\ ee 7 Form in GarageB: ol) te ore WA 1. Learning Objectives): = Study will know and be able to identi the different sections o pf the order and functions of the varying prs. ~ \Siaents wil e able to demons understanding of Rondo frm though Henin Se 8 loops Ja song form by repeatedly being asked 10 = Students will be able to compose a short piece in Rondo form using GarageBan 2. Assessment: = Therg wll be an informal assessment by playing Heat Waves by Glass Animals and having students raise thelr hhayds when they hear a change in section, = pformal assessment with assigning Rondo A,B, Cleters to sections of a the Heat Waves son dents identify them as we listen through asa clas and write it out together on the board. = Atmore formal asessment will ake the form of a Final composition project on GarageBand completed by each student individually 1g and having 3. Require prior knowledgeWkils: =, frudents have base prior knowledge of GarageBand and where to find the Loops Library, bu this willbe reviewed inthe classroom, fs. Review and/or new information needed [5 Materials, Repertoire, Equipment needed: = CfimputersiPads = Speakers = Prepared popular music examples on YouTube (Heat Waves by Glass Animals) + Whiteboard/markers6. Lesson Sequence |. Opening: (introduction, “do now", warm up ete.) Students will enter the classroom and get settled by taking ‘ut their computers and leaving them closed on theit desks, = Saminutes B. Learning Acti 1. Switch tothe first slide ofthe presentation, Listen to the ‘YouTube clip of Heat Waves by Glass Animals. Students ill raise theirhands every time they hear a new section ‘of the music that sounds different tothe one before. This will activate their awareness of different sections of the sie’s form. 2. Students watch a presentation about the Rondo form: ABABA oF ABACA. A is commonly the verse or the fist theme, B is usually the chorus o second theme, and C, if included often the bridge or 3 different theme. There will be information below the slide deck, and there isa sfide to go alongside this informatio. 3. _udents will listen to Heat Waves again, raising their hand on each new section and analyzing the song with each change to assign A, B, and Cto the sections to it ‘Teacher will write out the group-analyzed form asthe students decide what letters are assigned. 4 Students will then open up computers and follow nt 9 the board to review how to ‘open GarageBand, Students will open the Loops Library and then shut their computers 5. With the teacher’s demonstration projecting onto the board, students wil help decide what loops to us, in a ‘lass-composed rondo form piece on GarageBand. The demonstration will be ABABA, 8 with 4 measures per section. There wil beat last one percussion beat pattern in each section and one melodic loop, any instrument is allowed 6. Students will open a new projet in GarageBand and use oops to create a short Rondo-form composition of their ‘own, using the same parameters (which are also listed on the next slide), with each seetion being 8 measures long. ‘They may only be able to get the A section done in class this is okay. instructions on powerp 1. 4 minutes 2. Sminutes 3. $-6minutes 4. 10-15 minutesJc. Assessment Activity: |. The assessment is embedded into the wrap up, testing the students knowledge of the Rondo form, Next week there will bea sharing ofthe GarageBand project. ‘Summative activity/Closing/ Wrap-up: 1. Students will raise hands to review the order of Rondo 1 Sxp minutes form 2. Computers/Pads away 7. Accommodations: 1. Visual aids onthe board andr on a printed out sheet. 2. For students who cannot use the GarageBand application, they can use Orff instruments or hand percussion instruments to compose their own rhythmic Rondo composition. 8. Checklist of National Standards: Creating, Performing, Responding, Connecting = Creating ‘MU:Cr2.1.7a Select, organize, develop and document personal musical ideas for arrangements, songs, ‘and compositions within AB, ABA, or theme and variation forms that demonstrate unity and variety and convey expressive inten. MU:C13.1-7a Evaluate their own work, applying selected criteria such as appropriate application of elements of music including styl, form, and se of sound sources. = Responding MU:Re7.2.7a Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pisces. 9, Checklist of State Frameworks: Improvisation & Composition, Critical Response, Purposes & meaning. in the arts, inventions technologies & the arts = Creating Generate and conceptualize artistic eas and work Content apply research o generate compositional ideas (e.g to help generate new idea, stots Ute to several diferent recordings o pieces thaws industrial sounds) AG MOO), (Organize and develop arsticideas and work, Document srateies sed regularly to organize artic eas building of of sub-dominat cles, or composing using a sonata form). AGMCPO2) = Performingopen original * Develop and refine artistic techniques and work for presentation. Lead he pradaction oe eerie ‘composition (ea tude leads a concert in ahich her work is performed). AG MOS) Following Lesson: 10. Teacher Reflection Sei Evaluation: a Reflect on the proces and include student sponses was ret bout checking ~ sl ene ching his leson. ink hat ny ees wet smo and as eat heh nthe students when the lesson di switch over toa mote individu asi 1 Productive and plying he leaned know ed. come ofthis lesson) I Rethink & Revs what could you have done fret 0 mprove th cmame ft no ng ihn that coulda wok on eingsnore ase, Nain he set sens bee students are okay to complet an activity as a rhetorical question and iste