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Subject

English Language Arts (2005)

Learning Context/ Introduction

The 7th-grade teams were planning their second interdisciplinary unit dealing with patterns in the environment. This lesson is a continuation of the lessons in composition done the previous year. The focus this year was to provide an opportunity for the students to compose and perform their pieces, which were based on memorized pieces they learned last year.

Patterns in Musical Composition, Intermediate-Level Young Composers Concert, submitted by Julie Along Carr, has been accepted by the New York State Academy for Teaching and Learning (NYSATL). It has been included in the publication Music: A Resource Guide for Standards-Based Instruction as an example of how any of the instructional/assessment ideas included in the first section of the resource guide can be expanded into a detailed lesson plan and applied in the classroom with actual results.

Prerequisites include:

• Basic understanding of music terminology including measure, bar line, note values of whole, half, quarter, eighth, key signature, time signature.
• Understanding of basic written notation.
• Understanding of the basic compositional techniques of transposition, inversion, rhythmic alteration, melodic alteration, and retrograde.

Curriculum alignment:

• This experience fits into our work with theme and variations. It is also a part of the 7th-grade interdisciplinary team unit on patterns.

Resources

• Packet of folk songs
• Transparency sheet
• Composition terminology listed on large sheets of paper for posting
• Staff paper for each group

Assessment

Students continually assess their progress by listening to their compositions. The end activity requires a formal self-evaluation and two peer evaluations. The teacher evaluates each activity and conferences with the student at the conclusion of the activity. (See examples of evaluation rubrics and teacher combined rubric.)

The work of the seventh graders became a part of their "Patterns" portfolio. Work of all students became a part of their orchestra portfolio.

Student Work

Selected Examples:

Rubric Explanations

Teacher Evaluation - 1 - PDF Document

Teacher Evaluation - 1 - Word Document

Teacher Evaluation - 2

Peer Evaluation

Reflection

This activity was planned to create a logical approach to teaching composition during a rehearsal situation. The students enjoyed the activity and were pleased with the reaction of their parents to hearing the final product. Being able to recognize patterns has helped the students in practicing difficult sections of their music—it has given them another way to break a difficult passage down. An added benefit was that it was part of the interdisciplinary project and showed the students and teachers that music is an important part of the environment and the school atmosphere. Students enjoyed having their fellow orchestra members perform their compositions. Many of the students wanted to learn to input their compositions into the computer so that they could have a professional-looking final product.

Author

Julie Along Carr
Cortland Enlarged City School District

Source

Along Carr, Julie. "Patterns in Musical Composition, Intermediate- Level Young Composers Concert." Music: A Resource Guide for Standards-Based Instruction. New York State Education Department, 134-141.

Duration

Teacher planning for the activity took approximately one 45-minute period to copy the packet of folk songs and prepare examples for demonstration. Another period was required to review and evaluate Activity 2. Copying the melodies for the students to use during the performance took an additional period. Final student evaluation will take one period and a short amount of time during lessons to discuss the evaluations with each student. Implementation of the activity took less than half a rehearsal period except for Activity 5, which will take an entire class period.

Instructional/Environment Modifications

One inclusion student participated in the learning experience. No modifications were necessary for success of this student.

Procedure

Preparation:

• As preparation for the project, a review of basic compositional techniques was presented verbally and through demonstration, using familiar pieces such as “Hot Cross Buns,” “Twinkle, Twinkle, Little Star,” and “Mary Had a Little Lamb.” The songs were familiar to the students because they had been performed at the final concert the previous spring by all of the string players. As a means of visual demonstration, a large transparency was used over a blank staff to illustrate the basic compositional techniques. The transparency could be flipped backwards, turned upside down, and flipped and turned to demonstrate retrograde, inversion, and retrograde inversion. Each student received a packet of songs to use for the project and a smaller staff-lined transparency.

