A Unit on Form

Learning Assessment Model Project (LAMP)

Spring 2015

3rd Grade General Music

Cowan Elementary School
Cowan Community Schools, Muncie, IN
Created by: Laura Schuley
Cooperating Teacher: Elana Camp
Duration: 8 40-minute classes

Section
Page #

Table of Contents

Purpose of the
Project. 3
National Standards and Objectives
3-5
Vocabulary
6-7
Unit
Timeline
.8
Lesson
Plans
...9-16
Supplemental Communication
Items17-18

Plans for
visuals
19
Assessment
tools2021
Technology
...22
Accommodations and
Differentiation.22
Pre and Post
Tests2330
Pre and Post Test
Graphs31-36
Narrative
Statements.3

7-42
Supplemental
Materials43-46
Project Rubric

47

Purpose of the Project

The purpose of this unit was to help 3rd grade students
understand multiple forms and the difference between them.
During this lesson, students learned to recognize and notate
six different musical forms. (National Standard 5) The also
learned to listen to music and be able to decipher whether it
was in the form of the lesson or not. (National Standard 6) In
addition, the students learned to compose their own call
and response form as well as their own verse chorus
composition. (National Standard 4) The students also learned
about African American culture and the genre of spirituals.
(National Standard 9) In every lesson, students either sang
the form or played an instrument to show the form of the
piece. (National standards 1 and 2) My goal for the end of
this unit was for students to be able to recite the different
forms as well as being able to perform and know specific
facts about each form.

National Standards and Objectives

Primary Standards
National Standard #4: Composing and arranging music
within specified guidelines
a. Create and arrange music to accompany readings or
dramatization
b. Create and arrange short sings and instrumental
pieces within specified guidelines
National Standard #6: Listening to, analyzing, and
describing music
a. Identify simple music forms when presented aurally
b. Demonstrate perceptual skills by moving, by
answering about, and by describing aural examples
of music of various styles representing diverse
cultures
c. Use appropriate terminology in explaining music.
5

d. Respond through purposeful movement to selected

prominent music characteristics or to specific music
events while listening to music

Secondary Standards
National Standard #1: Singing, alone and with others, a
varied repertoire of music
a. Sing ostinatos, partners and rounds
National Standard #2: Performing on instruments,
alone and with others, a varied repertoire of music
a. Perform easy rhythmic, melodic, and chordal patterns
accurately and independently on rhythmic, melodic,
and harmonic classroom instruments
b. Perform independent instrumental parts while other
students sing or play contrasting parts.
National Standard #5: Reading and notating music
a. Identify symbols and traditional terms of music

National Standards #9: Understanding music in relation

to history and culture
a. Identify by genre or style aural examples of music
from various historical periods and cultures

Overall Unit Objectives: Concepts and Skills

By the end of this unit, students will be able to:
Identify and define 7-part rondo form by following a
listening map and listing the letters of the form (NS 6)
Assessed informally through movement.
Addressed formally with a listening map and
question on the final test
Define and be able to identify coda and introduction (NS
5,6)
Assessed through informal questioning and formal
questions on the final test

 Define the terms theme and variations and be able to

show differences in variations. (NS 6)
Assessed formally through a worksheet where the
students show the differences in the music
through decorating the stars.
Define and identify sonata form (NS 5,6)
Assessed informally through movement and
addressed formally with a group activity putting
shapes with the sections in order.
Define and identify call and response (NS 2,4,6)
Addressed informally with raising manipulatives at
the correct time, playing their instruments on their
respective calls, and students composing their
own call and response for the class.
Define a Spiritual (NS 9)
Assessed as a question on the final test
Define and identify verse and chorus (NS 1,4,6)
Asses informally by picking out the verse or the
chorus in a group setting. Assessed formally
through a performance of their own composition of
a verse chorus piece. Also assessed through
questions on the final test
Define and identify fugue (NS 6)
Assessed formally through a worksheet where the
students number who enters in the fugue, also
assessed as final questions.

Vocabulary List
7-part rondo-ABACADA, a form where the A section always
comes back
Fugue- a form where a short melody (theme) is played by
one part and followed by the other voices playing the theme
while the previous plays new material.
Call and response one group calls a phrase, the other
group responds either in an echo or an answer to the
question.
Exposition- The first time the subject of the fugue is heard.
Spiritual- a genre of music most well known from Africa
Sonata form- ABA can have interludes
Verse a section of music where the words are always
different, followed by a chorus
Chorus- a section of music where the words and melody are
always the same. Comes in between each verse.
Coda- the ending section of a piece. Ties the whole piece
together, usually all players play
Introduction- the beginning section of a piece

Interlude- a short piece of music that comes between larger

sections like A or B
Compose- to write your own piece of music
Theme the main melody of a piece
Variation- when the theme is heard again, but in a different
way.
Subject- the main theme of a fugue
Round- where several voices sing the same melody, but
starting at different times.

