Lesson

One
Third Grade
Title of Piece
Viennese Musical Clock

Reference for Piece
Youtube; Zoltan Kolday

Teaching Concept
7-part rondo form-Listening lesson

Corresponding Standards
Listening, Analyzing, Movement, Connecting

6. Listening to, analyzing, and describing music.

8. Understanding relationships between music, the other arts, and disciplines

outside the arts.

Materials
Recording of Viennese Musical Clock
Pictures of clocks
Map of Austria
Hamburger pieces
Computer
Projector
White board
Dry erase markers
Worksheets
Pencils

To be Learned
Seven-part rondo will be learned through listening in this lesson. Students will be
able to verbally describe what seven-part rondo is and be able to explain that the A
section always stays the same. Students will also be able to show the difference with
movement.

Step-by-step Lesson
1. Opening set:
a. Students will listen and repeat opening song
b. Students will be asked question about Vienna, Austria
i.
Does anyone know what country Vienna is in?
ii.
Can someone find it for me on this map This is the capital of
Austria
c. Students will listen and look at pictures of Viennese clocks that are
known for their detail and the songs they play. TODAY WE WILL BE

d.
e.
f.
g.

h.
i.
j.

k.
l.

m.

LISTENING TO A PIECE CALLED VIENESSE MUSICAL CLOCK BY

ZOLTAN KODALY
Students will answer the question What kind of music do we expect to
come out of a clock? How might a composer depict a clock in a piece of
music?
Students will listen to the A section of Viennese Musical Clock
i.
Were our predictions correct?
Students will listen as the teacher explains that they will move during
each A section and stand stationary and listen to the sections that come
between. Teacher will signal when the A sections begin.
Students will then come back to their seat and listen as the teacher
explains that this piece is in 7-part rondo form.
i.
Rondo is sort of like a big mac from McDonalds. Watch as I
build this hamburger. Each time A comes back, it is another
bun. Even though the buns may look different, they are always
a bun, just like in music, even though the instruments playing
the A section music may be different, it is always the same
music. Each other sections, B, C, and D are different, just like
cheese, lettuce, and hamburger are all different.
Students will receive a hand out of a listening guide for Viennese Musical
Clock
Students will listen to each section of the piece, and fill out the worksheet
as we progress through the piece.
Students will listen and learn that the very end of the piece has a little
extra piece of music called a coda. We can portray this with a toothpick at
the top of our burger. A coda is a small section of music that composers
can add to the end of a piece to make it a little more different and add a
sense of finality to the piece. (place toothpick) We also have an
introduction, which is like our plate for the hamburger to sit on. A
composer adds an introduction at the beginning of a piece to add some
variety as well as a clear start to the Sections.
Students will listen as the teacher explains that a normal rondo is in A-B-
A-C-A form, how is our rondo different? (Extended d section, coda)
Students will give suggestions for stationary movements during the B, C,
and D sections. Students will then perform their movements with
marching during the A sections, and performing the actions they created
that are listed on the board.
Students will come back to their seats and answer questions pertaining to
things we have learned throughout class.
i.
What is a Viennese clock and what city and country do they
come from?
ii.
What form did we learn about today?
iii.
Who can tell me what rondo form is?
iv.
What is unique about our seven part rondo?

Lesson Two

Third Grade
Title of Piece
Ah, vous dirai je, maman

Reference for Piece
Classics for Kids

Teaching Concept
Theme and Variations

Corresponding National Standards
National Standard #6: Listening to, analyzing, and describing music

Materials
Stars Worksheet
Boxes for students

To be Learned
Students will learn theme and variations and be able to show the differences
between the variations with emotions.

Procedures
Students will learn that we are listening to a piece call Ah, vous dirai je,
maman by WA Mozart
Students will listen as the theme is played and raise their hands when they
recognize the theme of the piece.
Students will say the title of the piece and learn that Mozart wrote this song
and that the words were not written to the piece until 17 years after Mozart
died.
Students will learn that we are going to learn about Theme and Variations
form.
A theme is a melody-like Twinkle Twinkle.
A variation is a restatement of the theme, just in a different way. It changes
each time we hear it. It can change in the notes of the melody, the rhythm, the
harmony, or the instruments that play the melody.
Students will look at visual of cookies to show theme and variations.
As we listen to this piece, there are going to be several different variations on
the theme. We are going to follow along with the stars on this sheet and draw
on our stars how the variation made us feel or what emotion it may show. BE
CREATIVE!
Students will make a list of words that may describe the feelings of the music.
Students will listen as the teacher pauses the music after each variation to
draw on their star.

Lesson 3

Third Grade
Title of Piece
Ballad of the Unhatched Chicks
Theme of Star Wars

Reference for Piece
YouTube

Corresponding National Standards
National Standard Number 5: Reading and Notating Music
National Standard Number 6: Listening to, analyzing, and describing music

Materials
Recording of Ballet of Unhatched Chicks
Recording of Start Wars theme
Bags with form pieces

To be Learned
Students will learn ABA form. Students will be able to show their knowledge
through movements and through placing card in the correct order.

