ALEX | Alabama Learning Exchange

Theme and Variation

Classroom Resource Information

Title:

Theme and Variation

URL:

https://www.carnegiehall.org/Education/Programs/Music-Educators-Toolbox/Resources/5-Theme-and-Variation

Content Source:

Other
Carnegie Hall

Type:

Learning Activity

Overview:

Students will create a theme and variations using a simple sentence. Students will compare and contrast themes and variations while listening to Mozart's variations on "Twinkle, Twinkle, Little Star." Listening examples are provided.

Content Standard(s):

Arts Education ARTS (2017) Grade: 4 Music: General	11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities. Example: Experiment with instrumentation to explore the impact on a known piece. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? Concepts & Vocabulary: Rhythm Conducting patterns in Syncopation Melody Pitch set: Do, Re, Mi, Fa, So, Ti Treble clef reading (La, So, Mi, Re, Do) Middle C through High B Create melodic sequences Half-step Whole step Harmony Canons Chord components Chord progression (I, V) Crossover bordun Form Phrasing: antecedent and consequent D.C. al coda Fine Expression pp through ff Other Age-appropriate audience and performer etiquette Orchestra instruments within the 4 families Age-appropriate pitch matching (A3-E5) Skill Examples: Performing Sing, move and respond to music from world cultures and different composers. Sing a varied repertoire with accurate rhythm, pitch and expressive qualities individually and with others. Creating With limited guidance, Improvise and compose short compositions using a variety of classroom instruments and sound sources. Reading/ Writing Read, write and perform using rhythm patterns that include syncopated rhythms, in 2/4, 3/4 and 4/4 meter. Responding/ Evaluating Use the head voice to produce a light, clear sound employing breath support and maintaining appropriate posture. Use student developed criteria to critique their own performances and the performances of others.
Arts Education ARTS (2017) Grade: 4 Music: General	18) Demonstrate and explain how expressive qualities, including dynamics and tempo, are used in performers' and personal interpretations to reflect expressive intent. Example: Sing music with expressive qualities and summarize expressive intent. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Interpret Essential Questions: EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. EQ: How do we discern musical creators' and performers' expressive intent? Concepts & Vocabulary: Rhythm Conducting patterns in Syncopation Melody Pitch set: Do, Re, Mi, Fa, So, Ti Treble clef reading (La, So, Mi, Re, Do) Middle C through High B Create melodic sequences Half-step Whole step Harmony Canons Chord components Chord progression (I, V) Crossover bordun Form Phrasing: antecedent and consequent D.C. al coda Fine Expression pp through ff Other Age-appropriate audience and performer etiquette Orchestra instruments within the 4 families Age-appropriate pitch matching (A3-E5) Skill Examples: Performing Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation). Creating Develop criteria and use them to critique their own performances and the performances of others. Reading/ Writing Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music. When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Responding/ Evaluating Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.). Explain how the elements and subject matter of music connect with disciplines outside the arts.
Arts Education ARTS (2017) Grade: 4 Music: General	19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context. Example: Write a detailed review of a live musical performance. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? Concepts & Vocabulary: Rhythm Conducting patterns in Syncopation Melody Pitch set: Do, Re, Mi, Fa, So, Ti Treble clef reading (La, So, Mi, Re, Do) Middle C through High B Create melodic sequences Half-step Whole step Harmony Canons Chord components Chord progression (I, V) Crossover bordun Form Phrasing: antecedent and consequent D.C. al coda Fine Expression pp through ff Other Age-appropriate audience and performer etiquette Orchestra instruments within the 4 families Age-appropriate pitch matching (A3-E5) Skill Examples: Performing Demonstrate and explain how specific music concepts (such as form, timbre, etc.) are used to support a specific purpose in music (such as social and cultural contexts) through various means (such as manipulatives, movement, and/or pictorial representation). Creating Develop criteria and use them to critique their own performances and the performances of others. Reading/ Writing Evaluate musical works and performances, applying established criteria, citing evidence from the elements of music. When analyzing selected music, read and perform rhythmic patterns and/or melodic phrases with voice, body percussion, and/or instruments, using iconic or standard notation. Responding/ Evaluating Demonstrate an understanding of the elements of music applied to a listening example using teacher-given vocabulary (such as different sections of complex forms, teacher-selected orchestral instruments, etc.). Explain how the elements and subject matter of music connect with disciplines outside the arts.
