MU357: General Music K-12

Active Music Listening Brahms Hungarian Dance No. 5

Grade Level: 5th grade
Objective(s):
1. Students will be able to mime actions in a specified form.
2. Students will be able to relate the form of their actions to the form of Brahms
Hungarian Dance No. 5.
3. Students will understand what a codetta is.
Materials:
Brahms Hungarian Dance No. 5
https://www.youtube.com/watch?v=3X9LvC9WkkQ
Timeline:
A 0:06 0:37
A 0:21 0:37
B 0:37 0:59
B 0:59 1:19
C 1:19 1:29
D 1:29 2:02
A 2:02 2:17
A 2:17 2:34
B 2:34 2:55
B 2:55 3:15
Codetta 3:15 3:17
Procedures:

0:06

1. Class will sit in a wide circle facing the teacher.

2. Teacher will play Hungarian Dance No. 5 for the class to listen to.
Does anyone know who composed this piece?
The piece I just played was written by a German composer named Johannes
Brahms. (Show picture)
Johannes Brahms knew Thomas Edison! Who can remind the class who Thomas
Edison was? He was an American inventor who invited Brahms to perform for an
experimental recording! That recording is one of the earliest recordings ever
made by a major composer.
Another silly fact about Brahms is that he spent so much time composing, that
sometimes he pushed his appearance to the side. On occasion, he would forget to
wear his suspenders and would have to hold up his pants while he conducted!
3. Teacher will teach the body motions in sections without music first, then with music, and
review as necessary.
A. Warm ups x 2
Swing 2 3 4
Toes 2 3 4
Pitch 2 3 4
Catch 2 3 4

B. Batting x 3 (last time in slow motion)

Tap, tap, tap bat on home plate 3 times
Swing
Watch the ball

0:37

Teacher will ask, If I wanted to give our baseball game a form, what we should call the warm
up section? The batting section? (A & B) Teacher will have the class name the sections as they
are learned from here on out, until codetta.
C. Running Bases
Move in circle to the beat
Run the bas-es 5 6, 1 2 3 4 5 6, 1 2 3 4 5 6, 1 2 3 4 5 6
We are going to move in this direction (point), everybody face the person in
front of you
D. Instant Replay x 4
Up, Swing, Back, Down
Run 2 3 4 (bases) in group circle on fast section until it repeats
Codetta.
Grab hat beat 1
Take Off beat 2
Throw to the crowd beat 3

1:19

1:29

3:15

Who can remind the class what a coda is? (Tail to conclude the piece) A codetta is like a
coda, only shorter!
4. Teacher will review body motions by asking the class to reiterate them while she writes
them on the board under the corresponding letter.
5. Teacher will play Hungarian Dance No. 5 again and have the class determine the form of
the piece:
A A B B C D A A B B Codetta
6. Teacher will play Hungarian Dance No. 5 again while the students perform the body
motions for the entire piece.
Assessment:
Teacher will ask individuals for the name of the composer and fun facts about him.
(individual assessment)
Teacher will observe for correct execution and sequence of mime actions.
(group assessment)
Teacher will observe for correct labeling of form. (group assessment)
Teacher will ask individuals to remind the class what a codetta is. (individual assessment)
Teacher will play the piece again and allow the students to determine the form for
themselves. (group assessment)
Evaluation:
1. Were students able to mime actions in a specified form?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

2. Were students able to relate the form of their actions to the form of Brahms
Hungarian Dance No. 5?
Indicate accuracy level for class:

75-85%

86-94%

95-100%

Novice

Competent

Mastery

75-85%

86-94%

95-100%

Novice

Competent

Mastery

3. Did students understand what a codetta is?

Indicate accuracy level for class:

Common Core State Standards addressed:

Site was down
NAfME National Standards addressed:

Anchor Standard #2. Organize and develop artistic ideas and work.
Anchor Standard #3. Refine and complete artistic work.
Anchor Standard #10. Synthesize and relate knowledge and personal experiences to make art.
Anchor Standard #11. Relate artistic ideas and works with societal, cultural and historical context to deepen
understanding.

New Hampshire Framework for the Arts addressed:

Music
3. Improvising melodies, variations, and accompaniments.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Dance
1. Identify and demonstrate movement elements and skills in performing dance
2. Identify choreographic principles
7. Make connections between dance and other disciplines