Procedures
Students will stand in a circle and learn that we are going to play telephone.
Students will start by passing a slow steady beat and then trying it with the
music, and then a fast steady beat trying with the music. Students will pick
which fits best. (Fast) This is to familiarize the students with the piece.
Students will learn that this is the steady beat they will use to peck
themselves out of their shell
Students will listen as the teacher explains that ABA form is like a bologna
sandwich. (Visual)
Students will find their perfect spot in the room and learn their movements
for the listening. (Laying on back and pecking for A section, peering out into
new world for B)
Students will watch teacher perform these movements, and then perform
them on their own.
Students will then break into groups of two and receive a bag.
There will be 8 pieces; students will only need five pieces.
Students will not be able to speak, so students will go over ways to
communicate without talking.
Students will listen once and go over the words intro and interlude.
Students will then try to put their pieces in order
Students will listen one more time and proofread their work keeping a
steady beat at each piece.

Informal Assessment: Students performing correct movements at correct time.

Students having shapes in correct order

Lesson 4

Third Grade
Title of Piece
Im On My Way

Reference for Piece
Chicago Symphony Orchestra

Corresponding National Standards
National Standard number 2: Performing on instruments, alone and with
others, a varied repertoire of music
National Standard number 4: Composing and arranging music within
specified guidelines
National Standard number 6: Listening to, analyzing, and describing music
National Standard Number 9: Understanding music in relation to history and
culture

Materials
Maracas
Rhythm Sticks
Hand Drums

To be Learned
Students will learn call and response form and be able to compose their own form.
Students will also learn to pick out a rhythm from a piece and be able to clap it.

Procedures
Students will echo the teachers clapping patterns (ta tadi)
Students will then echo the teachers clapping, patting, snapping, and
stomping.
Students will listen as the teacher discusses that this is call and response
form. C&R is like the waitress asking you what you want at a restaurant, and
you respond with your order.
Students will then echo the teacher again, and then echo students who
volunteer to lead the group.
Students will receive either a maraca, rhythm stick, or drum/
Maracas will echo when the teacher claps

Drums will echo when the teacher pats legs

Rhythm sticks will echo when the teacher snaps
All instruments will echo on the stomp
Students will switch instruments after several repetitions.
Students will then listen to Im On My Way and raise their menus on the
response and put them down on the call.
Students will learn about African American spirituals and how call and
response was the most common form for their spirituals.
Students will then split into two groups on call and one response and try to
clap the rhythm of each part.
Students will split into groups and compose their own call and response form
using the tune and rhythm of Im On My Way to help reinforce the concept.
Students will present their song to the class.

Informal Assessment: Students holding up menus at correct time during listening

Lesson 5

Third Grade
Title of Piece
Lil Liza Jane

Reference for Piece
As American as Apple Pie

Teaching Concept
Verse- Chorus Form

Corresponding Standards
National standard number 1: Singing, alone and with others, a varied
repertoire of music
National Standard number 4: Composing and arranging music within
specified guidelines

Materials
Alto xylophone (for teacher)
Copies of poems for students
Boxes

To be Learned

Students will learn verse chorus form. Students will be able to create their own
verse-chorus form according to specified guidelines

Procedures
Students will review all of the previous forms we have learned.
Students will listen as the teacher models the piece while they keep a steady
beat and the teacher plays the xylophone
Students will learn the verse, and then the chorus by rote. Students will then
learn the second and third verses as the teacher writes them on the board.
Students will discuss the differences between verse and chorus.
Students will listen as the teacher sings the second verse of Twinkle Twinkle
little star and pick out the chorus.
Students will then look at the board and pick out the main idea from the
poem. This will become the chorus. Students will sing the two lines they
chose as the main idea with the tune of twinkle twinkle. Students will then
pick supporting lines to become the verses.
Students will then listen as the teacher explains the guidelines for composing
their own verse and chorus composition. (They are given a poem; pick main
idea for the chorus and supporting evidence for verses. Two lines each. Sung
to the tune of Twinkle)
Students will split into pairs and create their own composition.
Student will perform their composition for teacher and the class. (Push back
to next class if students need more time)

Informal Assessment: Students performing the verses and chorus

Lesson 6

Third Grade
Topic
Fugue

Reference for Piece
Naxos

Corresponding Standards
National Standard number 6: Listening to, analyzing, and describing music

Materials
Instrument worksheet
Boxes

To be Learned
Students will learn fugue form. Students will learn to identify when instruments
enter the fugue.

Procedures
Students will finish their performances of their Verse-Chorus Compositions
Students will sing row, row, row, your boat in unison, and then in a canon.
Students will listen as the teacher explains it is like follow the leader.
Students will listen that a fugue is like a canon, one voice starts the theme (or
melody, or subject), and then other voices, or instruments follow. The
instruments continue to play new material while the other instruments are
still playing the theme (describe differences between canon and fugue: kids
say differences)
Students will listen that this piece is by Bach; in this time fugue was an
extremely popular form.
The first time we hear the fugue, it is called the exposition.
Students will listen to each different instrument play the fugue (violas, 2nd
violin, 1st violins, cello and bass, flute)
Students will then discuss the differences in each of the sound clips.
Students will listen to the fugue in its entirety.
Students will number which instrument comes in 1st, 2nd and so on, on their
paper.
Students will talk how fugues and rounds are different.
Students will discuss whether a fugue or round would be harder to sing
Students will review all forms.

Informal Assessment: Students following along on their paper.