High School Unit Plan

Teacher: Sarah Lee

Unit Title: Musical Elements
Grade: 12th
Number of Classes: 6

MA Frameworks:
• Synthesize and relate knowledge and personal experiences to make art.
Explain the development of one’s musicality or musical style and how it relates to
a composition. (AG.M.Co.10)
• Apply criteria to evaluate artistic work. Construct an argument for selecting
one criteria over another for evaluating a musical composition.
• Select, analyze and interpret artistic work for presentation. Explain how one’s
composition relates to established musical genres, styles, forms (e.g., explain how
one’s piece combines elements of jazz and Celtic music). (AG.M.P.04)
• Generate and conceptualize artistic ideas and work. Consistently apply
research to generate compositional ideas (e.g., to help generate new ideas,
students listen to several different recordings of pieces that use industrial sounds).
(AG.M.Cr.01)

National Standards: (Creating, Performing, Responding, Connecting)

• MU:Re7.2.C.IIIa Analyze aurally and/or by reading the scores of musical
works the elements of music (including form), compositional techniques and
procedures, relating them to aesthetic effectiveness, style, mood, and context;
and explain how the analysis provides models for personal growth as
composer, performer, and/or listener.

Rationale:
• The purpose of this unit is to introduce various musical elements to students,
so that they can analyze aurally by reading the scores of musical works, and
further relate the skill to understanding aesthetic effectiveness, style, mood,
and context of music. Students will able to apply what they learned into
writing their own work of music as a composer, analyzing their favorite piece
of music as a listener, as well as a music performer.

• The long-term goal of the curriculum map is to allow students to become

aware of musical elements that make up a music, so they can better create,
perform, respond, and connect to music.

Essential Questions:
• What are the elements in music?
• How can elements of music be related and used to better understand aesthetic
effectiveness, style, mood, and context of music?
Enduring Understanding:
• In the long term, students will be able to identify various musical elements in
music aurally or by reading the scores, using descriptive terms.

Behavioral Objectives:
• Students will be able to analyze/identify/distinguish aurally or by reading the
scores different musical elements of a piece of music, by using descriptive terms.
• Students will be able to reflect on the aesthetic effectiveness, style, mood, and
context of musical elements on a chosen piece of music.
• Students will be able to perform a musical piece by being aware of musical
elements present in the pieces.
• Students will be able to analyze their favorite pieces of music according to
musical elements.
• Students will distinguish range (narrow or wide) and density (thick or thin) of
texture in music.
• Students will identify and describe three different descriptive terminologies of
textures in music: monophony, homophony, and polyphony.
• Students will use musical terms to analyze different pieces of music.
• Students will distinguish binary (AB, AABB) and ternary (ABA) form in music.
• Students will identify and describe different descriptive terminologies of form in
music: Rondo (ABACA), Theme and Variations (A1A2A3A4, etc.), Sonata form
(exposition/development/recapitulation), ritornello, fugue, songs, 12-bar blues,
jazz…etc.
• Students will distinguish time signature/meter (simple or compound) of rhythm in
music.
• Students will identify and describe music using different descriptive
terminologies of rhythm in music: range of note lengths, important rhythmic
motifs, dotted rhythms, triplet, syncopation, cross rhythms, polyrhythms, accents,
ostinato, swing/shuffle…etc.
• Students will distinguish motion in melody by using terms such as conjunct,
disjunct…etc.
• Students will identify and describe music using different descriptive
terminologies of melody in music: motion, range, key/scale, intervals, use of
chromatic notes/accidentals, motifs, ornaments, phrasing, fragments, or repetition.
• Students will distinguish harmonic quality by using terms such as
major/minor/diminished/augmented.
• Students will identify and describe music using different descriptive
terminologies of harmony in music: diatonic and chromatic harmony, cadences,
Tierce de Picardie, 7th chords, extended chords, or dissonances.
• Students will identify, distinguish and describe music using different descriptive
terminologies of tonality in music: tonal, functional harmony, non-functional
harmony, atonality, modal, modulations.
Assessment/Evaluation:
Informal:
• Class discussion.
Formal:
• Quizzes on different musical elements. Ex) On the texture lesson, students will
take a quiz for identifying music in different textures by using descriptive terms:
polyphony, monophony, homophony…etc.
Long Range Assignment/Project/Product:
• At the end of the semester, students will submit a report/paper analyzing their
favorite pieces of music using terms for describing musical elements of the music.
• At the end of the semester, students will perform a piece of music on their
instruments, and write a reflection on how they interpreted the work based on
musical elements, relating them to aesthetic effectiveness, style, mood, and
context.

