High School Lesson Plan

Standard: Students will compose and arrange music within specific guidelines

Indicator of Achievement: Students will compose music in several distinct styles, demonstrating creativity in using the elements of music for expressive effect

Standard: Students will listen to, analyze, and describe music from diverse cultures, times, and places

Indicator of Achievement: Students will:

• identify and explain compositional devices and techniques used in a musical work
• compare and contrast the use of those techniques between different compositions

Standard: Students will evaluate music and music performances

Indicator of Achievement: Students will:

• explain personal preferences for specific musical works and styles using appropriate music terminology
• evaluate a given musical work and determine what musical qualities or elements were used to evoke feelings and emotions

Materials: tapes and scores of music demonstrating "theme and variations" from different genres and time periods

Preparation: Prior to this unit, students should be helped to develop a criteria for evaluating musical compositions.

Students see musical scores of various examples of this form, then follow the score as they listen to live and taped performances. They analyze and verbally explain the compositions giving attention to the technique the composer used which resulted in the different variations. The class discusses the effective means of the different techniques and why some techniques work better than others. Similarities that exist across all the compositions are also analyzed.

Students choose one composition to analyze in greater detail. The analysis should include compositional devices and techniques: rhythm, harmonic progressions, melody, texture, tonality, etc.. In an oral presentation, students compare and contrast their individual discoveries with the selections initially analyzed by the class.

Activity: The students compose their own variations on a theme. They are encouraged to use a simple children's song such as "Mary Had a Little Lamb." Throughout the composition process teacher guidance for individuals is important to insure the projects are well organized musically and that the variation progresses fluidly from one to another. Each student is required to have at least 5 different variations. One variation must be in strict 4-part style and one in the minor mode. Students use notation and/or sequencing programs and electronic instruments on the computer to write and arrange their composition.

Finished compositions should be presented in aural and notated form to the class. Based on the criteria they have developed, students should evaluate their own composition as well as those of their peers.

Student compositions may be compiled in a volume for use in subsequent years as examples of theme and variation.

Assessment: Include student compositions and written evaluation of their own work in their portfolios.

Adapted from a lesson by Tom Dean, Delaware