Unit Timeline

2/10- Pre Test and Introduction

3/3- 7-Part Rondo
3/10- Theme and Variations
3/17- Sonata Form (ABA)
SPRING BREAK
3/31- Call and Response
4/7- Verse and Chorus
4/14- Fugue
4/21 Review and Post Test

10

Lesson One
Third Grade
Title of Piece
Viennese Musical Clock
Reference for Piece
Youtube; Zoltan Kolday
Teaching Concept
7-part rondo form-Listening lesson
Corresponding Standards
Listening, Analyzing, Movement, Connecting
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts,
and disciplines
outside the arts.
Materials
Recording of Viennese Musical Clock
Pictures of clocks
Map of Austria
Hamburger pieces
Computer
Projector
White board
Dry erase markers
Worksheets
Pencils
To be Learned
Seven-part rondo will be learned through listening in this lesson.
Students will be able to verbally describe what seven-part rondo is and
be able to explain that the A section always stays the same. Students
will also be able to show the difference with movement.
Step-by-step Lesson
1. Opening set:
a. Students will listen and repeat opening song
b. Students will be asked question about Vienna, Austria
i.
Does anyone know what country Vienna is in?
ii.
Can someone find it for me on this map This is the
capital of Austria
c. Students will listen and look at pictures of Viennese clocks
that are known for their detail and the songs they play.

11

TODAY WE WILL BE LISTENING TO A PIECE CALLED

VIENESSE MUSICAL CLOCK BY ZOLTAN KODALY
d. Students will answer the question What kind of music do we
expect to come out of a clock? How might a composer
depict a clock in a piece of music?
e. Students will listen to the A section of Viennese Musical
Clock
i.
Were our predictions correct?
f. Students will listen as the teacher explains that they will move
during each A section and stand stationary and listen to the
sections that come between. Teacher will signal when the A
sections begin.
g. Students will then come back to their seat and listen as the
teacher explains that this piece is in 7-part rondo form.
i.
Rondo is sort of like a big mac from McDonalds.
Watch as I build this hamburger. Each time A comes
back, it is another bun. Even though the buns may
look different, they are always a bun, just like in
music, even though the instruments playing the A
section music may be different, it is always the same
music. Each other sections, B, C, and D are different,
just like cheese, lettuce, and hamburger are all
different.
h. Students will receive a hand out of a listening guide for
Viennese Musical Clock
i. Students will listen to each section of the piece, and fill out
the worksheet as we progress through the piece.
j. Students will listen and learn that the very end of the piece
has a little extra piece of music called a coda. We can portray
this with a toothpick at the top of our burger. A coda is a small
section of music that composers can add to the end of a piece
to make it a little more different and add a sense of finality to
the piece. (place toothpick) We also have an introduction,
which is like our plate for the hamburger to sit on. A composer
adds an introduction at the beginning of a piece to add some
variety as well as a clear start to the Sections.
k. Students will listen as the teacher explains that a normal
rondo is in A-B-A-C-A form, how is our rondo different?
(Extended d section, coda)
l. Students will give suggestions for stationary movements
during the B, C, and D sections. Students will then perform
their movements with marching during the A sections, and
performing the actions they created that are listed on the
board.
m. Students will come back to their seats and answer questions
pertaining to things we have learned throughout class.
12

i.
ii.
iii.
iv.

What is a Viennese clock and what city and country

do they come from?
What form did we learn about today?
Who can tell me what rondo form is?
What is unique about our seven part rondo?

Lesson Two
Third Grade
Title of Piece
Ah, vous dirai je, maman
Reference for Piece
Classics for Kids
Teaching Concept
Theme and Variations
Corresponding National Standards
National Standard #6: Listening to, analyzing, and describing
music
Materials
Stars Worksheet
Boxes for students
To be Learned
Students will learn theme and variations and be able to show the
differences between the variations with emotions.
Procedures
Students will learn that we are listening to a piece call Ah, vous
dirai je, maman by WA Mozart
Students will listen as the theme is played and raise their hands
when they recognize the theme of the piece.
Students will say the title of the piece and learn that Mozart
wrote this song and that the words were not written to the piece
until 17 years after Mozart died.
Students will learn that we are going to learn about Theme and
Variations form.
A theme is a melody-like Twinkle Twinkle.
A variation is a restatement of the theme, just in a different way.
It changes each time we hear it. It can change in the notes of the
melody, the rhythm, the harmony, or the instruments that play
the melody.

