ALEX Resources

   View Standards     Standard(s): [ARTS] MUS (7) 2 :

2) 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 intent.

[ARTS] MUS (7) 6 :

6) Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying expressive intent.

Similarity and contrast are essential to the aesthetic experience. In this lesson, students will identify, download, and edit, two contrasting pieces of music to experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will identify two pieces of music with contrasting characteristics on Free Music Archive (for example, one work is performed at a fast tempo, while the other at a slow tempo). Then, the students will download the sound files and import them into a digital audio editing software program (for example, Audacity). The student will use the editing features in the software to create a 60-second soundtrack that demonstrates AB form and one that demonstrates ABA form. Finally, the students will import an additional piece of music. With these three pieces of music, the students will create a soundtrack in ABACABA (rondo) form that is 60 seconds long.

This activity was created as a result of the Arts COS Resource Development Summit2.

   View Standards     Standard(s): [ARTS] MUS (7) 1 :

1) Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

[ARTS] MUS (7) 4 :

4) Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style and form, and appropriate use of sound sources.

[ARTS] MUS (7) 2 :

2) 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 intent.

Similarity and contrast are essential to the aesthetic experience. In this lesson, students will organize pictures based on contrasting themes.  Since many people are visually oriented, working with pictures is an effective way to gain an understanding of form before working with sound.

The students will experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will collect and organize pictures with common and contrasting themes. (For example, a student would download pictures from the Internet of dogs that are sitting and dogs that are running.) Then, the students will create a digital slideshow of the pictures in an AB form and in an ABA form. (PC users can use free software such as Shotcut and Mac users can use a similar software program such as iMovie). Finally, the students will download an additional set of pictures unrelated to the other two to create a third theme. (For example, a student would add pictures of cats.) With these three themes, the student can create a slideshow in ABACABA (rondo) form.

This activity was created as a result of the DLCS COS Resource Development Summit.

   View Standards     Standard(s): [ARTS] MUS (7) 2 :

2) 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 intent.

[ARTS] MUS (7) 6 :

6) Present the final version of their documented personal composition, song, or arrangement, using craftsmanship and originality to demonstrate unity and variety while conveying expressive intent.

Similarity and contrast are essential to the aesthetic experience. In this lesson, students will create a digital slideshow with a soundtrack that contains contrasting themes.  The students will experience the aesthetic impact of AB, ABA, and ABACABA (rondo) form. First, the students will collect and organize pictures into contrasting themes. (For example, a student would download pictures from the Internet of dogs that are sitting and dogs that are running.) Then, they will find and download two music pieces to be used as soundtracks for the pictures. The students will use the pictures and music to create a digital slideshow in an AB form and also in an ABA form. (PC users can use free software such as Shotcut and Mac users can use a similar software such as iMovie). Finally, the students will add an additional set of pictures and music track that are different from the other two themes to create a third theme. (For example, a student would add pictures of cats.) With these three themes, the student will create a slideshow in ABACABA (rondo) form.

This activity was created as a result of the Arts COS Resource Development Summit2.