Form in Music

Teacher Procedures

1. Teacher will tell the students a story.
   1. Teacher says, “Butterfly I outside yellow looked saw flew I a it it away was.”
   2. The teacher will ask students what was wrong with the story and assist students in their responses
      1. i. The teacher will discuss complete sentences and punctuation/
   3. The teacher will tell the story again: “It flew away. I looked outside. It was yellow. I saw a butterfly.”
      1. i. The teacher will lead a discussion as to why this story, too, is incorrect.
      2. ii. The teacher will discuss how stories have a form. Most stories have a beginning, middle, and an end.
      3. iii. The teacher will have the student help to put the story in the correct order: “I looked outside. I saw a butterfly. It was yellow. It flew away.”
2. The teacher will relate the form of words into sentences, sentences into stories, and the order of a story to musical form.
3. The teacher will define form and its “rules” on the board:
   1. Form is the order of phrases, the plan or pattern for a piece of music.
      1.  
   2. Rules for form:
      1. i. The first section is A.
      2. ii. Following sections take the next letter in alphabetical order.
      3. iii. Repeated sections use the same letter.
4. The teacher will create visual ABA patterns from colors or clothing worn by the students in the class.
   1. The teacher will call select students to the front.
   2. The class will be asked to determine the visual pattern (example: red shirt, blue shirt, red shirt).
   3. The teacher will assist the class in labeling the form (example: ABA).
   4. The teacher will give students representing the visual form letter cards to hold to visually represent the sections.
   5. The activity will be repeated 3-4 times increasing the number in the pattern each time eventually leading to rondo form (ABACA).
5. The teacher will ask 2 students to create visual patterns using classmates as has been demonstrated.
   1. The class will determine the forms with teacher assistance.
   2. The teacher will assist students in labeling the forms as needed.
6. The teacher will use printed visual representations combined with phrases for each image to transition to classifying form aurally by musical phrases.
   1. The teacher will use printed cartoon images of “Dopey Dog” and “Creepy Cat”.
      1. i. The teacher will play teacher generated musical phrases on the piano for each character:
      2. ii. The teacher will play 2 phrases to demonstrate an AB pattern.
         1. The teacher will assist students in ordering the Dog or the Cat.
         2. The teacher will assist the students in labeling AB form.
      3. iii. The teacher will repeat the activity playing 3 phrases using the Dog and Cat to represent ABA, AAB, and ABB forms.
      4. iv. The teacher will repeat the activity playing an ABAC form.
         1. The teacher will ask students what was different? Was anything new?
         2. The teacher will use a random printed visual for the C pattern and assist students in labeling the pattern.
7. The teacher will play Nigun Atik for students (idea expanded on from Spotlight on Music)
   1. The teacher will have students listen to the recording.
   2. The teacher will ask students to remain seated on the A sections and stand for the B sections.
   3. Teacher will use a checklist to note if students stood or sat correctly.

Student Procedures

1. Students will listen to and evaluate the teacher’s story.
   1. Students will determine what was wrong with the story.  
   2. Students will listen to the story again: “It flew away. I looked outside. It was yellow. I saw a butterfly.”
      1. i. Students will participate in a discussion as to why this story, too, is incorrect.
      2. ii. Students will help to put the story in the correct order: “I looked outside. I saw a butterfly. It was yellow. It flew away.”
2. Students will read the following information from the board:
   1. Form is the order of phrases, the plan or pattern for a piece of music.
   2. Rules for form:
      1. i. The first section is A.
      2. ii. Following sections take the next letter in alphabetical order.
      3. iii. Repeated sections use the same letter.
3. Students will participate as the teacher creates visual ABA patterns from colors or clothing worn by the students in the class.
   1. The class will be asked to determine the visual pattern (example: red shirt, blue shirt, red shirt).
   2. Students will label the form (example: ABA).
   3. Students will hold cards representing the visual form that represent the each section.
   4. The activity will be repeated 3-4 times increasing the number in the pattern each time eventually leading to rondo form (ABACA).
4. 2 students will create visual patterns using classmates as has been demonstrated.
   1. The class will determine the forms with teacher assistance.
   2. Students will label the forms.
5. Students will observe as the teacher uses printed visual representations combined with phrases for each image to transition to classifying form aurally by musical phrases.
   1. Students will identify printed cartoon images as “Dopey Dog” and “Creepy Cat”.
      1. i. Students will listen as the teacher plays teacher generated musical phrases on the piano for each character:
      2. ii. The teacher will play 2 phrases to demonstrate an AB pattern.
         1. Students will label AB form.
   2. Students will listen as the teacher repeats the activity playing 3 phrases using the Dog and Cat to represent ABA, AAB, and ABB forms.
      1. iv. Students will discuss what was different? Was anything new?
6. Students will listen to Nigun Atik. (Idea expanded on from Spotlight on Music)
   1. Students will remain seated on the A sections and stand for the B sections.

Teacher Generated Story:

I looked outside. I saw a butterfly. It was yellow. It flew away.