1. Students were asked to break into groups of at least two but no more than four. They were asked to choose a song from the packet and to discuss ways they could alter the melody to create a variation. Specific instructions included the key, number of measures, clef used, and final form of the piece. (See Activity 1 below.)
2. Each group was given a piece of staff paper. Terminology was reviewed one more time. Each group was then asked to find a spot in the room and begin to experiment with their melodies. They were encouraged to choose a small part of their melody to put on the transparency and play with the various techniques to decide how they wanted their piece to sound. As they worked, they were to notate their work. Students were permitted to play their piece as they worked. Students were to indicate the compositional device(s) they used in their work. Pieces were turned in at the end of the class period to be reviewed by the teacher. (See Activity 2 and student samples.)
3. Copies of their variations were returned to the students to practice for the concert performance. Modifications of the variations were allowed, as some groups wanted their variation to be playable as a duet with the original composition.
4. The pieces were performed at the concert in November. An explanation of the project was included in the program and the principal introducing the concert made mention of the special project.
5. Students view the videotape of the concert and fill out their self-evaluation rubrics and peer evaluation rubrics for two other groups.

Evaluation:

The compositions are video- and audio-taped so that the students can hear their pieces. Each student is given a self-evaluation rubric and two peer evaluation rubrics to complete. The teacher completes the student evaluation rubric and shares it with the students individually.

Patterns in Musical Composition

Activity 1: (approximately 10 minutes)

1. Choose a group to work with. You must have at least two people per group and may not have more than four people.
2. Choose one of the memorized folk songs we performed last year. You may not use “Hot Cross Buns.” You may use the harmony part as well as the melody.
3. Guidelines: Keep the same key signature. Your piece may end up longer than the original melody, but it may not be shorter. You may use any clef you wish. If your group is a mixed instrument group, you may write your song in both clefs or have one instrument play the melody while the other plays the variation. You need to use standard notation in your final copy that will be handed in to me.
4. Let me know who is in your group and what song you have decided to do.

Activity 2: (approximately 20 minutes during each of two class periods)

1. Use the staff paper that I gave each group to begin writing your variation.
2. Remember the ways you can alter a melody to form a variation. You will need to label the compositional techniques in your variation as part of your group's self-evaluation.
3. Be sure to follow the guidelines listed in Activity 1.
4. You will have 20 minutes of two class periods to work on your variation.
5. When you are done, please hand in your variation to me. I will return it to you so that you can practice it before the concert.

Activity 3: (approximately 15 minutes)

1. Practice your variation with the rest of your group.
2. If you need to make some corrections so that you can play it as a duet with the original melody, you may do so. Make sure you write legibly so that you can read it when you perform on Thursday.

Activity 4: (at the concert)

This is the big day—your performance. I know you will all do a great job!

Activity 5: (one class period)

1. Using the rubric (evaluation chart) I gave you, evaluate your own and two other groups' performances as you view the videotape.
2. Be honest about both types of evaluations. I will also be evaluating each group. T h e evaluations themselves are not a grade. You will be graded on how well you do the evaluations. Please write your comments in complete sentences with proper grammar, spelling, and punctuation!
3. I will go over the evaluations with you at your next lesson.

Student Work

Rubric Explanations

Teacher Evaluation - 1 - PDF Document

Teacher Evaluation - 1 - Word Document

Teacher Evaluation - 2

Peer Evaluation

Related Academic Standards

New York State

ARTS.M.I.1.1.A Students compose simple pieces that reflect a knowledge of melodic, rhythmic, harmonic, timbrel, and dynamic elements.

ARTS.M.I.1.1.E Students identify and use, in individual and group experiences, some of the roles, processes, and actions for performing and composing music of their own and others, and discuss ways to improve them.

ARTS.M.I.2.1.A Students use traditional or nontraditional sound sources, including electronic ones, in composing and performing simple pieces.

ARTS.M.I.3.1.A Students through listening, analyze and evaluate their own and others’ performances, improvisations, and compositions by identifying and comparing them with similar works and events.

ARTS.M.I.3.1.B Students use appropriate terms to reflect a working knowledge of the musical elements.

ELA3.I.SW2A Students present (in essays, position papers, speeches, and debates) clear analyses of issues, ideas, texts, and experiences, supporting their positions with well-developed arguments.