13

Students will look at visual of cookies to show theme and

variations.
As we listen to this piece, there are going to be several different
variations on the theme. We are going to follow along with the
stars on this sheet and draw on our stars how the variation made
us feel or what emotion it may show. BE CREATIVE!
Students will make a list of words that may describe the feelings
of the music.
Students will listen as the teacher pauses the music after each
variation to draw on their star.

Lesson 3
Third Grade
Title of Piece
Ballad of the Unhatched Chicks
Theme of Star Wars
Reference for Piece
YouTube
Corresponding National Standards
National Standard Number 5: Reading and Notating Music
National Standard Number 6: Listening to, analyzing, and
describing music
Materials
Recording of Ballet of Unhatched Chicks
Recording of Start Wars theme
Bags with form pieces
To be Learned
Students will learn ABA form. Students will be able to show their
knowledge through movements and through placing card in the correct
order.
Procedures
Students will stand in a circle and learn that we are going to play
telephone. Students will start by passing a slow steady beat and
then trying it with the music, and then a fast steady beat trying
with the music. Students will pick which fits best. (Fast) This is to
familiarize the students with the piece.
Students will learn that this is the steady beat they will use to
peck themselves out of their shell

14

Students will listen as the teacher explains that ABA form is like a
bologna sandwich. (Visual)
Students will find their perfect spot in the room and learn their
movements for the listening. (Laying on back and pecking for A
section, peering out into new world for B)
Students will watch teacher perform these movements, and then
perform them on their own.
Students will then break into groups of two and receive a bag.
There will be 8 pieces; students will only need five pieces.
Students will not be able to speak, so students will go over ways
to communicate without talking.
Students will listen once and go over the words intro and
interlude.
Students will then try to put their pieces in order
Students will listen one more time and proofread their work
keeping a steady beat at each piece.

Informal Assessment: Students performing correct movements at

correct time. Students having shapes in correct order

Lesson 4

Third Grade
Title of Piece
Im On My Way
Reference for Piece
Chicago Symphony Orchestra
Corresponding National Standards
National Standard number 2: Performing on instruments, alone
and with others, a varied repertoire of music
National Standard number 4: Composing and arranging music
within specified guidelines
National Standard number 6: Listening to, analyzing, and
describing music
National Standard Number 9: Understanding music in relation to
history and culture
Materials

15

Maracas
Rhythm Sticks
Hand Drums
To be Learned
Students will learn call and response form and be able to compose
their own form. Students will also learn to pick out a rhythm from a
piece and be able to clap it.
Procedures
Students will echo the teachers clapping patterns (ta tadi)
Students will then echo the teachers clapping, patting, snapping,
and stomping.
Students will listen as the teacher discusses that this is call and
response form. C&R is like the waitress asking you what you
want at a restaurant, and you respond with your order.
Students will then echo the teacher again, and then echo
students who volunteer to lead the group.
Students will receive either a maraca, rhythm stick, or drum/
Maracas will echo when the teacher claps
Drums will echo when the teacher pats legs
Rhythm sticks will echo when the teacher snaps
All instruments will echo on the stomp
Students will switch instruments after several repetitions.
Students will then listen to Im On My Way and raise their
menus on the response and put them down on the call.
Students will learn about African American spirituals and how call
and response was the most common form for their spirituals.
Students will then split into two groups on call and one response
and try to clap the rhythm of each part.
Students will split into groups and compose their own call and
response form using the tune and rhythm of Im On My Way to
help reinforce the concept.
Students will present their song to the class.
Informal Assessment: Students holding up menus at correct time
during listening

Lesson 5
16

Third Grade
Title of Piece
Lil Liza Jane
Reference for Piece
As American as Apple Pie
Teaching Concept
Verse- Chorus Form
Corresponding Standards
National standard number 1: Singing, alone and with others, a
varied repertoire of music
National Standard number 4: Composing and arranging music
within specified guidelines
Materials
Alto xylophone (for teacher)
Copies of poems for students
Boxes
To be Learned
Students will learn verse chorus form. Students will be able to create
their own verse-chorus form according to specified guidelines
Procedures
Students will review all of the previous forms we have learned.
Students will listen as the teacher models the piece while they
keep a steady beat and the teacher plays the xylophone
Students will learn the verse, and then the chorus by rote.
Students will then learn the second and third verses as the
teacher writes them on the board.
Students will discuss the differences between verse and chorus.
Students will listen as the teacher sings the second verse of
Twinkle Twinkle little star and pick out the chorus.
Students will then look at the board and pick out the main idea
from the poem. This will become the chorus. Students will sing
the two lines they chose as the main idea with the tune of
twinkle twinkle. Students will then pick supporting lines to
become the verses.
Students will then listen as the teacher explains the guidelines
for composing their own verse and chorus composition. (They are
given a poem; pick main idea for the chorus and supporting
evidence for verses. Two lines each. Sung to the tune of Twinkle)
17

