Learning-Focused Lesson Plan Name: Seth Hampton

Music Theory/Appreciation Topic: Music History – Romantic

Learning Goals for this Lesson Standards:

How music has evolved historically and why those 6. Listening to, analyzing, and describing music.
same factors influence music evolution today. 7. Evaluating music and music performances.
8. Understanding relationships between music, the
other arts, and disciplines outside the arts.
9. Understanding music in relation to history and
culture.
Students Will Know: Students Will Be Able To:
 The 3 major factors that influence music  Make connections between social, economic, &
development (social, economic, & technology) technology factors and their influence on music
 How those affected music in the Romantic Period  Investigate how those factors influence the music
 Some famous Romantic composers (Brahms, that they listen to
Schumann, Schubert, Berlioz, Chopin, Liszt,
Tchaikovsky, Sibelius)
Lesson Essential Question: Why has music changed throughout history?
Activating Strategy
Key Vocabulary and Vocabulary Strategy:
Strategy – concept mapping, vocab. in context, personal glossary
Vocabulary – program music, tone poem, lied, nationalism, motif
Lesson Instruction
Learning Activity 1 – PPT about the Romantic Graphic Organizer:
cperiod and how it was influenced by the 3 factors. Chart with the periods of music across the top and
Students will take notes and fill in their graphic the factors down the side so that students can
organizer as we go along. Discussion. Distributed write notes about social, economic, and
summarizing (formative assessment) along the way. technology in each of the periods of music history.
Assessment Prompt for LA 1 – Test on Romantic
period.
Learning Activity 2 – Listen to program music from Assignment:
the Romantic period and discuss the musical Choose (minimum) three characters and write a short
elements that communicate the subject matter. story about them (no shorter than a page). Then, write
Discuss leitmotif and its use in Romantic music. music – a motif – for each character.

Assessment Prompt for LA 2 – Listen and Each motif should be no shorter than 4 bars. They
analyze a Romantic piece; label specific sections that don’t have to be fancy, but they should portray the
communicate the subject and write a short essay character well. HOTS
explaining how they do that. HOTS
Learning Activity 3 – Study/watch Berlioz’ opera,
Carmen. Carmen

Assessment Prompt for LA 3 – Write an essay

comparing Carmen to Marriage of Figaro and explain
how the different elements of Classical vs. Romantic
opera contribute to those differences. HOTS
Summarizing Strategy – Ticket out the door – explain why knowing about these factors helps you
choose music to listen to. HOTS