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MUSE 353 Field teaching 2 lesson plan

Beethovens Symphony no. 7 mvt. 2

Content and Achievement Standards

Singing, alone and with others, a varied repertoire of music
o sing accurately and with good breath control throughout their singing ranges,
alone and in small and large ensembles
Listening to, analyzing, and describing music
o describe specific music events in a given aural example, using appropriate
o analyze the uses of *elements of music in aural examples representing diverse
genres and cultures
Evaluating music and music performances
o evaluate the quality and effectiveness of their own and others' performances,
compositions, arrangements, and improvisations by applying specific criteria
appropriate for the style of the music and offer constructive suggestions for
Understanding music in relation to history and culture/ Understanding relationships between
music, the other arts, and disciplines outside the arts
o describe ways in which the principles and subject matter of other disciplines taught in
the school are interrelated with those of music
o compare, in several cultures of the world, functions music serves, roles of musicians,
and conditions under which music is typically performed

Class Goals and Objectives

Reinforce students knowledge of ostinato patterns
Introduce the functions ostinato patterns serve (underscore emotional melodies,
provide structure for parts layered over the patterns)

Video segment of The Kings Speech that uses Beethovens Symphony no. 7 mvt. 2
Recording of Symphony no. 7 mvt. 2
Worksheet to accompany video and class activities

0:00 Students and instructor will spend additional time reviewing the film Beethoven
Upstairs in preparation to learn more about Beethoven.
Questions to ask: What do you remember about the movie? What kind of music did
Beethoven compose? Was he a successful composer? What did others think of
Beethoven? Why did they think this? How does Beethoven fit into our unit on musicians
with disabilities?

0:03 Instructor will give additional background information on Beethovens life, focusing on his
7th symphony.

0:05 Instructor will connect the movie with the students lives (specifically moments of
nervousness or anxiety.
Question: At one point in the movie, Beethoven was asked to play his music for the King.
How would you feel if you had to get up and perform something in front of a really
important person like a king?

0:07 Students and instructors will discuss speeches, presentations, games, or performances
theyve given as part of classes or extracurricular events.
Questions to ask: Have you ever given a speech, presentation, or performance for any of
your classes? Or have you played in a really important game for a particular sport? What
were they? How did you go? Did you feel nervous before or during the presentation?

0:10 Instructor will discuss the video giving basic background information and asking students
to listen for Beethovens Symphony no. 7
Questions to ask: Has anyone ever heard of the movie The Kings Speech? Were going
to play a clip from the movie, and you will fill out this worksheet while you watch it.

0:19 Class and instructors will go over the worksheet with the instructor asking students to
read and justify their answers. Instructor will give particular attention to questions relating to
repeating patterns in the music and the way the repeating patterns function.

0:25 Students will provide their own definitions of ostinato as part of review from the last class,
and instructor will ask if any students recognized (and could say aloud) the ostinato from the
piece of music playing in the video.

0:28 The instructor will play a portion of a recording of Beethovens Symphony no. 7, asking
students to keep a steady beat and listen for the ostinato pattern. (After a little while, instructor
will vocalize the rhythmic ostinato and ask students to join in)

0:30 Instructor will ask students to flip over their pages and look at the poems on the back. The
instructor will choose a poem and say the poem while the recording of the symphony plays in
the background
Question to ask: Does the poem seem to fit with the style of the ostinato and of the
piece? Why or why not?

0:35 Students will choose one of the other poems to say over the piece of music and analyze
whether it fits with the piece and with the ostinato
Additional Question: Does the ostinato help you say the poem the way it should be said?
If yes, in what ways? If no, why? Is it possible for the ostinato to provide structure so
that you can be more emotional? (Trying to tie in the function of ostinato to provide
underlying structure to additional overlaying musical material)

0:40 Students will choose topics for the instructor to talk about while the piece plays in the
background and students will continue to say the ostinato pattern softly
Possible topics: family, pets, animals, environment, school, sports, etc

0:42 Students will choose topics to talk about while the piece plays in the background (other
students will continue to say ostinato pattern softly)
Question: Do you think the ostinato pattern influenced the way you spoke? What things
did you think about while you were speaking?
Assessment of Goals and Objectives
Assessment will be mainly informal and determined through classroom participation in
conversation. Instructors will assess whether students are using appropriate and accurate
language to describe ostinato. A worksheet will be collected at the end of the class, and students
will have an exit ticket.

Future Lesson
Next lesson students will listen to yet another piece with an ostinato pattern with more
emphasis being placed on its function as structure for improvisation.

Higher level multiple choice questions- How do you think the King is feeling? Why do you think
the music director of the movie chose to include this piece? What are some characteristics of
this piece? How might the ostinato help someone like the king, who struggles with speaking?