Students will split into pairs and create their own composition.
Student will perform their composition for teacher and the class.
(Push back to next class if students need more time)

Informal Assessment: Students performing the verses and chorus

Lesson 6
Third Grade
Topic
Fugue
Reference for Piece
Naxos
Corresponding Standards
National Standard number 6: Listening to, analyzing, and describing
music
Materials
Instrument worksheet
Boxes
To be Learned
Students will learn fugue form. Students will learn to identify when
instruments enter the fugue.
Procedures
Students will finish their performances of their Verse-Chorus
Compositions
Students will sing row, row, row, your boat in unison, and then in
a canon. Students will listen as the teacher explains it is like
follow the leader.
Students will listen that a fugue is like a canon, one voice starts
the theme (or melody, or subject), and then other voices, or
instruments follow. The instruments continue to play new
material while the other instruments are still playing the theme
(describe differences between canon and fugue: kids say
differences)
Students will listen that this piece is by Bach; in this time fugue
was an extremely popular form.
The first time we hear the fugue, it is called the exposition.

18

Students will listen to each different instrument play the fugue

(violas, 2nd violin, 1st violins, cello and bass, flute)
Students will then discuss the differences in each of the sound
clips.
Students will listen to the fugue in its entirety.
Students will number which instrument comes in 1st, 2nd and so
on, on their paper.
Students will talk how fugues and rounds are different.
Students will discuss whether a fugue or round would be harder
to sing
Students will review all forms.

Informal Assessment: Students following along on their paper.

Supplemental Communication Items

As a requirement to complete my Student Teaching at
Cowan, I was asked to complete several tasks around the
school. This opportunity gave me the chance to experience
everything that it takes to make a school system run
smoothly. I am so appreciative that the teachers at Cowan
took the time to come up with this list for the Student
Teachers to complete. I truly appreciate all of the employees
that make the school run. Here is a copy of the tasks I
completed throughout my semester.

19

20

21

Plans for Visuals

All lessons included some visual aspect whether on the
projector, or a visual handheld. These are all attached at the
end of the packet. Students were shown visuals of foods that
related to the form we were learning such as a hamburger, a
bologna sandwich, and cookies with icing. Students also had
visuals on the whiteboard or chalkboard to connect hearing
the form to the letters on the board.

22

Student Assessment Tools

Verse Chorus Rubric
Concept

Unsatisfact
ory
0-3 points

Form of
song

The students
do not have
the correct
amount of
verses to the
chorus

Appropriat
e measures

There are
not enough
measures in
any of the
sections

Singing
Target and
Posture

Students do
not sing in
the middle of
the singing
target and
use the
wrong type
of singing
voice.

Basic
3.5 points

Proficient
4-4.5
points

Distinguish
ed
5 points

Either the
verse or the
chorus is
short by
more than
two
measures

Either the
verse or the
chorus is
short by no
more than 2
measures

The students
have at least
two verses
to the one
chorus.
(One bonus
point for
each extra
verse that
meets
requirement
s)
Both the
verse and
the chorus
have 8
measures
each.

Students use
their singing
voice on
target with
bad posture,
or vice
versa.

Students use
their target
singing voice
the majority
of the
performance
with good
posture

23

Students use
the proper
singing voice
right on
target.

Performanc
e

Name:

Students are
not able to
be heard or
do not
display
appropriate
performance
behavior.

Students
give effort,
but are not
able to
perform their
composition
properly.

Students
give effort,
but do not
perform
correctly or
have several
mistakes.

Rondo Listening Map Rubric

24

Students
perform with
appropriate
performance
behavior and
perform their
composition
well with
little to no
mistakes.

Technology
In this project, I was able to use the projector for almost
every lesson. I used YouTube, PowerPoint, and Word to give
visual aid to the students in the learning process. I used the
software Muse Score to play examples of individual
instrument parts so the students could hear the subject of
the fugue prior to listening to the piece in its entirety. I also
used speakers to make our listening examples louder and
easier to hear.

