Exploring Form - Working With Pictures

Learning Resource Type

Learning Activity

Subject Area

Arts Education

Grade(s)

Overview

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.

Phase

Before/Engage

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.1
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Vocabulary

Rhythm

Phrase
Notation (standard, invented, or technological)

Melody

Phrase
Notation (standard, invented, or technological)

Harmony

Phrase
Accompaniment
Progression

Form

Binary form (AB)
Ternary form (ABA)
Style
Genre
Structure (melodic, rhythmic, and harmonic)

Expression

Tempo
Dynamics

Other

Age-appropriate audience and performer etiquette

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing

Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
Perform middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
Compose melodic and/or rhythmic phrases.
Compose accompaniments using I, IV, and V chords.
Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
Create musical compositions in AB form using instruments or technology.
Examine, with guidance, how musical compositions are arranged for various ensembles.

Reading/ Writing

Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
Using notation (standard, invented, and/or through technology) record musical ideas.
Cite specific example from music performed or composed that demonstrate the composer's musical intent.

Responding/ Evaluating

Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
Respond, using appropriate vocabulary, to personal musical creations.
Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.2
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.

Vocabulary

Rhythm

Phrase
Notation (standard, invented, or technological)

Melody

Phrase
Notation (standard, invented, or technological)

Harmony

Phrase
Accompaniment
Progression

Form

Binary form (AB)
Ternary form (ABA)
Style
Genre
Structure (melodic, rhythmic, and harmonic)

Expression

Tempo
Dynamics

Other

Age-appropriate audience and performer etiquette

Essential Questions

EU: The creative ideas, concepts, and feelings that influence musicians' work emerge from a variety of sources.
EQ: How do musicians generate creative ideas?

Skills Examples

Performing

Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
Perform middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
Compose melodic and/or rhythmic phrases.
Compose accompaniments using I, IV, and V chords.
Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
Create musical compositions in AB form using instruments or technology.
Examine, with guidance, how musical compositions are arranged for various ensembles.

Reading/ Writing

Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
Using notation (standard, invented, and/or through technology) record musical ideas.
Cite specific example from music performed or composed that demonstrate the composer's musical intent.

Responding/ Evaluating

Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
Respond, using appropriate vocabulary, to personal musical creations.
Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Anchor Standards

Anchor Standard 1: Generate and conceptualize artistic ideas and work.

Arts Education (2017) Grade(s): 7 - Music

AE17.MU.7.4
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.

Vocabulary

Rhythm

Phrase
Notation (standard, invented, or technological)

Melody

Phrase
Notation (standard, invented, or technological)

Harmony

Phrase
Accompaniment
Progression

Form

Binary form (AB)
Ternary form (ABA)
Style
Genre
Structure (melodic, rhythmic, and harmonic)

Expression

Tempo
Dynamics

Other

Age-appropriate audience and performer etiquette

Essential Questions

EU: Musicians' creative choices are influenced by their expertise, context, and expressive intent.
EQ: How do musicians make creative decisions?

Skills Examples

Performing

Perform rhythmic, melodic, and/or harmonic phrases that are self-created or created by peers.
Perform on instruments or using technology harmonic accompaniments consisting of more than two chords.
Perform harmonic accompaniment to a simple melody using I, IV, and V chords.
Perform middle level literature on a variety of classroom instruments.
Sing alone and with others middle level literature with proper technique.

Creating

Improvise melodic and/or rhythmic phrases vocally, with instruments, or technology.
Compose melodic and/or rhythmic phrases.
Compose accompaniments using I, IV, and V chords.
Compose, using standard notation, iconic notation, and/or technology, pieces in AB or ABA form.
Create musical compositions in AB form using instruments or technology.
Examine, with guidance, how musical compositions are arranged for various ensembles.

Reading/ Writing

Compose melodic, rhythmic, and/or harmonic phrases using standard, iconic notation, and/or technology.
Sight read melodic, rhythmic, and/or harmonic phrases that are self-created or created by peers.
Using notation (standard, invented, and/or through technology) record musical ideas.
Cite specific example from music performed or composed that demonstrate the composer's musical intent.

Responding/ Evaluating

Develop, with the guidance of teacher, a plan to document the composition process including craftsmanship, originality, refinement of ideas, and final presentation and/or performance.
Respond, using appropriate vocabulary, to personal musical creations.
Respond, using appropriate vocabulary, to questions about expressive intent of personal music creations.
Develop, with peers and teacher, a rubric for the refinement of personal musical creations.
Create, with teacher guidance, rubrics to evaluate students' personal compositions, songs, and/or arrangements.

Anchor Standards

Anchor Standard 2: Organize and develop artistic ideas and work.

Learning Objectives

The student will

learn how to use a software program to create a digital slideshow
demonstrate his/her ability to organize objects/concepts into common and contrasting themes
create a digital slideshow that demonstrates traditional musical forms of AB, ABA, and ABACABA

Activity Details

Opening Activity

the teacher will ask if the students can describe the differences between a digital slide show and an action movie
the teacher will provide an example of a digital slideshow (pictures only)
the teacher will describe the process for creating a slideshow
first, the teacher identifies a general topic and then considers two contrasting perspectives (for example, dogs sitting and dogs running)
next, the teacher accesses the Pexels website (or other Creative Commons site)
the teacher demonstrates the process for downloading pictures
on a computer/tablet, the teacher organizes the downloaded pictures into two separate files based on their contrasting themes
the teacher demonstrates importing the pictures into a digital video editing program such as Shotcut for PC's or iMovie for Macs.
the teacher shows the students how to adjust the time duration that each slide is shown and how to rearrange their order
finally, the teacher organizes the pictures into a slideshow with an AB form

Core Activity

the students will choose a general topic with two contrasting perspectives
the students will access the Pexels website (or other Creative Commons site) and download pictures
the students will organize the pictures into two separate files based on their themes
the students will import their pictures into ShotCut or another digital video program
the students will organize the pictures into a slideshow with an AB form
the students will complete any necessary editing (duration of slides, transitions, etc.)
After all of the previous steps have been completed, the students will use the same pictures to create a slideshow using an ABA form

Closing Activity

the students will download and import pictures that represent a third contrasting theme (for example, cats)
the students will organize all of the pictures into a slideshow with an ABACABA form
the students will write a one-page reflective paper describing their observations and opinions of the AB, ABA, and ABACABA forms
the students will share their thoughts with the class

Assessment Strategies

Teachers will

evaluate the slideshows for evidence of contrasting themes
evaluate the slideshows for adherence to AB, ABA, and ABACABA forms
evaluate the students' reflective papers for effort, insights, and an understanding of the impact these forms have on our perception of the slideshow

Each criterion can be evaluated using Pass/Fail, a holistic rubric, or analytic rubric at the teacher's discretion.

Background / Preparation

This lesson will take some advanced planning. The teacher should be familiar with the digital video software and the recommended sites for picture downloads. The teacher might consider creating this project on their own before presenting it to students.

The lesson would move more smoothly if the students had some familiarity with a digital video software program.

Students can work individually or in small groups.

Pexels and digital video editing software

http://www.pexels.com

Approved Date

2018-06-12

Owner (Author)

mzelenak

Exploring Form - Working With Pictures

Learning Resource Type

Subject Area

Grade(s)

Overview

Phase

AE17.MU.7.1
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

UP:AE17.MU.7.1

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.7.2
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.

UP:AE17.MU.7.2

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.7.4
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.

UP:AE17.MU.7.4

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

Learning Objectives

Activity Details

Assessment Strategies

Background / Preparation

Approved Date

Owner (Author)

Exploring Form - Working With Pictures

Learning Resource Type

Subject Area

Grade(s)

Overview

Phase

AE17.MU.7.1 Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.7.2 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.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

AE17.MU.7.4 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.

Vocabulary

Essential Questions

Skills Examples

Anchor Standards

Learning Objectives

Activity Details

Assessment Strategies

Background / Preparation

URL (web address)

Approved Date

Owner (Author)

AE17.MU.7.1
Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.

AE17.MU.7.2
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.

AE17.MU.7.4
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.