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: Behavioral objective: The learners will be able to create two separate drawings that mimic the feelings of both the A and B section of the piece so that they can later determine sections of ternary form with an 85% success rate. Cognitive objective: Students will be able to understand the separate sections of a ternary piece of music and how that they contrast, so that when they are introduced to a piece of music with ternary form they can differentiate the sections and apply different feelings to each section. Experiential objective: Students will go on a field trip with the next week to see an orchestra play pieces, some of which are ternary form. Critical objective: Students will learn that one piece of music is able to provoke many feelings within the student.
Focusing Question: In what ways are the A section and the B section of a piece of music that is ternary form different? How are they the same? Assessment: Formative assessment: I will ask the students questions about the piece and the form throughout the lesson. Summative assessment: The end of the year concert will include the 2nd grade class singing a piece that uses ternary form.
Materials: The piece Op 68, No 9 Little folksong by Schumann from Album For The Young. http://www.youtube.com/watch?v=3tU3IzZeIeQ
Partner: I will draw the students in by having them sing twinkle twinkle little star. After we have finished singing the piece we I will ask the students about the different sections of twinkle twinkle little star. Present: Help the students understand that twinkle twinkle little star is a ternary form piece (ABA) Help students understand that there are two separate sections and that each sections has a different feeling associated with it. I will then play Op 68, No 9 Little folksong and we will discuss as a class the feelings that each sections have, I will write down key words on the black board so that they students can reference it while they are drawling. Finally I will play each section of Op 68, No 9 Little folksong so that the students can draw what they feel represents both sections of the piece. I will call on students who raise their hands to present both of their pictures and explain how they are different like the piece. This will encourage everyone to show their piece but it will not punish the students who are not willing to share their pictures. Personalize: I will play Op 68, No 9 Little folksong by Schumann and let the students draw a picture based on the feelings and ideas in each section that we have discussed as a class. Perform: I will call on students to share the pictures that they have drawn and how they connect to the sections of the piece. This will let them choose to demonstrate what they have learned about ternary form.