Differentiation and/or Accommodations

For accommodation in my lessons, I made use of all
learning styles in almost every lesson including aural, visual,
and kinesthetic. For my aural learners, I always presented
the material verbally and then had a musical example to
back it up. For the visual learners, I always wrote the name
and the form on the board. In most cases, I had a visual of
the food that related to each form and hung those on the
board so the students could associate the food with the
form. For the kinesthetic learners I tried my best to always
have a movement activity in each lesson to keep them
engaged. For differentiation, I made sure to ask my question
and direct it at the learners I knew could answer it best. If it
was a higher-level question, I would direct it to my higher
students, and the same with lower level, I would allow the
lower students to have a chance to answer. When grouping
students, I would try and put a higher student with a lower
student to allow the students to learn from each other.

25

Pre-test/Post-Tests
Pre-Test

What do you know about form?

Name: _________________________________
Teacher: ______________

Classroom

Directions: Answer each question to the best of your ability.

REMEMBER---this is just for me to see what you already know. Not
knowing the answer will not affect your grade, but you still need to try
your best!
1. What playground game is a fugue most like?
a. Tag
b. Kickball
c. Follow the Leader
2. Write out the letters of a 7-part rondo
___________________________________________________
3. What is Sonata form?
a. ABACD
b. ABA
c. ABBCAA
4. What is the word for the main melody of a piece?
a. Theme
b. Variation
c. Harmony
5. A verse has the same words and same melody each time it is
played.
True or False (circle one)
6. What style of music did we learn about that uses call and response?

7. Circle all of the parts that are in a 7-part rondo

Exposition D Section
B Section Coda

Introduction
Response

C section Answer
Variation
A Section

8. In 2 to 3 sentences, describe what verse chorus form is.

26

9. How are a fugue and a round different?

10. Describe a call and response piece

Matching
1. Calypso
2. Variation
heard
3. Response
Jamaica
4. Rondo
5. Coda
6. Introduction
likely repeated
7. Theme
back every time
8. Exposition
from the

a. the beginning section of a piece

b. The first time the subject of a fugue is
c. a style of music most well known from
d. a repetition of the call
e. the ending section of a piece
f. Main melody of a piece, most
g. a form where A section comes
h. when the theme has been changed
original sound

27

Pre-Test Answers

What do you know about form?

Name: _________________________________
Teacher: ______________

Classroom

Directions: Answer each question to the best of your ability.

REMEMBER---this is just for me to see what you already know. Not
knowing the answer will not affect your grade, but you still need to try
your best!
1. What playground game is a fugue most like? (NS 6)
d. Tag
e. Kickball
f. Follow the Leader
2. Write out the letters of a 7-part rondo (NS 6)
ABACADA
___________________________________________________
3. What is Sonata form? (NS6)
a. ABACD
b. ABA
c. ABBCAA
4. What is the word for the main melody of a piece? (NS 5)
a. Theme
b. Variation
c. Harmony
5. A verse has the same words and same melody each time it is
played. (NS6)
True or False (circle one)
6. What style of music did we learn about that uses call and response?
(NS 9)
Spirituals
7. Circle all of the parts that are in a 7-part rondo (NS6)
Exposition D Section
B Section Coda

Introduction
Response

C section Answer
Variation
A Section

8. In 2 to 3 sentences, describe what verse chorus form is. (NS 4)

28

Somewhere along the lines of: A verse has different words

every time and the chorus has the same words every time. A
chorus happens between every verse.
Verse-Chorus-Verse-Chorus.
9. How are a fugue and a round different? (NS 6)
A fugue continues with new material, a round stops after the
theme ends.

10. Describe a call and response piece (NS 4)

One person sings the call, and a small group or individual sings
the response back. Can be an echo or question and answer

Matching
9. Calypso (9)C
10.
Variation (6)
of a fugue is heard
11.
Response (6)
known from Jamaica
12.
Rondo
(6)
13.
Coda
(5)
piece
14.
Introduction (5)
most likely repeated
15.
Theme
(6)
comes back every time
16.
Exposition (6)
changed from the

a. the beginning section of a piece

H
b. The first time the subject
D

c. a style of music most well

G
E

d. a repetition of the call

e. the ending section of a

f.main melody of a piece

g. a form where A section

h. when the theme has been

original sound

29

Post-Test

Form Unit Test

Name: _________________________________
Teacher: ______________

Classroom

Directions: Answer each question to the best of your ability.

1. What playground game is a fugue most like?
g. Tag
h. Kickball
i. Follow the Leader
2. Write out the letters of a 7-part rondo
___________________________________________________
3. What is Sonata form?
a. ABACD
b. ABA
c. ABBCAA
4. What is the word for the main melody of a piece?
a. Theme
b. Variation
c. Harmony
5. A verse has the same words and same melody each time it is
played.
True or False (circle one)
6. What style of music did we learn about that uses call and response?