Prior Knowledge and Skills:

• Students do not have to know any specific musical terms used for musical
analysis, such as polyphony, hemiola…etc., but they do have to know the general
definition of rhythm, melody, harmony, tonality, texture, and form in music,
which are the key elements in music.

Accommodations:
1. Special needs
• Students with special needs will be assigned a buddy to work with on their
worksheets, in class activities, or games.
• I will provide alternative ways of assessing the students who are having difficulty
with tests, such as by conducting the test orally.
• I will have different ways of presenting class material, through audios, pictures,
and diagrams.

2. ELL
• I will have keywords, or terminology that ELL students may find difficult on the
board, and write out their meanings.

School to Home/community connection:

Throughout the unit, students will be challenged with discussion questions that are
relating the knowledge they are learning in music (knowledge about elements in music)
to daily lives, community, and the whole world. The possible questions are:
1. How can your knowledge in elements in music produce an emotional response?
2. Is the composer’s intention on choosing specific musical elements in their music
important to the listener? Would this affect the musical performance?
3. How do you define a “good” musical piece? Can you relate your answer to
knowledge in musical elements? Is this different across time and culture?
 4. To what extent does your knowledge in musical element affect your
understandings in music of a culture?
5. To what extent does your knowledge in musical element reflect the values, beliefs
and attitudes of the time and place in which the music was made?
6. Is the function of elements in music same throughout the world, culture, time and
place?
7. Are there any moral responsibilities an artist can have by the musical choice they
make using elements of music in their music creation?

Activator:
Students will have listening activities, where they listen to various kinds of music and try
to analyze what they are hearing by writing notes down. Students will analyze based on
what they already know about musical elements in music, such as rhythm, melody,
harmony, tonality, texture, and form of music. I will not require them to already know
specific terminologies for analyzing, but I will give them simple parameters based on
their prior knowledge according to what they have already learned in class, such as for
rhythm- they have to identify what meter/time signature the music is in.

Repertoire:
• Different musical examples of thick and thick texture.
Thin: Haydn: Sonata in G Major, Hob. XVI:11, III, mm.25-29

Thick: Billy Taylor: Talyor Made Piano, P. 158 Example B.

Wide: Berlioz: Agnus Dei from Grande messe des morts (Requiem), op. 5, no. 10, mm.
69–76.

Narrow: Elliott Carter: Eight Etudes and a Fantasy for Woodwind Quartet, III, mm. 1–4.

• Different musical examples of monophony, homophony, polyphony- both audio

and image.

Monophony:
1. “Dies Irae”
2. Sousa: Wahington Post March, mm. 1-5
3. Debussy: Sarabande from pour le Piano mm.1-2

Homophony:
1. Mendelssohn: Songs Without Words op. 30, no. 6, mm. 7–10.
2. Schumann: “Ich Grolle Nicht” (“I Bear No Grudge”) from Dichterliebe, op. 48,
no. 7, mm. 1–4.
3. Mozart: Symphony no. 40 in G Minor, K. 550, I: Molto Allegro, mm. 221–225.
Polyphony:

1. Bach: Invention no. 5 in E-flat Major, BWV 776, mm. 1–2.

2. Bach: Invention no. 4 in D Minor, BWV 775, mm. 1–4.
 3. Josquin des Prez: Tu Solus Qui Facis Mirabilia (You Alone Perform Such
Wonders), mm. 35–38.
4. Bach: Fuga Canonica from The Musical Offering, BWV 1079, mm. 1–3.

