Lesson #3 of 3

Trepak Theme and Variations (FORM) III

Objectives:
• Students will identify the form of the song
• Students will review / create their own variation of the B section that demonstrates
partnership, levels, direction, and steady beat (C)
• Students will sing in tune (P, A)
• Students will practice and demonstrate performance decorum (P, A)
• Students will demonstrate teamwork (A)

Materials:
• Students’ worksheets
• Markers
• Visuals

Procedures:
• Quick Review of form (Assessment)
• Definition of form - parts of the song
• Review the form of the A section and how the choreography fits into the
form
• Check for understanding: Who is A1, A2?
• Students task will be to dance each variation following the form: A, A1,
A, A2
• Group-work A section
• Remind students about team- work
• Teamwork makes the dreamwork
• Hand out student worksheets with written variations
• Have students to go to their assigned groups to complete the first task
• Students sing the melody doing each variation (teacher prompts students
with which variation is coming next) - (P)
• Students do the entire A section with the Music (be sure to let the music
play through the B section to transition into the next part of class) - (P)
B Section:
• Overview: Students will come up with 4 movements that demonstrate steady beat to fit
into certain parts of the B section (C)
• Students identify how many times the melody repeats in the B section (2)- (A)
• Use a group as an example
• Split the group in half in two lines facing each other (this should look like
an egg carton)
• Sing lyrics that follow the melody and display the visual on the board
• Go to the middle do something with your partner, something, something,
something switch places! (C)
• Each something movement demonstrates the steady beat (C)
• Students echo the melody with teacher singing along with them (P)
• Check for understanding: How many ‘somethings’ do you have? What do
the ‘somethings’ need to demonstrate?
• Give all students about 3 minutes to create and practice their new
movements. Encourage them to sing (C)
• Practice without music a few times, with students singing (P, A)
• Add the music starting at the beginning of the B section - sing the melody
lyrics with students!
• Students should be able to identify the bridge between the B and Coda
sections.
• Encourage partners to strike a pose on each “hit” in the bridge (C)
• Run the B section about 2 times (P, A)
A and Coda
• Students move to a circle do the class variation on A’s in this section.
• Students keep the Russian kicks / original lower body movement throughout the entirety
of the Coda
From beginning to end, run the entire piece (P, A)
• Prompt students with which variation comes next in the A section, like done at the
beginning of class
Assessment
• Students Identify and demonstrate form through their body movements
• Students recall previous self-created choreography
• Students sing in tune
• Students demonstrate steady beat through choreography
• Students perform and demonstrate performance decorum
• Students work in a team

Standards:

MU:Cr1.1.6a - Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA
forms that convey expressive intent

MU:Cr3.1.6a - Evaluate their own work, applying teacher-provided criteria such as application
of selected elements of music, and use of sound sources.

MU: Pr4.2.6c - Identify how cultural and historical context inform performances.

MU:Pr6.1.6b - Demonstrate performance decorum (such as stage presence, attire, and behavior)
and audience etiquette appropriate for venue and purpose.