7. Circle all of the parts that are in a 7-part rondo

Exposition D Section
B Section Coda

Introduction
Response

C section Answer
Variation
A Section

8. In 2 to 3 sentences, describe what verse chorus form is.

30

9. How are a fugue and a round different?

10. Describe a call and response piece

Matching
17.
Spirituals
18.
Variation
fugue is heard
19.
Response
known from Africa
20.
Rondo
21.
Coda
piece
22.
Introduction
most likely repeated
23.
Theme
comes back every time
24.
Exposition
changed from the

a. the beginning section of a piece

b. The first time the subject of a
c. a genre of music most well
d. a repetition of the call
e. the ending section of a
f. Main melody of a piece,
g. a form where A section
h. when the theme has been
original sound

31

Post-Test Answers

Form Unit Test

Name: _________________________________
Teacher: ______________

Classroom

Directions: Answer each question to the best of your ability.

1. What playground game is a fugue most like? (NS 6)
j. Tag
k. Kickball
l. Follow the Leader
2. Write out the letters of a 7-part rondo (NS 6)
ABACADA (also Intro ABACADA coda)
___________________________________________________
3. What is Sonata form? (NS 6)
a. ABACD
b. ABA
c. ABBCAA
4. What is the word for the main melody of a piece? (NS5)
a. Theme
b. Variation
c. Harmony
5. A verse has the same words and same melody each time it is
played. (NS 6)
True or False (circle one)
6. What style of music did we learn about that uses call and response?
(NS 9)
Spirituals
7. Circle all of the parts that are in a 7-part rondo (NS 6)
Exposition D Section
B Section Coda

Introduction
Response

C section Answer
Variation
A Section

8. In 2 to 3 sentences, describe what verse chorus form is. (NS 4)

In verse chorus form, the chorus has the same words and the
same melody throughout the whole piece. The verses always

32

have different words, but can have the same melody. The
Chorus comes back after every verse.

9. How are a fugue and a round different? (NS 6)

Along the lines of: A fugue continues with new material after
the theme, a round stops when the material is through.

10. Describe a call and response piece (NS 4)

A person calls and a group, or person responds to them
It can be like a question and answer or an echo call and
response.

Matching
25.
Spirituals (9)
piece
26.
Variation (6)
of a fugue is heard
27.
Response (6)
known from Africa
28.
Rondo
(6)
29.
Coda (5) E
30.
Introduction
most likely repeated
31.
Theme
(6)
comes back every time
32.
Exposition (6)
changed from the

a. the beginning section of a

b. The first time the subject

c. a genre of music most well

d. a repetition of the call

e. the ending section of a piece
(5) A
f. Main melody of a piece,
F

g. a form where A section

h. when the theme has been

original sound

33

Graphs
Listening Average Results

34

35

36

37

38

Unit Narrative
List of Content Standards in the Unit
#4- Composing and arranging music within specified
guidelines
#6- Listening to, analyzing, and describing music
List of Secondary Standards in the Unit
#1- Singing, alone and with others, a varied repertoire
of music
#2- Performing on instruments, alone and with others,
a varied repertoire of music
#5-Reading and notating music
#9-Understanding music in relation to history and
culture
Students with differing abilities
I accommodated all students with varying learning
styles in each of my lessons. For the auditory learners, I
presented aurally and had musical examples to follow. For
visual learners, I wrote the form names and letters on the
board, as well as having a coordinating food example for
each form. For the kinesthetic learners, I tried my best to
have the students moving around the room or working with
different groups in each lesson. When it comes to
differentiation, I made sure to scaffold my questions. I had
easier questions to accommodate the students who may
have been struggling. The higher questions were directed at
the students who were more advanced, and need more of a
challenge in the classroom.
Real life and critical thinking skills
Within my unit, students were given the opportunity to
enhance their skills of working in groups. In three of my
lessons, the students were required to work with each other
to either create a piece or solve a problem. Each group was
different for every lesson. This required the students to be
flexible. All of the groups worked so well together. I could see
how the students changed in each group setting, furthering

39

their real life group skills. The students were also using their
critical thinking skills. In every lesson, there was some form
of a problem to solve whether it was in the music, or a
question that I posed before the listening. Also, in the
lessons, they were given the opportunity to use their
creative self in every lesson. Overall, there were several real
life skills used in this unit.
Instructional Strategies Used
Group activities
Lecture
Visual Examples
Musical Examples
Physical activities
Questioning
Class Discussion
Performing
Worksheets/ In class activities
Technology Used
YouTube
Projector
Muse Score