• Different musical examples of Binary, Ternary, Rondo (ABACA), Theme and

Variations (A1A2A3A4, etc.), Sonata form
(exposition/development/recapitulation), ritornello, fugue, songs, 12-bar blues,
jazz
Binary (AB, AABB):

1. Bach: Menuet II from Partita no. 1 in B-flat Major, BWV 825.

2. Folk Song: “Londonderry Air.”

Ternary (ABA):

1. Schumann: Kinder-Sonate no. 1, op. 118, mm. 1–14.

2. Chopin: Mazurka in C Major, op. 33, no. 3.
3. Webber and Nunn: “Memory” from Cats.

Rondo (ABACA):
1. Beethoven: Fur Elise
2. Beethoven: Sonata “Pathetique”, Op.13
3. Mozart: 3rd movement of Piano Sonata in D Major, K. 311

Theme and Variations (A1A2A3A4, etc.):

1. Charles Ives: Variations on America

2. Mozart: Twelve Variations on Vous dirai-je, Maman

Sonata form (exposition/development/recapitulation):

1. Haydn: Sonata in G Major Hob XVI:8

2. Mozart: Sonata in C Major K545

Ritornello:

1. Vivaldi: Bassoon Concerto in E Minor

Fugue:

1. Well-Tempered Clavier

Songs:

1. Strophic
2. Through-composed
 3. Verse/bridge/chorus/middle eight/instrumental solo
4. 32-bar song

12-bar blues (AAB):

1. Beatles: Birthday
2. Jimi Hendrix: Red House

Jazz (theme, improvised solos, theme):

1. Duke Ellington: Take the A Train

2. John Coltrane: My Favorite Things
3. Miles Davis: All Blues

Materials Needed:

(List all materials necessary for this unit, including paper, pencils, instruments, audio
visual, digital equipment etc.)
• Student Worksheet
• Piano
• Audio and scores of musical examples
• Kahoot! Game
• PowerPoint
• Laptop
• Written quiz
• Recommended book: What to Listen for in Music by Aaron Copland.
SIX LESSONS ON THIS UNIT:

<Lesson #1 (Lesson Outline) Rhythm>

1. Behavioral Objective:
• Students will distinguish time signature/meter (simple or compound) of rhythm in
music.
• Students will identify and describe music using different descriptive
terminologies of rhythm in music: range of note lengths, important rhythmic
motifs, dotted rhythms, triplet, syncopation, cross rhythms, polyrhythms, accents,
ostinato, swing/shuffle…etc.

2. Assessment/Evaluation (proposed):
Informal:
• Class discussion and Kahoot! Game.
Formal:
• Quizzes on different musical elements. Students will look at a musical example as
well as listen to audio recording, and describe it using descriptive terminologies
of rhythm.
Long Range Assignment/Project/Product:
• At the end of the semester, students will submit a report/paper analyzing their
favorite pieces of music using terms for describing musical elements of the music.
• At the end of the semester, students will perform a piece of music on their
instruments, and write a reflection on how they interpreted the work based on
musical elements, relating them to aesthetic effectiveness, style, mood, and
context.
• Extra Credit- read chapters on rhythm from “What to Listen for in Music” by
Aaron Copland.

3. Prior Knowledge and activator (proposed):

• Review of Time signature/meter: simple, compound.

4. Lesson content (bullet points):

• Changes of time signature/meter.
• The range of different note lengths used.
• Motifs, important rhythmic motifs or patterns.
• Dotted rhythms
• Triplet/unusal groupings of rhythms
• Syncopation/off beat rhythms
• Cross rhythms/hemiola
• Polyrhythms
• Accents
• Ostinato patterns
• Swing/shuffle rhythm
<Lesson #2 (Lesson Outline): Melody>
1. Behavioral Objective:
• Students will distinguish motion in melody by using terms such as conjunct,
disjunct…etc.
• Students will identify and describe music using different descriptive
terminologies of melody in music: motion, range, key/scale, intervals, use of
chromatic notes/accidentals, motifs, ornaments, phrasing, fragments, or repetition.

2. Assessment/Evaluation (proposed):
Informal:
• Class discussion and Kahoot! Game.
Formal:
• Quizzes on different musical elements. Students will look at a musical example as
well as listen to audio recording, and describe it using descriptive terminologies
of melody. Students will be given parameters to follow.
Long Range Assignment/Project/Product:
• At the end of the semester, students will submit a report/paper analyzing their
favorite pieces of music using terms for describing musical elements of the music.
• At the end of the semester, students will perform a piece of music on their
instruments, and write a reflection on how they interpreted the work based on
musical elements, relating them to aesthetic effectiveness, style, mood, and
context.
• Extra Credit- read chapters on melody “What to Listen for in Music” by Aaron
Copland.

