Lesson Plan 2

Central Focus: Students will learn the theme and variation form present in Sketches on a Tudor Psalm, and
how it helps tell the overall story.
Illinois State Content Standards (large goals):
Standard 25.A.4: Analyze and evaluate the effective use of elements, principles and expressive qualities in a
composition/performance in dance, drama, music and visual arts
Standard 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or instrumental part.
Specific Objectives [What will students do to demonstrate their understanding?]
Knowledge Outcome: Students will understand all the different variations that are present in Sketches on a
Tudor Psalm
Skill Outcome: Students will be able to compose a short variation of a melody and recognize other students
variations
Materials: Sketches on a Tudor Psalm by Fisher Tull
Sequence:
Est. Procedures Assessment
Time
Formal: Asking students
5 mins I will already have the motifs projected on the board, and will have the the names of the
augmentation of motif 1 written on the board, but without variation, and then
augmentation written on the board. I will ask students, What was the ensuring that they
name of the variation? After it is answered, I will write in on the board. understand how the
variation works by
After this is refreshed in the students minds, I will introduce the other asking how it is different
10 variations. I will use motif 1 for all of the variations, so students can see that the original motif.
mins how the variations are different from one another with the same melody.
I will introduce diminution in the same way playing the originally Formal: Asking students
melody on the board, and then playing it twice as fast. Once students how the variation is
recognize how the variation is different, I will then write it the motif different than the
notated twice as fast on the board and write diminution next to it. I will melody
also introduce inversion, transposition, as well as retrograde.
Informal: Ask for a nod
15 Next, I will ask for students to make a variation of their favorite phrase or thumbs up to check
mins of a piece of music already in their folder (this will save time so students for understanding a lot
wont have to look up melodies, and other students are already familiar of new theory is being
with this melody). Students can choose to use one of any of the taught.
methods that are on the board. After they are done composing, they will
get together with a partner and play the original melody as well as the
variation on their instrument. Their partner will guess what their Formal: Walk around
variation is wrong, and if they are correct, the student will explain to and listen to students
their partner why it is the variation that it is. compositions and ask
for them to explain
them.

Thoughts for next lessons: Begin to identify variations in Sketches on a Tudor Psalm!