BROOKE E.

MASKIN
brooke.maskin@gmail.com
www.brookemaskin.weebly.com

Lesson Plan (General Music), Grade 6-8 – Creative Bodies Rhythm and Form Activity
Prior Activities and Knowledge- Ss have participated in singing songs and some body percussion sequences have
been used while singing those songs. Ss have played and/or participated in using basic musical forms such as binary
and ternary.

I. Essential Question
How does rondo form aid in creating a musical structure?

II. Standards Used

1.) (MU:Cr1.1.3b) Generate musical ideas (such as rhythms and melodies) given tonality and/or
meter.
2.) (MU:Pr4.2.3a) Demonstrate understanding of the structure in music selected for performance.
3.) (MU:Pr5.1.3b) Rehearse to refine technical accuracy, expressive qualities, and identified
performance challenges.
4.) (MU:Re7.2.3a) Demonstrate and describe how a response to music can be informed by the
structure, the use of the elements of music, and context (such as personal and social).

III. Learning Outcomes

1.) Ss will compose their own C section as a group to the rondo form.
2.) Ss will rehearse a pre-composed body percussion piece that contains the sections AABB to
correct rhythmic and movement errors.
3.) Ss will perform a pre-composed body percussion piece that contains the sections AABB.
4.) Ss will learn the body percussion piece as the teacher writes the form on the board.

IV. Materials
1.) A large, open space for Ss to sit/stand/move in
2.) White board and/or chalkboard, markers and/or chalk
3.) Rating Scale (body percussion movements and rhythmic accuracy)
a. 2 = Ss always correctly and accurately performs the movements and rhythms.
b. 1 = Ss sometimes correctly and accurately performs the movements and rhythms.
c. 0 = Ss never correctly nor accurately performs the movements and rhythms.
4.) Rating Scale (creation of C section of piece)
a. Ss create a C section within the given guidelines from the teacher and collaborate well
together.
b. Ss create a C section almost within the given guidelines from the teacher and sometimes
collaborate well together.
c. Ss do not create a C section that fits within the given guidelines from the teacher and
they do not collaborate well together.

V. Key Terms
1.) Rhythm – a repeated musical pattern involving sounds or movements
2.) Pulse – Equally spaced taps
3.) Beat – the steady, rhythmic pulse of a song
4.) Subdivision - dividing a beat into equal parts
5.) Binary Form - A type of form that consists of two contrasting sections. One variation could be
AABB.
6.) Rondo Form – A type of form that uses a recurring refrain with differentiating sections dividing
the refrains. One type of variation of this form is ABACABA.
VI. Preparation
1.) Prior to Ss entering the class, T will make sure that there is a large space that everyone can sit
and stand in comfortably.

VII. Procedures
1.) When Ss arrive, T will gesture Ss to form a circle and stand together. T will perform the entire
pre-written body percussion piece for the class.
2.) T will teach the first A section of the body percussion piece. T will break it down enough into
smaller sections and will either mirror for the group or face the opposite way so that students
can interpret the movements in multiple ways. T will repeat until all Ss perform the A section
correctly and confidently.
3.) Then, T will explain that this is the A section and will notate this on the board.
4.) T will perform the B section of the piece for Ss. Then, T will teach the B section of the body
percussion piece. T will break it down enough into smaller sections and will either mirror for the
group or face the opposite way so that Ss can interpret the movements in multiple ways. T will
repeat until all students perform the B section correctly and confidently.
5.) Then, T will explain that this is the B section and will notate this on the board.
6.) T will perform the A and B sections of the body percussion piece and then, Ss will join together.
After, T will explain that this is technically considered binary form since there are only two
sections, A and B. T will notate this on the board. T will write the word binary on the board and
explain its definition.
7.) After, T will explain to the class that they will create a C section of the body percussion piece
and will have ten minutes to collaborate with the entire group. T will give certain guidelines such
as the types of movements and body percussion they can use as well as the duration of the C
section.
8.) If time is allotted, Ss will present their C section and will then perform it within the ternary form
of the body percussion piece. After, T will write the word rondo on the board and explain its
definition. This could lead into a discussion about what consists of form and how it is used in
music.

VIII. Possible Extensions

1.) T could have Ss notate their C sections either on staff paper or using a music technology
program.
2.) T could switch up the order of the ternary and/or binary forms between the A, B, and C
sections.

IX. Assessment
1.) T will visually and aurally assess the Ss’ compositions of their own C section as a group to the
rondo form. T will use the rating scale found in the materials section.
2.) T will visually and aurally assess the Ss’ rehearsing the pre-composed body percussion piece that
contains the sections AABB to the correct rhythmic and movement errors.
3.) T will visually and aurally assess Ss’ performance of the pre-composed body percussion piece
that contains the sections AABB.
4.) T will use embedded assessment to check for Ss’ identification of the difference between binary
and ternary form. This assessment is not based on a rubric.

X. Honor Code
I affirm that I have upheld the highest principles of honesty and integrity in my academic
work and have not witnessed a violation of the Honor Code.

-Brooke Maskin