3. Prior Knowledge and activator (proposed):

• Simple listening activity

4. Lesson content (bullet points):

• Motion : conjunct, disjunct
• Range : narrow/wide, intervals
• Key/scale : major/minor, modal, atonal..etc.
• Use of chromatic notes/accidentals
• Important motifs
• Ornaments
• Phrasing
• Fragments
• Repetition
<Lesson #3 (Lesson Outline): Harmony>

1. Behavioral Objective:
• Students will distinguish harmonic quality by using terms such as
major/minor/diminished/augmented.
• Students will identify and describe music using different descriptive
terminologies of harmony in music: diatonic and chromatic harmony, cadences,
Tierce de Picardie, 7th chords, extended chords, or dissonances.

2. Assessment/Evaluation (proposed):
Informal:
• Class discussion and Kahoot! Game.
Formal:
• Quizzes on different musical elements. Students will look at a musical example as
well as listen to audio recording, and describe it using descriptive terminologies
of harmony. Students will be given parameters to follow.
Long Range Assignment/Project/Product:
• At the end of the semester, students will submit a report/paper analyzing their
favorite pieces of music using terms for describing musical elements of the music.
• At the end of the semester, students will perform a piece of music on their
instruments, and write a reflection on how they interpreted the work based on
musical elements, relating them to aesthetic effectiveness, style, mood, and
context.
• Extra Credit- read chapters on harmony from “What to Listen for in Music” by
Aaron Copland.

3. Prior Knowledge and activator (proposed):

• Activator: Simple listening and ear training activity
• Prior Knowledge: Triads (major/minor/diminished/augmented)-root
position/inversion

4. Lesson content (bullet points):

• Simple introduction to diatonic and chromatic harmony
• Cadences
• Tierce de Picardie
• 7th chords
• Extended chords
• Dissonances
<Lesson #4 (Lesson Outline): Tonality>

1. Behavioral Objective:
• Students will identify, distinguish and describe music using different descriptive
terminologies of tonality in music: tonal, functional harmony, non-functional
harmony, atonality, modal, modulations.

2. Assessment/Evaluation (proposed):
Informal:
• Class discussion and Kahoot! Game.
Formal:
• Quizzes on different musical elements. Students will look at a musical example as
well as listen to audio recording, and describe it using descriptive terminologies
of tonality. Students will be given parameters to follow.
Long Range Assignment/Project/Product:
• At the end of the semester, students will submit a report/paper analyzing their
favorite pieces of music using terms for describing musical elements of the music.
• At the end of the semester, students will perform a piece of music on their
instruments, and write a reflection on how they interpreted the work based on
musical elements, relating them to aesthetic effectiveness, style, mood, and
context.
• Extra Credit- read chapters on tonality from “What to Listen for in Music” by
Aaron Copland.

3. Prior Knowledge and activator (proposed):

• Activator: Simple listening and ear training activity

4. Lesson content (bullet points):

• Tonal: major or minor key
• Functional harmony
• Non-functional harmony
• Atonality
• Modal- pentatonic, Aeolian, Dorian, Phrygian…etc.
• Modulations
<Lesson #5 (Lesson Plan): Musical Texture>
Name: Sarah Lee Date: Nov. 4, 2021
Grade: 12 Class Type: General Music

1. Measurable Objective(s): (Measurable learning objectives use action verbs to

describe what you want the students to be able to do by the end of the class.)
• Students will distinguish range (narrow or wide) and density (thick or thin) of
texture in music.
• Students will identify and describe three different descriptive terminologies of
textures in music: monophony, homophony, and polyphony.

2. Assessment: (What evidence will show that the students understand? Describe
the assessment used – formal and informal assessments based on learning
objectives.)
• Formal- a short written quiz on identifying different textures.
• Informal- Kahoot! Group game activity on identifying different textures.

