Lesson Plan 7

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.B.4c: Create and perform music of challenging complexity and length with expression.
Specific Objectives [What will students do to demonstrate their understanding?
Affective Outcome: Students will be able to use their personal connections from Sketches on a Tudor Psalm
to help guide them to their own original composition.
Knowledge Outcome: Students will know how to compose a piece with a theme and variations.
Skill Outcome: Students will be able to use an online notation system to create an original composition.
Materials: Sketches on a Tudor Psalm by Fisher Tull.
Sequence:
Est. Procedures Assessment
Time
Today is the last day of the unit, and the goal is to reflect on everything
that has been discussed so far! The main story of the piece, the
variations that occur, and the harmony that is present, and the
emotional story that is told. Students will work on an original
composition where a theme is presented, and variations are created.
The piece will be homophonic, with a melody and accompaniment. The
students will write a reflection paper describing the story behind the
piece and the emotions that are associated with it. They will also
describe how those emotions are represented in the piece. Informal: walk around
and help students with
30 noteflight if they need
mins Today, a laptop cart will be brought to the classroom and students will help with technology,
use headphones to listen to their original composition. Using noteflight, harmony and variations
students will create their own 16-bar melody. They will then create a if they need help with
development section with at least 5 different variations. There must be music theory, as well as
at least two parts occurring at any given moment whether it be just giving pointers for
accompaniment, or melody and accompaniment. The reflection paper overall stories and
only needs to be 2-3 pages nothing tedious. As mentioned above, it emotions.
should include the story/inspiration of the piece, the emotions that are
present, and how the emotions are represented in the piece. Whatever Formal: Grade the
is not finished in class may be finished outside of class. students on accuracy of
the variations,
originality of the theme,
The last step of the assignment is to create a title. Save this for the end, their writing style and
after the story and emotions have clearly been thought out. Creating a techniques used in the
title at the very end will help tie the story together, and help students reflection, as well as
give an emotional character to a simple theme and variations type of grading the piece as a
piece. cohesive whole. Make
sure that the emotions
of the piece match the
title!