Beacon Lesson Plan Library
Fun with Form
DescriptionYour students will successfully identify basic ABA form in a song after this fast-paced lesson, which uses simple activities and appeals to their various learning styles.
ObjectivesThe student knows how to analyze simple songs in regard to rhythm, melodic movement, and basic forms (e.g., ABA, verse, and refrain).
Materials-Four (or more) songs that are good examples of ABA form
-Two (or more) songs that are good non-examples of ABA form
-Whiteboard markers, various colors
-Index Cards, one per student
-Sufficient physical space to move around in the room
-Stereo equipment to play selected songs
Preparations1. Select four (or more) songs that are good examples of ABA form.
2. Select two (or more) songs that are good non-examples of ABA form.
3. Make one index card per student with the letter A superimposed on a triangle on one side and a letter B superimposed on a circle on the other side.
4. Arrange the room so students will be able to move around in a circle.
5. Place a large letter A in a triangle and a large letter B in a circle on the whiteboard.
Procedures1. Students enter the room and have at their places:
an index card with A (in a triangle) on one side and B (in a circle) on the other, and a music book or song papers with the selected music.
2. Students sing the first ABA song several times:
Ask students to notice the different sections. Explain that music can have more than one section.
Ask students to notice that one part of the song keeps the same words and melody, the other part keeps the same melody but the words change.
Tell the students that different letters are used to identify sections of music that are different. The same letters identify the sections that are the same.
Tell the students the order of the sections in a song is known as FORM. During the first ABA song example, go up to the whiteboard and point to the large letter A (in a triangle) or a large letter B (in a circle) at the appropriate times. Next, while the class sings, select students to come up to the whiteboard and point to the large letter A or a large letter B at the appropriate times.
3. Students will sing the second ABA song several times:
When the song is sung a second time, have one group of students sing only the A section and the other group sing only the B section.
Before singing the song a third time, ask students to use their index card with the letter A on one side and the letter B on the other. The student should turn the index cards at the appropriate time displaying the correct side to the teacher.
4. Students sing the third ABA song several times:
When the students are comfortable with the song, explain that they will move in one direction during the A section and stand still during the B section. (If space is limited, have the children stand and sit. The object is to use two different large physical movements.)
5. Students sing the first non-example song:
During the first non-example song, students will go to the white board and point to the large letter A or the large letter B at the appropriate times. (Note - since these are non-examples, the teacher should choose these students carefully). Ask the students What did you notice that was different?
Have the students pick up their index card. Repeat the song and have the students hold up their index cards and display the appropriate card side to the teacher.
6. Students sing the second non-example song:
During the second non-example the students will respond as a group activity using the index cards by holding up the appropriate side of their index card with the letter A or letter B.
7. Students sing the fourth ABA song example several times:
During the fourth song example, students will demonstrate the ability to analyze and describe the form of the ABA sections. While singing the song, students will display the appropriate side of the index card.
AssessmentsObserve small groups of students as they analyze simple songs and demonstrate their knowledge of the basic ABA form. For this assessment, students will select one of the following methods:
1. Students choose a song and sing it while pointing to the appropriate letter on the white board, or
2. Display the appropriate side of their index card for the matching section of the song, or
3. Move around the room during the A section and stand still for the B section (or some variation using large motor activity.)
A checklist with students' names will be used to assess each student. Students who are hesitant or dependent on other group members will be asked to select one of the other methods of assessment, practice at home and be prepared to perform for the teacher at a time convenient for the teacher.
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