3. National Standards: (Creating, Performing, Responding – Write out the standards

that you will be addressing in their entirety.)
• MU:Re7.2.C.IIIa Analyze aurally and/or by reading the scores of musical
works the elements of music (including form), compositional techniques and
procedures, relating them to aesthetic effectiveness, style, mood, and context;
and explain how the analysis provides models for personal growth as
composer, performer, and/or listener.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the

standards that you will be addressing in their entirety.)
• Synthesize and relate knowledge and personal experiences to make art.
Explain the development of one’s musicality or musical style and how it relates to
a composition. (AG.M.Co.10)
• Apply criteria to evaluate artistic work. Construct an argument for selecting
one criteria over another for evaluating a musical composition.
• Select, analyze and interpret artistic work for presentation. Explain how one’s
composition relates to established musical genres, styles, forms (e.g., explain how
one’s piece combines elements of jazz and Celtic music). (AG.M.P.04)
• Generate and conceptualize artistic ideas and work. Consistently apply
research to generate compositional ideas (e.g., to help generate new ideas,
students listen to several different recordings of pieces that use industrial sounds).
(AG.M.Cr.01)

5. Required Prior Knowledge and Skills: (What must students know to be

successful.)
• Students need to know what are the different elements of music, and this lesson
will specifically be about one of the many musical elements, texture.
 6. Material, Repertoire, Equipment needed: (Be sure to include music titles,
composer/arranger, text etc.)
• Kahoot! Game
• PowerPoint
• Laptop
• Different musical examples of thick and thick texture- both audio and image.
• Different musical examples of monophony, homophony, polyphony- both audio
and image.
• Student worksheet
• Written quiz on identifying different textures

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to

this lesson.)
• Review what are the different elements in music.

8. Accommodations: (Special Needs, ELL, etc.)

• Students with special needs will be assigned a buddy to work with on their
worksheets, in class activities, or games.
• I will provide alternative ways of assessing the students who are having difficulty
with tests, such as by conducting the test orally.
• I will have keywords, or terminology that ELL students may find difficult on the
board, and write out their meanings.

9. Agenda: (List items to be taught and post.)

1. What are the important elements in music?

2. What is texture in music?
3. Range and Density
4. Monophony, Homophony, Polyphony.
5. Kahoot! Game
6. Assessment

10. Lesson Sequence (Be sure to list time in the Pacing Section)
Pacing
A. Brief Opening: (A teacher posted group or brief individual A.…………………...
assignment. Brief reading writing, editing, or problem-solving 5 min.
activity to ready them for learning – may be a question about the
rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")
1. Students will review the important elements in music.
Students will review DR.CPSMITH (duration, rhythm,
context…)-acronym for the different musical elements.
2. Students will be specifically introduced the definition of
texture in music, which is way the melodic, rhythmic, and
harmonic materials are woven together in a composition.
 3. Activity- Identifying the density and range of textures-
thick or thin& wide or narrow- on different music.
Different musical examples of thick and thick texture.
Thin: Haydn: Sonata in G Major, Hob. XVI:11, III, mm.25-29

Thick: Billy Taylor: Talyor Made Piano, P. 158 Example B.

Wide: Berlioz: Agnus Dei from Grande messe des morts

(Requiem), op. 5, no. 10, mm. 69–76.

Narrow: Elliott Carter: Eight Etudes and a Fantasy for

Woodwind Quartet, III, mm. 1–4.
B. Learning Activities: (What learning experiences and B. 15 min.
instruction will enable students to achieve the desired results –
have more learning activities than you need.)

Students will be handed out a worksheet on texture to work on

during class. They will be taking notes on the definition of
monophony, and homophony, polyphony, and the important
terminologies.

Students will be introduced different descriptive terms related to

texture in music- monophonic, polyphonic, and homophonic
texture. Students will hear my presentation/lecture on
monophony, homophony, and polyphony and work on their in-
class worksheets. They will be introduced the definition of each
texture, look at musical examples of each, and listen to the actual
musical examples.

Different musical examples of monophony, homophony,

polyphony- both audio and image.

Monophony:
1. “Dies Irae”
2. Sousa: Wahington Post March, mm. 1-5
3. Debussy: Sarabande from pour le Piano mm.1-2

Homophony:
4. Mendelssohn: Songs Without Words op. 30, no. 6, mm. 7–
10.
5. Schumann: “Ich Grolle Nicht” (“I Bear No Grudge”)
from Dichterliebe, op. 48, no. 7, mm. 1–4.
6. Mozart: Symphony no. 40 in G Minor, K. 550, I: Molto
Allegro, mm. 221–225.
Polyphony:
 5. Bach: Invention no. 5 in E-flat Major, BWV 776, mm. 1–
2.
6. Bach: Invention no. 4 in D Minor, BWV 775, mm. 1–4.
7. Josquin des Prez: Tu Solus Qui Facis Mirabilia (You
Alone Perform Such Wonders), mm. 35–38.
8. Bach: Fuga Canonica from The Musical Offering, BWV
1079, mm. 1–3.

