Amanda Herold

Dr. Talbot
MUS-149
30 October 2018
Assignment 4.4 – Focused Listening

Context: Students are in a 6th grade general music class. They are beginning to explore different
forms of composition. They have no prior knowledge on AB or binary form.

Section 1: Essential Questions & Standards

Essential Questions How does the recognition of A and B sections in binary form music improve
How are we learning? our understanding of a composition?”

Standards MU:Cr1.1.6a: Generate simple rhythmic, melodic, and harmonic phrases

What is the framework for within AB and ABA forms that convey expressive intent.
our learning outcome? MU:Pr4.3.6a: Perform a selected piece of music demonstrating how their
interpretations of the elements of music and the expressive
qualities (such as dynamics, tempo, timbre,
articulation/style, and phrasing) convey intent
MU:Re7.2.6a: Describe how the elements of music and expressive
qualities relate to the structure of the pieces.
MU:Cn10.0.6a: Demonstrate how interests, knowledge, and skills relate
to personal choices and intent when creating, performing,
and responding to music.

Section 2: Learning Outcomes

Learning Outcomes 1. Students will identify AB form in a song
How are we relating the 2. Students will define binary form
standards to the lesson? 3. Students will perform binary form through dance
4. Students will improvise binary form through dance

Section 3: Materials, Vocabulary, & Pre-Requisites

Materials  Chalk Board
 Paper
 Pencil
 Okamoto, M. (2018, May 13). Sakura. Retrieved October 30, 2018, from
https://www.youtube.com/watch?v=2ste8LdbtEs

Glossary of Terms &  Binary Form: Two-part (A - B) structure of music; usually each part is
Abbreviations repeated. The term can also mean any form with two periods,
or sections. (OnMusic Dictionary -. (n.d.). Retrieved October 30, 2018,
from http://dictionary.onmusic.org/ )
 Ternary Form: A compositional form which consists of
three major sections, an A section which states the thematic material, a
B section which presents a contrasting theme, and a final
A section which restates the opening thematic material. Also, any three
part form. (OnMusic Dictionary -. (n.d.). Retrieved October 30, 2018,

1
 from http://dictionary.onmusic.org/ )
 Improvisation: Term referring to the
spontaneous performance of music without previous preparation or any
written notes. (OnMusic Dictionary -. (n.d.). Retrieved October 30, 2018,
from http://dictionary.onmusic.org/ )
 Composition: A musical work

Section 4: Procedures
Sakura 1) Students will gather in a circle and prepare to dance at an arm-widths
Do = The Pitch D apart
2) Teacher will show students the video as a whole
3) Teacher will break down and teach the dance sections using the video to
assist in the process
4) Teacher will have the students dance the piece without musical
accompaniment to check for understanding
5) Students will dance to the piece with musical accompaniment using the
movements provided in video
6) Teacher will repeat the dance multiple times with the students and
assist with students struggling
7) After the teacher finds students to have mastered the topic, students
will gather and sit in the circle for discussion
8) Teacher will engage with students and ask them what they experienced
9) Teacher will assist in guiding discussion on binary form
(A-section theme can be heard at 0:27-0:52 in music provided, and the
B-section theme can be heard at 0:53-1:19)
10) Teacher and students will create a definition of binary form
11) Students will dance to the piece again, this time improvising dance
moves where they hear the “A” and “B” sections.
12) Students will answer the question “How does the recognition of A and B
sections in binary form music improve our understanding of a
composition?” as an exit ticket.

Section 5: Assessment & Extensions

Assessment  Teacher will aurally and visually assess students’ identification of binary
Checking understanding of form through classroom discussion and dance performances
objectives.  Teacher will visually assess students’ definitions of binary form by
assessing whether or not students’ clearly define that binary form has
two different sections in their exit ticket
 Teacher will visually assess students’ performances of binary form by
observing whether or not students can differentiate between the two
sections in their dancing
 Teacher will visually assess students’ improvisation of binary form by
observing whether or not they have two consistent different dance
moves for each section.

Assessment 1 2 3
Student Student shows Student shows a Student clearly

2
 Definition little general states in
understanding understanding definition that
of definition or in definition but ternary form as
does not write a fails to identify a 3-section piece
definition it as having 3
sections
Student Student does Student can Student can
Identification of not identify identify the identify the
Binary Form different sections either sections both
sections within through class through class
the piece discussion or discussion and
performance, performance
but not through
both
Student Dance Student does Student Student
Improvisation not improvise improvises a improvises two
dance but does different dance
not stay within moves for each
parameters section
given by teacher
Student Student does Student Student
Performance not perform performs the performs and
and Dance dance but fails transitions to
Transition to properly different
transition sections of the
song smoothly

Extension of Lesson  Students will identify ternary form

Where can this lesson go in  Students will perform ternary form
context?  Students will identify the A and B sections of a classmate’s performance
 Students will create a binary form composition of their own

I affirm that I have upheld the highest principles of honesty and integrity in my academic work, and
have not witnessed a violation of the honor code.

Amanda Herold