Assessment Narrative
I used several different forms of assessment within this
project. IN each lesson, I used an informal and formal
assessment. I started each class, other than the first one,
with a review of the pervious lessons to keep the content
fresh in their minds. This was a great way for me to see what
they remembered, and what we needed to go back over
before the final test. In each lesson, I planned an informal
assessment whether it is watching the students perform the
correct movements at the correct time, putting symbols in
the correct order, or answering questions correctly. I could
look around the room and see which students needed a little

40

more one-on-one help, and which students were exceling at

the topic. I also had a worksheet or a performance based
assessment for each lesson. Most were worksheets that the
students completed throughout the lesson, and some were
performance based where the students performed their own
compositions. All of these assessments gave me a good idea
of what I needed to go over before we took the final test. I
had a review day at the very end where the students could
ask questions, and I could assess their knowledge one final
time before the post-test.
I used two rubrics within this unit. One was a
performance and project rubric for a group composition the
students did. The rubric is attached. The students were given
the rubric ahead of time, and followed the rubric to create
their project. The other rubric I used was a listening map
checklist. The students did not know about this rubric, so it
was somewhat blind. I just checked off if the students were
moving their fingers at the correct time while following the
listening. This was for part of their final test. Finally, I gave a
written assessment to the students that assessed all of the
concepts we learned over the six-week unit. There were
several types of questions including short answer, multiple
choice, and matching. This allowed me to assess the content
knowledge as well as get longer and more in-depth answers
from the students. I also assessed the affective domain by
offering an extra credit question where the students could
tell me their favorite part of the unit and why. I think it is
important to let themselves express their feelings in this
way. It also allows me to incorporate more of what they
enjoyed into my future lessons. Overall, I would definitely
use this assessment system again in my future teachings.

Instructional Narrative
How Directions were presented to the students:
All of the directions were presented to the students
verbally, visually, and written. When the students received
their pre and post-test as well as the worksheets used in
class, there were directions at the top, and I also verbally
41

explained the directions. I also presented instructions on the

screen for other worksheets. Once all students had been
given a test, I was able to answer individual questions after
the initial verbal directions.
How the project relates to the standards in the unit:
Each lesson in my LAMP unit directly correlates to one
of the National Standards. Each lesson was directly related to
the listening standard, #6. There were also supporting
standards in nearly every lesson anywhere from singing (1),
playing (2), composing (4), or relating to history (9). All
assessments, including in class worksheets were related to
the form and the listening for that day, covering National
Standard 6.
How the project accounts for differences in students:
This project accounts for the differences in the style of
learners in the classroom. All learning styles were covered in
nearly every class. I also had a differentiation in questioning
giving all students the opportunity to perform and show their
knowledge to the class.
How the project connects and engages the students
in real life applications of knowledge:
Over the course of this unit, students learned how to
listen to music and hear specific things that are specific to
each form. This made the students comprehend the
information quickly and immediately apply it to their lives in
class. There was a lot of responsibility placed on the
students to learn the information quickly, be able to listen to
the music and hear it, and then apply to it a classroom
activity, all within thirty minutes. This also made the
students become better at their multitasking skills as well as
listening skills. The students also were given the opportunity
to work with students that they normally would not pick to
work with. Each group activity, the students were assigned
new group members. This will apply to them in middle and
high school, as well as college. The students learned that
they would not always be able to work with the peers that

42

they want to be with, which opened their eyes to how

different people learn and process the information. All of
these activities are helping them to develop real life skills for
their adolescent and adult life.
Criteria for the project and its presentation to the
students:
For this unit, I wanted the students to understand the
different forms of music, where they came from, and how to
hear them in a listening example. I think it is crucial to learn
the form of music, not only to know how the music will go,
but it gives so many opportunities to introduce the students
to music that they have probably never heard before. The
criteria for the project was; understanding the six forms and
being able to complete a worksheet or group activity for
each form. The students were informed each day what the
expectations were, and how to complete each assignment.
These worksheets allowed the students to show their
creative side, as well as show me that they understood the
material for the day. As for the group activities, the criterion
was given to the students at the beginning of the activity,
and they were assessed over their end product. All rubrics
and grading sheets were presented to the class prior to their
presentations to the class.

Results/Interpretation Narrative
Students Pre test collective and individual
performanceThe results both individually and collectively for the pre
test were extremely poor. There were several tests with only
one or two answers correct. The majority of the test was
multiple choice or matching, so that could have been
attributed to luck. The highest score received was a 6 out of
21. After these results, it was clear that the students did not
know anything about the material in this unit.

