LEARN NC

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

Rondo with B-A-G

Students will read letter and rhythmic notation of the song "Hot Cross Buns," compose a phrase using notes B,A,G, and perform the song as the "A" section of a rondo form.

A lesson plan for grades 3–5 Music Education

By Beth Younts

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Learning outcomes

Students will:

  • play “Hot Cross Buns” on melody bells using letter and rhythm notation.
  • compose a new phrase to the rhythm of “Hot Cross Buns” using B-A-G.
  • perform the song and “composed” phrases in rondo form.
  • watch the teacher for conducting cues and perform together as a group.

Teacher planning

Time required for lesson

60 minutes

Materials/resources

  • Rhythm and letter names of “Hot Cross Buns” on chart or board.
  • Rhythm only on chart or board.
  • Melody bells and mallet shared by two students.
  • An 8 1/2″ x 14″ copy of the rhythmic notation of the song and a pencil for each child.
  • Chalkboard or dry erase board.
  • Shapes labeled appropriately for rondo form.
  • Chalk or marker.

Pre-activities

  • Students will sing “Hot Cross Buns” with words and in solfa. They will dictate rhythm to teacher who will notate it on the board.
  • Teacher will explain that “do” or the home tone will be on the letter “G,” “re” will be on “A,” and “mi” will be on “B.”
  • Students will learn the correct way to bounce the mallet on the bell.
  • Students will understand practice cues:
    • “mallets in the air” until ready to play
    • teacher clapping - everyone stops and listens
  • Teacher will arrange melody bells and mallet (one for two students), pencil and 8 1/2″x 11″ paper with rhythm pattern of song.

Activities

  1. Students will sit with a partner at a melody bell with paper and pencils in place.
  2. Students will play the song reading letter names, taking turns with their partner.
  3. Teacher will demonstrate composing a new phrase using B-A-G and the rhythm pattern of the song.
  4. Teacher will write “new” phrase under the rhythm pattern on the board.
  5. Each student will be given four to five minutes to compose a new phrase and write the letters under the rhythm pattern on his/her paper.
  6. Students are encouraged to listen to and help their partner.
  7. Teacher reminds students of good audience behavior.
  8. Students will perform their phrase for the class.
  9. Teacher will display rondo form on board using shapes.
  10. Teacher will assign “B” and “C” sections to individuals and allow them practice time with cues.
  11. Students will practice “A” section following cues of teacher.
  12. Students will perform rondo.

Assessment

  • Teacher will observe to see if:
    • students play correct notes and rhythms of the song and composed phrase.
    • students, as a group and individually, play at the appropriate time at the cue of the teacher
  • Class will identify characteristics of rondo form.

North Carolina curriculum alignment

Music Education (2001)

Grade 3

  • Goal 2: The learner will play on instruments, alone and with others, a varied repertoire of music.
    • Objective 2.05: Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
  • Goal 3: The learner will improvise melodies, variations, and accompaniments.
    • Objective 3.03: Improvise simple rhythmic and melodic ostinato accompaniments.
    • Objective 3.04: Improvise simple rhythmic variations of familiar melodies.
    • Objective 3.06: Show respect for the improvisational efforts of others.

Grade 4

  • Goal 2: The learner will play on instruments, alone and with others, a varied repertoire of music.
    • Objective 2.05: Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
    • Objective 2.06: Respond to the cues of a conductor.
    • Objective 2.08: Show respect for the playing efforts of others.
  • Goal 3: The learner will improvise melodies, variations, and accompaniments
    • Objective 3.02: Improvise simple rhythmic and melodic ostinato accompaniments.
    • Objective 3.04: Improvise simple rhythmic and melodic variations of familiar melodies.

Grade 5

  • Goal 2: The learner will play on instruments, alone and with others, a varied repertoire of music.
    • Objective 2.04: Play independent instrumental parts while others sing and/or play rhythmic, melodic, or harmonic parts.
    • Objective 2.05: Respond to the cues of a conductor.
    • Objective 2.07: Show respect for the instrumental playing efforts of others.
  • Goal 3: The learner will improvise melodies, variations, and accompaniments.
    • Objective 3.04: Improvise rhythmic variations and melodic embellishments on familiar melodies.
    • Objective 3.06: Show respect for the improvisational efforts of others.

  • North Carolina Essential Standards

    • Music Education (2010)

      • Grade 3

        • 3.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. 3.ML.1.1 Apply elemental changes, including changes to dynamics, tempo, timbre, or texture, when singing or playing music. 3.ML.1.2 Execute...
        • 3.ML.3 Create music using a variety of sound and notational sources. 3.ML.3.1 Use improvisation to create rhythmic and melodic ostinato accompaniments. 3.ML.3.2 Create soundscapes using a variety of sound sources. 3.ML.3.3 Create rhythmic compositions using...

      • Grade 4

        • 4.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression 4.ML.1.1 Apply expressive qualities when singing or playing a varied repertoire of music representing genres and styles from diverse cultures....
        • 4.ML.3 Create music using a variety of sound and notational sources. 4.ML.3.1 Use improvisation to create stylistically appropriate answers to given rhythmic and melodic phrases. 4.ML.3.2 Create compositions and arrangements using a variety of traditional...

      • Grade 5

        • 5.ML.1 Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression 5.ML.1.1 Illustrate independence and accuracy while singing and playing instruments within a group or ensemble. 5.ML.1.2 Illustrate blending...
        • 5.ML.3 Create music using a variety of sound and notational sources. 5.ML.3.1 Use improvisation to create short songs and instrumental pieces, using a variety of sound sources, including traditional and non-traditional sounds, body sounds, and sounds produced...