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Name: Katianne Janney

Date: 2/2/15

Grade: 4

Title: Baroque Fugue

Musical Focus:
Culture and History
Expressive Qualities
Reading and Notating Music

Preparation: Set up video/projection/computer

1. Minuet review
a. Ask Ss to dance the steps of the Minuet that they learned last week
b. Show this clip and point out the
similar dance movements (bending, squatting, light-footed movement, etc.)
c. Show this dancing clip too:
2. Read about the Baroque Period from Meet the Great Composers by Maurice Hinson
and June Montgomery (pg. 6)
a. Ask Ss to name musicians and instruments from the Baroque time period
b. Write their answers on the board. Review dates (1600-1750)
3. Baroque Review
a. Play Twinkle, twinkle on the piano. Then, play again and add ornamentations
b. Show Ss pictures of Baroque architecture and emphasize the elaborate nature of
art and music during the Baroque time period
4. Fugue
a. Ask Ss what they know about fugues
b. Tell Ss that a Fugue is a piece of music that centers around a subject. This
subject is kind of like a theme like the phrase Let it Go in the movie Frozen
5. Fugue in Cm: BWV 847/2
a. Play the opening alto subject. Play again and sing, My name is Subject (3x) I
am great. Have Ss sing the subject and write Subject on the board
b. Explain that a fugue is a war between voices. Go over the different voices present
in a choir (soprano, alto, tenor, bass). Call out a voice part and instruct Ss to show
with their hands whether the part you named is a high or a low voice part
c. In this fugue, the alto voice first has the subject. Then, the soprano takes center
stage. Then, there is a section of music with other stuff (the episode), and finally
the bass takes center stage (at this point, T can hum, Its all about that bass)
d. Ask Ss, When I ask you a question, you give me an _______ (answer). Explain
that every time the subject comes back, its called an answer
e. Have Ss listen to the first 8 measures and have them follow along with
accompanying Powerpoint:
6. Listen to the entire Fugue in cm. While listening, ask Ss to stand when the
subject/answer appears and to count the number of times they stand up (8x)
a. Begin drawing a sample listening map on the board after the music stops. Pick a
different color marker for each voice part and the episode and outline the opening
8 measures of the piece (see example). Have Ss help
b. Move to the back of the room and hand out listening maps and crayons. Have Ss
pick a color to represent the soprano voice, the middle alto, and the low bass. Have
them pick a color for the episodes (the material in between the subjects)
c. Listen again to the fugue. Have Ss complete a listening map. Complete your
listening map on the board too. If there is confusion, show them the score
d. Review vocabulary (subject, answer, episode). Ss move back to their chairs
7. Creating a fugue: Project the Our Fugue worksheet on the board
a. Using the Our Fugue worksheet, instruct Ss to pick the notes, rhythms, and
instruments for their subject. Pick several Ss to play this subject
b. Instruct SSs to pick the notes, rhythms and instruments for the first answer. Pick
several s to play this answer
c. Instruct Ss to pick the notes, rhythms and instruments for the second answer. Pick
several Ss to play this answer
d. Play the subject and the two answers in succession. If time allows, come up with
an episode
e. Perform the fugue and emphasize artistry and musicality
f. Put away instruments
8. Reflect and discuss: How does this fugue sound similar or different to Baroque
fugues? Is it structured similarly? What instruments were used?
9. Oral Review: What is the structure of a fugue? What are the three main parts of a

Orff or percussion instruments
Meet the Great Composers by Maurice
Our Fugue worksheet
Piano Sheet Music for Fugue in Cm,
BWV 847/2
Powerpoint slide
Listening Map worksheet
National Standard(s) Addressed:
Understanding music in relation to
history and culture
Listening to, analyzing, and describing
Reading and notating music
Composing and arranging music with
specific guidelines
Performing on instruments, alone and
with others, a varied repertoire of
- As they listen to Bachs Fugue in Cm,
BWV 847/2, Ss will identify the fugue
subject and answers by standing and by
- While listening to Bachs Fugue in Cm,
BWV 847/2, Ss will create their own
listening map, which will outline the
structure of the fugue
- After receiving guided instruction, Ss
will compose a class fugue with three
- After composing a class fugue, Ss will
perform this fugue and reflect on their

Individual: Ss will create their own
listening map while listening to Bachs
Fugue in Cm, BWV 847/2
Group: Ss will create their own class
fugue after receiving guided instruction
from T
Performance: After creating their fugue,
Ss will perform their fugue and reflect on
their performance

Powerpoint Slide:

Blue=Answer 1
Green=Answer 2

Example Listening Map (With Answer Key):

Example Fugue Worksheet: