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K–12 teaching and learning · from the UNC School of Education

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Learning outcomes

Students will:

  • understand the concept of ABA form.
  • distinguish the “A” sections from the “B” sections in selected listening examples.
  • describe the differences in the “A” sections and the “B” sections using musical terms.

Teacher planning

Time required for lesson

55.00 minutes

Materials/resources

  • CD or tape player
  • Recording of “Eine Kleine Nacht Musik,” by Mozart
  • Recording of “Little David Play on Your Harp”
  • chalkboard and chalk (or whiteboard and markers)
  • groups of objects to demonstrate the concept of “same, different, same” (e.g. blocks)
  • paper, pencils, colored pencils

Pre-activities

  • Students will need to be familiar with basic dynamic terms and terms of musical expression.
  • Students also need to be able to recognize different musical instruments by their sounds.

Activities

  1. Begin by introducing the concept of same, different, same:
    • Prepare several visual displays that illustrate this concept. For example, arrange three stacks of books in front of the room. Stacks one and three should be identical. The middle stack should be a group of books of various sizes, colors, and shapes.
    • Have the students tell you what they see.
    • Lead them in a discussion about the differences and similarities of the stacks of books.
    • Label the stacks “A”,”B”,”A”. For this activity, you may use basically any group of objects that illustrate this concept. Groups of students can be used as well.
  2. Following this activity, give students a brief explanation and description of ABA Form in music.
  3. Draw a chart on the board that has three columns labeled “A”,”B”,”A”. Write the title of the music, “Eine Kleine Nacht Musik” at the top of the chart. Have the students copy the chart on paper of their own.
  4. Play this musical selection for the students twice, helping them distinguish the “A” sections from the “B” sections as they listen. Play the selection a third time and have the students write down on their charts what they hear in each section. Encourage students to use musical terms to describe what they hear in each section. They may also use non-musical terms or create icons to represent what they hear. When the students have finished this activity, discuss the differences they heard between the “A” and the “B” sections and the return of the “A” section.

Assessment

  • Play the recording, “Little David Play on Your Harp” twice. Play this selection a third time and have the students raise their hands when they hear the “B” section begin and the “A” section return.
  • Have students complete a chart for this selection as they did in the previous activity. Charts could be evaluated by teacher or peer partners.

Supplemental information

Comments

You may use any selection in ABA form to teach this lesson. This lesson could be modified to teach AB, AABA, Call and Response, Theme and Variations, and Introduction/Coda forms.

  • North Carolina Essential Standards
    • Music Education (2010)
      • Grade 1

        • 1.MR.1 Understand the interacting elements to respond to music and music performances. 1.MR.1.1 Use corresponding movements or actions to respond to prominent music characteristics (such as patterns in rhythm, melodic contour, dynamics, and form) while listening...

North Carolina curriculum alignment

Music Education (2001)

Grade 1

  • Goal 6: The learner will listen to, analyze, and describe music.
    • Objective 6.01: Identify simple music forms when presented aurally, including AB, ABA, and Introduction.
    • Objective 6.02: Demonstrate perceptual skills by answering questions about and discussing aural examples of music.

Grade 2

  • Goal 6: The learner will listen to, analyze, and describe music.
    • Objective 6.01: Identify simple music forms when presented aurally including AB, ABA, and Introduction/Coda.
    • Objective 6.02: Demonstrate perceptual skills by answering questions about and describing aural musical examples of various styles and cultures.

Grade 3

  • Goal 6: The learner will listen to, analyze, and describe music.
    • Objective 6.01: Identify simple music forms when presented aurally including AB, ABA, AABA, Call and Response, and Introduction/Coda.
    • Objective 6.02: Demonstrate perceptual skills by conducting, moving, answering questions about, and describing aural music examples of various styles and cultures.

Grade 4

  • Goal 6: The learner will listen to, analyze, and describe music.
    • Objective 6.01: Identify simple music forms when presented aurally including AB, ABA, Call and Response, Rondo, Ballad, and Introduction/Coda.
    • Objective 6.02: Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of music of various styles and cultures.

Grade 5

  • Goal 6: The learner will listen to, analyze, and describe music.
    • Objective 6.01: Identify music forms when presented aurally including AB, ABA, AABA, Call and Response, Rondo, Theme and Variations, Ballad, and Introduction/Coda.
    • Objective 6.02: Demonstrate perceptual skills by conducting, moving to, answering questions about, and describing aural examples of varied musical styles and cultures.