Eric Wastaferro

EDSE 457
Dr. Tate
10/30/17
Lesson #3: Introducing Song Form (AABA)

Class: 9-10th Grade, Music Technology

Content Objective: Students will be able to distinguish characteristics of AABA form while using
loops from Garageband software to create a digital composition in AABA form.

Language Objective(s): Students will listen for cognates in using common language to enhance
musical vocabulary understanding.

Students will define song form, and demonstrate how it applies to music by creating an original
loop composition.

Materials/Equipment: Projector, Trumpet, Mac computers, mice, Garage Band program,

headphones, Garageband handout

Duration: Two 90-minute class periods

Procedure:
1) Reading and understanding the objective:
The teacher will have the students read the objective aloud (from the white board), and
ask the students a few questions about what they think is expected of them during this
lesson, based on key words, including distinguish and composition. The teacher will then
repeat the objective, in enunciated and clear speech. Key words will be better solidified
through investigation of “dis” (to break into parts) and “comp” (to create), utilizing
accompanying hand gestures.
2) Opening discussion:
Continuing in a normal rate of speech while maintaining clear oral delivery, the teacher
will ask what the students think the A’s and B’s stand for in the form. The teacher will
leave several seconds of processing time before taking fielding answers from the
students. Once students respond, the teacher draws parallels between music and
reading/writing. A’s and B’s are different statements, just like different paragraphs or
conversations.
3) Opening activity
The teacher will call on three volunteers to participate in a short skit. The students will
be asked to speak clearly so everyone in class can hear them. Two students take turns
speaking about their favorite things about music class [A A]. The third student interjects
to ask a question about a different, contrasting, class [B]. Once the question is
answered, they continue their conversation about music class [A]). The teacher will
elaborate their activity, drawing evenly spaced music notes and test tubes. This gives
 students a visual of the topics discussed. The teacher will help the class reclassify the
drawings into musical terminology, switching the drawings with A’s and B’s. It could be
said their conversation was in AABA form, which in music is called “Song form”.
4) Introducing music to song form:
Transition to AABA form in music. The teacher asks the students to listen as the teachers
plays Somewhere Over the Rainbow on trumpet, listening for any changes in statement.
Play the song again, having students give a thumbs up when they feel a musical change,
whether it’s a repeat or new section. Give letters to the sections from the existing
letters on the white board. Once the class thinks they have all the sections labeled
correctly, the teacher plays it one last time while stepping under each new letter when
he plays the song. Class confirms every label is correct. To reinforce the new concept,
the teacher will display the sheet music on the board of the song. The class will sing
along on a neutral syllable, labeling the divisions of phrase. The teacher will call
attention to the appearance of each phrase, how each A section looks similar, and the B
section looks different.
5) Release of Responsibility (I, we, me) while mapping out form.
The teacher plays a musical example (That’ll be the Day – Buddy Holly), narrating the
thought process as it is happening. For the following example (A Vision of Love – Kris
Allen), students are broken into groups of four, and discuss their process for mapping
out the song form. A class-wide review is facilitated by the teacher. The final example is
completed individually (I Want to Hold Your Hand – The Beatles), reviewing everyone’s
answers at the end. These papers are used as exit slips.
(END DAY 1) (turn in exit slips)
6) Overview
The class will begin with an overview of the previous day’s material. Select students will
hand out an instruction list to the class while the teacher reviews how they will be
graded on the upcoming assignment (sliding scale based on criteria listed below).
7) Popcorn read handout
Students will popcorn read the step-by-step handout, which can be reviewed at the
students’ leisure. The teacher will remind the students to speak clearly.
8) Show exemplary examples of assignment
The teacher will preview material by playing examples from past students’ assignments,
citing specific criteria (from rubric) on why each example is exemplary.
9) Open program and go through steps as a class
The teacher will lead the class in reading and completing each step at the same pace.
The teacher’s computer will be project so as each student understands each step.
10) Individual work time
Students will work individually to complete their assignment. The teacher will filter
around class, giving individualized feedback. Students will be encouraged students to
continue with good work or positive critique as means to improve their project, both
with specific levels of feedback.
Adaptations:
1) Pre-selected loops can be included in the digital template, narrowing the amount of
loops students can choose from, and effectively removing the amount of distractions for
a given student.
2) Parameters can be expanded by varying the amount of instruments each student can
use, facilitating students’ creative growth.
3) Overall length, either in measures or seconds, can be altered for sake of time or focus.
4) Students may have the opportunity to work in pairs or small groups if it helps overcome
inability to participate in project.

Feedback/Evaluation:
During the whole-class discussions, the teacher will observe student responses and give
constructive feedback to foster students learning. Also through observation, the teacher will
determine how well the students are applying the newly learned concepts through the “We”
part of “I, We, You.” During individual work time, the teacher will be cycling through the class,
giving specific, personalized feedback and encouraging students to stay on task. For concepts
that are collectively missed, the teacher will call the students attention, giving examples of
common mistakes while providing solutions to overcome these misconceptions. Finally,
evaluation will occur at the end of the lesson, after students have submitted their projects to
drop box. A simple sliding scale will be used to determine if the students properly applied
concepts of ABA form to their composition, how on task each student was during individual
class time, and the clarity and effectiveness of musical ideas.

Extensions/Follow Up:
Students can:
1) create their own tutorial of the lesson.
2) add real-time recorded musical elements or sounds.
3) export track as an audio file and upload to class website.
4) listen to fellow students’ work and compose written responses for evaluation
5) alter the composition to adhere to an extended AABA form.

National Standards Addressed:

MU:Cr3.1.8a - Evaluate their own work by selecting and applying criteria including appropriate
application of compositional techniques, style, form, and use of sound sources.
MU:Re7.1.8a - Select programs of music (such as a CD mix or live performances) and
demonstrate the connections to an interest or experience for a specific purpose.

CA Standards
1.6 Describe larger musical forms (e.g., symphony, tone poem).

2.4 Compose short pieces in duple, triple, mixed, and compound meters.