Arts Education ARTS (2017) Grade: 5 Music: General	11) Demonstrate and explain how intent is conveyed through interpretive decisions and expressive qualities that reflect stylistic performance practices. Example: Perform dynamic and articulation markings in known pieces. Unpacked Content Artistic Process: Performing Anchor Standards: Anchor Standard 4: Select, analyze, and interpret artistic work for presentation. Process Components: Interpret Essential Questions: EU: Performers make interpretive decisions based on their understanding of context and expressive intent EQ: How do performers interpret musical works? Concepts & Vocabulary: Rhythm Melody Pitch set: Do-centered diatonic Treble clef reading (choral octavos) Grand staff Bass clef Accidentals Major scale Harmony Part singing/ playing Chord progression (I, IV, V) Arpeggio Descant Level bordun Form Rondo form 12-Bar blues Expression Vibrato Tremolo Reggae Blues Timbre: soprano, alto, tenor, bass Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (Ab3-F5) Skill Examples: Performing Sing a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control. Sing intervals on pitch within a major diatonic scale. Perform melodies on recorder while reading standard and/or iconic music notation. Perform, on instruments, a varied repertoire with accurate rhythm and pitch, appropriate expressive qualities, proper posture and breath control. Sing partner songs to create harmony. Sight-read and prepare a performance. Creating Demonstrate appropriate use of legato and staccato in a song. Create a personal playlist and explain why each piece was selected. Improvise, compose and arrange music. Use technology and the media arts to create and perform music. Reading/ Writing Read, write, and perform rhythms in 2/4, 3/4. 4/4. and 6/8 meter signatures using whole notes through sixteenth notes, including dotted notes. Read, write and perform diatonic melodies and the major scale on the treble clef staff. Identify tempo markings such as allegro, presto, largo, and andante. Identify ledger-line notes A, B, and C above the treble clef staff. Identify whole and half steps of the major diatonic scale in printed music. Recognize the difference between major and minor tonalities. Write program notes to accompany performances. Responding/ Evaluating Discuss melodic and harmonic elements used in a piece of music. Explain how a performer performs a piece of music differently when he/she knows the social, cultural, or historical background of the piece, (e.g., How does knowing the history of the American Civil Rights Movement affect the performance of "We Shall Overcome?" Demonstrate appropriate audience etiquette at live performances. Write performance reviews of performances.
Arts Education ARTS (2017) Grade: 5 Music: General	18) Demonstrate and explain how expressive qualities, including dynamics, tempo, and articulation, are used in performers' and personal interpretations to reflect expressive intent. Example: Sing music with expressive qualities and summarize expressive intent. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Interpret Essential Questions: EU: Through their use of elements and structures of music, creators and performers provide clues to their expressive intent. EQ: How do we discern musical creators' and performers' expressive intent? Concepts & Vocabulary: Rhythm Melody Pitch set: Do-centered diatonic Treble clef reading (choral octavos) Grand staff Bass clef Accidentals Major scale Harmony Part singing/ playing Chord progression (I, IV, V) Arpeggio Descant Level bordun Form Rondo form 12-Bar blues Expression Vibrato Tremolo Reggae Blues Timbre: soprano, alto, tenor, bass Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (Ab3-F5) Skill Examples: Performing Analyze the formal structure of music that is to be performed. Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby). Creating Choose a literary work, such as a poem or story, to generate musical ideas for performance. Reading/ Writing Examine performance music for expressive elements, and use correct notation to indicate placement. Responding/ Evaluating Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing. Discuss contributions of musical elements to aesthetic qualities in performances of self and others. Consider and articulate the influence of technology on music careers. Develop and apply criteria for critiquing more complex performances of live and recorded music.
Arts Education ARTS (2017) Grade: 5 Music: General	19) Evaluate musical works and performances, applying established criteria, and explain appropriateness to the context, citing evidence from the elements of music. Example: Write a detailed review of a live musical performance including specific musical elements. Unpacked Content Artistic Process: Responding Anchor Standards: Anchor Standard 9: Apply criteria to evaluate artistic work. Process Components: Evaluate Essential Questions: EU: The personal evaluation of musical works and performances is informed by analysis, interpretation, and established criteria. EQ: How do we judge the quality of musical work(s) and performance(s)? Concepts & Vocabulary: Rhythm Melody Pitch set: Do-centered diatonic Treble clef reading (choral octavos) Grand staff Bass clef Accidentals Major scale Harmony Part singing/ playing Chord progression (I, IV, V) Arpeggio Descant Level bordun Form Rondo form 12-Bar blues Expression Vibrato Tremolo Reggae Blues Timbre: soprano, alto, tenor, bass Other Age-appropriate audience and performer etiquette Age-appropriate pitch matching (Ab3-F5) Skill Examples: Performing Analyze the formal structure of music that is to be performed. Identify elements of music to be performed for a specific context (for example, dynamic markings that are appropriate for a lullaby). Creating Choose a literary work, such as a poem or story, to generate musical ideas for performance. Reading/ Writing Examine performance music for expressive elements, and use correct notation to indicate placement. Responding/ Evaluating Justify personal preferences for certain musical pieces, performance, composers and musical genres both orally and in writing. Discuss contributions of musical elements to aesthetic qualities in performances of self and others. Consider and articulate the influence of technology on music careers. Develop and apply criteria for critiquing more complex performances of live and recorded music.

Tags:

theme, variation

License Type:

Attribution Non-Commercial Share Alike
For full descriptions of license types and a guide to usage, visit :
https://creativecommons.org/licenses

Partnered Event:

ALEX Resource Development Summit

Accessibility

Comments

Carnegie Hall is free for teachers.

This resource provided by:

Author:	Tiffani Stricklin
The event this resource created for:	ALEX Resource Development Summit

ALEX Classroom Resource

Theme and Variation