Standard: MU:Pr6.1.

2a Perform music for a specific purpose with expression and technical

accuracy.
MU:Cr1.1.2b Generate musical patterns and ideas within the context of a given tonality (such as
major and minor) and meter (such as duple and triple).
MU:Cr3.2.2a Convey expressive intent for a specific purpose by presenting a final version of
personal musical ideas to peers or informal audience.

Objectives: in groups of 3, Students will create a rondo form composition using graphic notation
with each member creating the A, B, or C section.
Students will perform their groups rondo composition that conveys musicality, thoughtfulness,
and creativity.
Materials: Bells
Paper Triangles
Markers Shakers
Metallophones Hand drums
 Secti A B C
on
Mem
ber 1

Mem
ber 2

Mem
ber 3

Sequence:
Warm up:
1. T: All of you are going to get 3 sheets of construction paper. On the first side of your
construction paper, i want you to label that A in the top. Flip it over and write B on the top
of that side. Grab another piece of construction paper, label the top side A again and the
back side C. Take your last sheet of paper and label that one A. This is the same activity
that we did a few days ago. Were going to get our brains thinking about rondo form!
2. T give wait time for students to finish labeling.
3. T: just in case we don't remember, were going to listen to a piece of music once and i
just want you to listen. On the second time during each section i want you to just draw
out what you hear, it can be anything as long as not inappropriate. Does anyone have
any questions?
4. T will give time to answer questions
5. T will play song
6. T will give students time to collect their thoughts
7. T will play song again
8. T will give students time to finalize their drawings
9. T will ask S if anyone would like to share what they heard and why they decided to draw
what they did for each section
Activity:
1. T: Now, in groups of 3 or 4 were going to compose our own rondo form piece using the
same graphic composition that youve explored today and in past lessons! You can use
mallets, bells, shakers, hand drums, or any other instrument that we have as long as
everyone has a part to play. You can use a worksheet that ive made to help you or use
construction paper and markers like from our warm up. Do whatever will work for you as
 long as you can graphically depict what you and your group members are going to play
in each section. Does anyone have any questions so far?
2. T will take time to answer questions.
3. T: Each section of your composition needs to be 4-8 bars in 4|4 or 3|4 time. That means
the minimum number of measures your composition should be is 20-40 bars, but
remember, once youve written your A section that repeats throughout your entire
composition. If you have questions or need suggestions all be around to help! You have
30 minutes to work together to make your compositions then at the end were going to
perform for our classmates!
4. T release students to form groups of 3-4, choose instruments, and begin working.
5. Most important 20 seconds
6. T will monitor and assess student cooperation in collaborative graphic composition.
7. T will answer any questions students have and help guide them in the right direction if
they are stuck.
8. T will make sure students are staying on task and give them reminders of how much
time they have remaining at 20 mins, 10 mins, 5 mins, and 2 mins.
9. T will ask students to come back and ask for volunteers to perform their pieces.
10. Once all students have performed, T will ask the group the following questions to think
pair share with their groups
a. What did other groups do that worked well in their compositions?
b. Whats something that our group did that worked well?
c. If we had to do this activity again, what should we try differently?
i. Think pair share each question, then have group discussion in between

Points 1 3 5
Musicality The piece does not The piece includes The piece includes 4-
musically make too many or too few 8 measures in each
sense. Sections are measures. Sections section. Each section
not apparent. run together and is easily differentiated
have no true
differentiation

Form Rondo Form is not Only one section is ABACA form is used
used missing from form

Creativity and Group does not work Group has a few Group works together
Collaboration well together. Some problems working to create
members do not together. Each composition. Each
participate. member doesnt have group member has a
Composition shows a part in the part in the
no creative effort and composition. composition.
lacks much graphic Composition shows Composition show
detail. some creative effort creative effort and
and some graphic graphic detail.
detail.

Total/15