After observing each example, students will have class discussion

on the different musical effect each texture creates, such as the
effect that they have on the style, mood, or context of music.
Lastly, students will play a class game activity using Kahoot!
Students will be divided into groups and play a Kahoot game on
naming the type of texture of music that they see on the screen
each time.

C. Closing/Wrap-up: (This is a recap of the key learning of the C. 10 min.

day to check for understanding. Could be a ticket to leave as
individuals or group answers.)

Students will answer a short written quiz on their own on

identifying textures of different music. The test will have
different images of music in different textures, and they will
write down in the blank one of the textures they think it is:
monophony, homophony, polyphony, or heterophony.

Then, students will exchange their quizzes with another

classmate and grade it.

D. Assignment: D.
• Extra Credit- read chapters on texture from “What to
Listen for in Music” by Aaron Copland.
<Lesson #6 (Lesson Plan): Form/Structure>

Name: Sarah Lee Date: Dec. 15 2021

Grade: 12 Class Type: General Music

1. Measurable Objective(s): (Measurable learning objectives use action verbs to

describe what you want the students to be able to do by the end of the class.)
• Students will distinguish binary (AB, AABB) and ternary (ABA) form in music.
• Students will identify and describe different descriptive terminologies of form in
music: Rondo (ABACA), Theme and Variations (A1A2A3A4, etc.), Sonata form
(exposition/development/recapitulation), ritornello, fugue, songs, 12-bar blues,
jazz…etc.

2. Assessment: (What evidence will show that the students understand? Describe
the assessment used – formal and informal assessments based on learning
objectives.)
• Formal- a short written quiz on identifying different forms in music through both
listening and reading scores.
• Informal- Kahoot! Group game activity on identifying different forms in music
through listening and reading scores.

3. National Standards: (Creating, Performing, Responding – Write out the standards

that you will be addressing in their entirety.)
• MU:Re7.2.C.IIIa Analyze aurally and/or by reading the scores of musical
works the elements of music (including form), compositional techniques and
procedures, relating them to aesthetic effectiveness, style, mood, and context;
and explain how the analysis provides models for personal growth as
composer, performer, and/or listener.

4. State Standards: (Creating, Performing, Responding, Connecting - Write out the

standards that you will be addressing in their entirety.)
• Synthesize and relate knowledge and personal experiences to make art.
Explain the development of one’s musicality or musical style and how it
relates to a composition. (AG.M.Co.10)
• Apply criteria to evaluate artistic work. Construct an argument for selecting
one criteria over another for evaluating a musical composition.
• Select, analyze and interpret artistic work for presentation. Explain how
one’s composition relates to established musical genres, styles, forms (e.g.,
explain how one’s piece combines elements of jazz and Celtic music).
(AG.M.P.04)
• Generate and conceptualize artistic ideas and work. Consistently apply
research to generate compositional ideas (e.g., to help generate new ideas,
students listen to several different recordings of pieces that use industrial
sounds). (AG.M.Cr.01)
 7. Required Prior Knowledge and Skills: (What must students know to be
successful.)
• Students need to know what are the different elements of music, and this lesson
will specifically be about one of the many musical elements, form/structure in
music.

8. Material, Repertoire, Equipment needed: (Be sure to include music titles,

composer/arranger, text etc.)
• Kahoot! Game
• PowerPoint
• Laptop
• Different musical examples of binary and ternary form- both audio and image.
• Different musical examples of Rondo (ABACA), Theme and Variations
(A1A2A3A4, etc.), Sonata form (exposition/development/recapitulation),
ritornello, fugue, songs, 12-bar blues, jazz…etc.
• - both audio and image.
• Student worksheet
• Written quiz on identifying different forms.
• Recommended book: “What to Listen for in Music” by Aaron Copland.

7. Review Needed: (What needs to be reviewed to reinforce prior learning related to

this lesson.)
• Review what are the different elements in music.
• Review smaller elements of form-phrases and periods in music.

