1 / 24

Theme and Variations Composition Project 5 th Grade General Music

Theme and Variations Composition Project 5 th Grade General Music. Karen Tordera Whitewater Unified School District. Theme and Variations. Compose 2 variations on a theme. Choose from 4 themes which vary in difficulty.

corap
Télécharger la présentation

Theme and Variations Composition Project 5 th Grade General Music

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Theme and Variations Composition Project5th Grade General Music Karen Tordera Whitewater Unified School District

  2. Theme and Variations • Compose 2 variations on a theme. • Choose from 4 themes which vary in difficulty. • Learn to play the theme and one of their variations on the instrument of their choice. • Come together in groups determined by their chosen theme. • Play the theme with their group and then their variation. • Evaluate their composition and their performance.

  3. Content Standards • B: Instrumental • E: Reading and Notating • F: Analysis • G: Evaluation

  4. Performance Standards • B.5.1 play with appropriate dynamics and tempo, maintaining a balance between instruments. • E.5.1 read whole, half, quarter, eighth, sixteenth, and dotted notes and rests in 2/4, 3/4, 4/4, & 6/8 meter signatures. • E.5.3 identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing.

  5. E.5.4 use standard symbols to notate meter, rhythm, pitch, and dynamics in pattern and/or song. F.5.3 use appropriate terminology in explaining music, music notation, music instruments and voices, and music performances. G.5.3 evaluate the quality of their own and others' performances and offer constructive suggestions for improvement.

  6. Prior Knowledge • Rhythm Rondos in 3rd Grade • Recorder Rondos in 4th Grade • Introduction of Theme and Variations in fall of 5th grade • Created group body percussion variation by changing rhythm, dynamics, timbre, or tempo

  7. It’s their Masterpiece!

  8. Choose an instrument.

  9. Choose a theme and copy it exactly on the staff paper.

  10. Make sure there is a: • Treble clef at the beginning of each line. • Time signature at the beginning.

  11. Write two variations on the theme. Make sure: • they are similar to the theme. • there are bar lines after each measure. • there is a double bar line at the end.

  12. Conversation Sheet • Easy to find. • Easy to read. • Date each entry. • Use as a reminder of the process. This step saves a lot of time!!!!!

  13. Check with me • Listen to their theme and variations as I play it exactly as they have written it. • Make changes based on what they heard and suggestions from me. • Choose which variation they will learn to play.

  14. Time to Play! • Learn to play the theme and one of the variations. • Make changes, if needed. • Choose the other variation, if needed.

  15. Got the theme? • Learn to play the theme with other students who have chosen the same theme. • Learn to play the theme followed by each student playing their variation. • Work with classmates who need extra help.

  16. Choose a venue and an audience!

  17. Performance time! • Dress rehearsal is recorded • Self-evaluation/project evaluation

  18. Teacher Evaluation

  19. Student Evaluation 1. Copying the Theme was  hard for me kind of hard for me easy for me 2. Writing the two Variations was hard for me kind of hard for me easy for me 3. Learning to play the Theme was hard for me kind of hard for me easy for me 

  20. 4. Learning to play one of my Variations was  hard for me kind of hard for me easy for me 5. Playing with my group was  hard for me kind of hard for me easy for me 6. Performing for others was  hard for me kind of hard for me easy for me

  21. 7. During this project, I learned more about music. True False 8.It would have been easier to play my Theme and Variations if … 9.During this project, I got better at … 10.The best part of this project was …

  22. 11. Here are some things that you were expected to do as part of this project. Put a star (*) next to the things you did well. Put an “X” next to the things that you did not do well. If you thought you just did OK, leave it blank. ___Playing my instrument properly ___Writing the variation ___Playing the correct rhythm (ta’s, ti-ti’s, etc.) ___Playing the correct notes (C, D, E, etc.) ___Playing my variation with correct tempo and dynamics (if you had them written in) ___ Writing notes and rests on the staff paper ___Playing with others ___Performing for others

More Related