AABA, rondo, or theme and varia- on QLoops, making it easy to arrange tions). Correct answers earn them and rearrange them to create di er- Medals. ent forms. They can also use di erent instruments to perform each section Play activities on your of their work. IWB INTERACTIVE White Board

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6HOMEWORK My Favorite Songs Worksheet # 2 Purpose: Finding forms on their favorite music Following the instructions on the worksheet, students are to select a favorite song and write the rst line or complete lyrics of each section. Applying what they have learned from the video, they are to label each section with the appropriate letter--A, B, or C. Ask students to bring their worksheets to the next class and present their analysis of their PRINTPRINT favorite songs. WOWORKRKSHEETSHEET

Form in Life Worksheet # 3 Purpose: Looking for forms or organization in life Ask students to be on the alert for the ways they use form and organization every day. Ask them to draw examples of four di erent forms or organizational tools on the worksheet (for example: a silverware drawer, a recycling station, a backpack). There are hundreds of ways things are organized in life. How many can they name?

Additional session activities 7 ASSESSMENT Form Game Tracks 6, 7, 8 & 9 Recreate the Form Game from the episode in the classroom with your students. Using the tracks provided, have students listen to the four di erent forms and identify each.

Track 6 AAA Track 7 Theme and Variations Track 8 Rondo (ABACA) Track 9 AABA

2-5 Unit 1 Music Theory

8 CROSS-CURRICULUM ACTIVITIES Art and Design Track 10 Play the selected variations from Mozart’s 12 Variations on Twinkle, Twinkle Little Star (Track 10). Ask students what they think “theme and variations” mean. On a board, draw a simple pair of parallel lines using a pencil or pen.

Draw another pair of parallel lines with zigzags in between.

Now draw a third pair of parallel lines, adding dots to your zigzags.

Continue adding variations, encouraging them to come up with more ideas.

Instruct students to create 12 separate circles on a sheet of paper by tracing a coin or similar object. Challenge them to create 12 unique designs using colored pencils, markers, or crayons as they listen to the 12 variations of Mozart’s piece. Inform students that they must work quickly because each variation is approximately 30 seconds long.

Design Collect a number of small cardboard boxes, toilet paper rolls, and other small items. Ask each student to choose three to cover or color. Label them A, B, and C. These can be used as a desk tidy to organize their pens and pencils. They could draw musical notes on each to remind them of form

Materials Needed

- Colored pencils - Pennies - Cardboard boxes - Toilet paper rolls

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You may want to introduce two additional forms: binary and ternary. AB is called binary because it only uses two sections, one after the other. Usually each section is repeated so the form is AABB. Ternary uses A, then B, and then goes back to A to create the form ABA.

9 DIGGING DEEPER

Food-y Rhythms Purpose: How to compose a piece of rondo music Split the class into three groups. Using pencil and paper, have each group brainstorm their favorite foods and take turns clapping the names out loud. The group puts them in an order that makes a good rhythm (but it doesn’t have to rhyme).

Example: count 1-2-3-4 Pizza, sausages, bacon, and dips, Ketchup, and mayonnaise on my chips. Crunchy popcorn, sugar or salt? Ice cream, sprinkles, chocolate sauce.

Each group should practice until they are prepared to give a good performance.

When everyone is happy with their rhythms, put A, B, and C ashcards into a hat and choose one student from each group to select a card. The card they draw will designate their group as section A, B, or C for the overall composition. Now perform the piece in rondo form (ABACA). Practice until the class is ready to perform it for other students.

My Rondo Song Purpose: The next stage of writing melodies Ask the students in the three groups from the previous activity to compose a tune for their food rhymes using a C – C Or instrument, keyboards, or their voices. Tell them it must start and end on C. Have them perform the three di erent tunes or sections together (A, B, C) to hear the contrasting melodies. Then have them play the piece in rondo, or ABACA form.

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TEACHER NOTES Featured Instruments

Keyboard

Voice

Guitar

Violin

Or Instruments

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