9. Accommodations: (Special Needs, ELL, etc.)

• Students with special needs will be assigned a buddy to work with on their
worksheets, in class activities, or games.
• I will provide alternative ways of assessing the students who are having difficulty
with tests, such as by conducting the test orally.
• I will have keywords, or terminology that ELL students may find difficult on the
board, and write out their meanings.

9. Agenda: (List items to be taught and post.)

1. What are the important elements in music?

2. What is form/structure in music?
3. Binary and Ternary
4. What are different musical terms for describing form?
5. Kahoot! Game
6. Assessment

10. Lesson Sequence (Be sure to list time in the Pacing Section)
Pacing
A. Brief Opening: (A teacher posted group or brief individual A.…………………...
assignment. Brief reading writing, editing, or problem-solving 5 min.
activity to ready them for learning – may be a question about the
rehearsal music or at the younger levels it may be a learning
activity to set up for today's lesson such as a "Do Now.")
1. Students will review the important elements in music.
Students will review DR.CPSMITH (duration, rhythm,
context…)-acronym for the different musical elements.
2. Students will be specifically introduced the definition of
form in music, which is the result of the interaction of all
the structural elements in music.
3. Students will review phrases and periods in music.

B. Learning Activities: (What learning experiences and B. 15 min.

instruction will enable students to achieve the desired results –
have more learning activities than you need.)

Students will be handed out a worksheet form to work on

during class. They will be taking notes on the definition of
important terminologies for describing the form in music.

• Students will be introduced different descriptive terms

related to form in music- Binary, Ternary, Rondo
(ABACA), Theme and Variations (A1A2A3A4, etc.),
Sonata form (exposition/development/recapitulation),
ritornello, fugue, songs, 12-bar blues, jazz…etc.. Students
will hear my presentation/lecture on each form in music,
and work on their in- class worksheets. They will be
introduced the definition of each form, look at annotated
musical examples of each, and listen to the actual musical
examples.

Different musical examples of Binary, Ternary, Rondo

(ABACA), Theme and Variations (A1A2A3A4, etc.), Sonata
form (exposition/development/recapitulation), ritornello, fugue,
songs, 12-bar blues, jazz
Binary (AB, AABB):

1. Bach: Menuet II from Partita no. 1 in B-flat Major, BWV

825.
2. Folk Song: “Londonderry Air.”

Ternary (ABA):

1. Schumann: Kinder-Sonate no. 1, op. 118, mm. 1–14.

2. Chopin: Mazurka in C Major, op. 33, no. 3.
 3. Webber and Nunn: “Memory” from Cats.

Rondo (ABACA):
1. Beethoven: Fur Elise
2. Beethoven: Sonata “Pathetique”, Op.13
3. Mozart: 3rd movement of Piano Sonata in D Major, K.
311

Theme and Variations (A1A2A3A4, etc.):

1. Charles Ives: Variations on America

2. Mozart: Twelve Variations on Vous dirai-je, Maman

Sonata form (exposition/development/recapitulation):

1. Haydn: Sonata in G Major Hob XVI:8

2. Mozart: Sonata in C Major K545

Ritornello:

1. Vivaldi: Bassoon Concerto in E Minor

Fugue:

1. Well-Tempered Clavier

Songs:

1. Strophic
2. Through-composed
3. Verse/bridge/chorus/middle eight/instrumental solo
4. 32-bar song

12-bar blues (AAB):

1. Beatles: Birthday
2. Jimi Hendrix: Red House

Jazz (theme, improvised solos, theme):

4. Duke Ellington: Take the A Train

1. John Coltrane: My Favorite Things

2. Miles Davis: All Blues

After observing each example, students will have class discussion

on the different musical effect each form creates, such as the
effect that they have on the style, mood, or context of music.
Lastly, students will play a class game activity using Kahoot!
Students will be divided into groups and play a Kahoot game on
naming the type of form of music that they see on the screen each
time.

C. Closing/Wrap-up: (This is a recap of the key learning of the C. 10 min.

day to check for understanding. Could be a ticket to leave as
individuals or group answers.)

Students will answer a short written quiz on their own on

identifying forms of different music. The test will have different
images of music in different textures, and they will write down in
the blank one of the specific forms they think it is.

Then, students will exchange their quizzes with another

classmate and grade it.

D. Assignment: D.
• Extra Credit- read chapters on form/structure from “What
to Listen for in Music” by Aaron Copland.