43

Changes made to the unit after pre-test

Because the students had such low pre-test scores, it
was obvious that they did not know much about the topic at
hand. Also, there was not a large number of students who
got a single question correct, so I felt like the class did not
know any of the material at a mastery level. Because of this,
I did not feel the need to change anything in the unit. I did,
however, change one question from calypso to spirituals. I
felt that the students would connect more with a spiritual
piece and be able to grasp the concept more solidly. This
was the only change I made to the post-test.
Students Post-test collective and individual
performanceThe students results improved drastically both
individually and collectively. The majority of the students had
a 70 percent increase in their test scores. I had two students
receive a zero on their pre test, and receive a perfect score
on their post-test. The students raised their average of a 12
percent to an 83 percent, a 71 percent increase. All students
showed improvement in both the written post-test as well as
the post-listening test. Only one student got less than a
perfect score on the listening test. Overall, the entire posttest showed a positive result.
Strengths and Weaknesses of Instructional
Approaches:
I felt that the majority of my instructional strategies
went very well. The students really responded to each form
being related to a food. Every class period when the students
entered, they would recite to me what form we learned and
what food it was associated with. The students almost
always recited the food first, and the form second. Even
though they may not have known they were reciting to me
what they had learned, I knew that it was sticking through
the food association. I also think that using all of the musical
examples as well as a movement component helped the
concepts to stick in their minds. If asked a review question at
the beginning of class, sometimes they would start by telling
44

me what they did in the class, and it would lead to them

remembering and reciting the form. One area that I needed
work on was how I presented the material verbally. I think
that I could have been more precise in my directions and it
would have been less confusing for the students. Overall, I
think that my instructional strategies worked very well and I
would use these same lessons in teaching this unit again.

Overall Final Statement

This project had so many benefits for me as a future
teacher. The students are now able to recite and aurally hear
6 different forms. I think in my future elementary school I will
definitely use this unit. I think it is crucial that the students
use their ear in addition to their cognitive skills to learn
these forms. I would use all aspects of this lesson with the
exception of the fugue lesson to teach anywhere from third
to sixth grade. I think the concept of fugue was just too
difficult for this age of students. I would definitely include the
fugue lesson again if I were to teach a higher-level general
music class. Also, I think that I could use the framework of
this lesson with easier concepts and pieces that are more
obvious with the form and teach it to younger grades.
Overall, I think the format of this unit will be extremely
helpful in all aspects of my elementary classroom planning.
The value of completing this unit project is
unmeasureable. It gave me a chance to long-term plan,
which I had never done before. In all of my previous
experiences, I was only able to plan one lesson at a time and
teach one or two lessons to the students. This made me only
think short term. The LAMP project allowed me to explore
myself as a teacher and create my own sense of long term
planning. This project also gave me the opportunity to see
how I was doing as an effective teacher. Making the graphs
and giving the pre-test allowed me to see what I taught well,
and what I could have done better at. It was such a great
feeling to see the huge increase in scores at the end of the
unit. I now feel confident that I can effectively teach a class
of my own students.

45

Supplemental Materials

46

Changing Star Worksheet

47

48

Name: ________________________________________________

Viola ______________________
violins______________

second

Cello and Basses______________

Violins_________________

First

49

Flute__________________

50

Project Rubric (Self)

Teacher: Laura Schuley
Rating: P+

Overall

Assessmen
t
Planning
and
Preparatio
n

Unsatisfact
ory
No prior
planning or
preparation
evident

Basic

Instruction
al
Effectivene
ss

The teacher
uses
ineffective
methods of
teaching
which
hinders
student
growth

Some
student
growth is
evident but
instruction
is not
effective,
only 1
content
standard
addressed.

Quality of
Assessmen
t tools

Assessments
were not
reliable,
valid, or
effective.

One
assessment
is used and
is
somewhat
effective.

Meeting
student
needs

Teacher was
unaware of
students
needs and

Teacher
was
somewhat
aware of

Sometimes
has plans
and
materials,
but takes
time to get
ready and
shows no
signs of
flexibility

51

Proficient

Distinguish
ed
Consistentl Always has
y has plans well thought
ready and
out and
are mostly
student
student
centered
centered
lesson
but materials plans. All
are not
materials
always
prepared
prepared
before
before class
class
begins.
begins.
Growth is
There is
evident with significant
varied
growth.
instructional Several
strategies. 1- instruction
2 content
al
standards
strategies
addressed.
addressed.
More than
2
standards
addressed.
A variety of
A variety
valid
of valid
assessments and
are used
reliable
with poorly
assessmen
constructed
t is used
questions
with highly
and activities constructe
d
questions
and
activities.
Teacher
Teacher
met
went above
students
expectations
needs and
to meet

did nothing
to help them
understand
the content

students
needs and
only
assessed
them when
they were
brought to
attention

52

used
differentiat
ion of
instruction
to help the
students
learn
content

student
needs and
provide
differentiatio
n for all
students.