Kara LaRochelle

Lincoln Middle School

Grade 6 Music
February 2-3, 2015
National Standards Taught:
6. Listening to, analyzing, and describing music.
9. Understanding music in relation to history and culture.
Objectives: Students will be able to
1. Explain the main styles of the Baroque era
2. Talk about major composers of the Baroque era
3. List instruments from the Baroque era
4. Recognize music from the Baroque Era
Procedure:
1. 15 minutes Go through slideshow to give background on the baroque era-have them fill
out their worksheet
a. Composer nationalities, students will give facts about each composer
b. Instruments play recordings and explain each, how theyve changed
c. Styles- briefly explain each suite a set of dances opera theatrical work set to
music with little speaking, usually has dance and sets and costumes etc. oratorios
choir, orchestra, soloists kind of like an opera but in concert form. Cantatas can
be secular or sacred vocal with instrumental accompaniment Fugue melody gets
repeated over and over in variations-play example and count repitions
d. Pieces- Pachelbel talk about basso continuo, four seasons play a little of each
season-concerto, messiah-oratorio
2. 5 minutes split into four groups and explain what each group will be doing
3. 10 minutes Each group finds their information for their box on the worksheet. Walk
around to each group to check up.
4. 8 minutes/2 per group Each group presents what they found and the rest of the class
takes notes on the back of their paper
5. 2 minutes Briefly fill holes and answer questions.
Assessment:
1. Students can accurately provide information to their classmates

Kara LaRochelle
Lincoln Middle School
Grade 6 Music
February 5 & 10, 2015
National Standards Taught:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
8. Understanding relationships between music, the other arts, and disciplines outside the arts.
9. Understanding music in relation to history and culture.
Objectives: Students will be able to
1. Identify Vivaldis Spring from the Four Seasons
2. Explain rondo form
3. Identify the form in Spring
4. Understand what the piece is supposed to make you imagine and explain program music
Procedure:
6. 2 minutes Briefly have groups meet and make sure they know what theyre presenting.
7. 8 minutes/2 per group Each group presents what they found the last class about the
baroque era and the rest of the class takes notes on the back of their paper
8. Briefly fill holes and answer questions.
9. 20 minutes Read the poem for spring and show the painting that goes along with itProgram music
10. Describe rondo form Simplified ABACA- then listen and do the listening map and
explain his rondo (how did he make it larger) when we get there ABACADAEABA
11. Listen through each section and discuss what is happening/why they hear it. Have the
students draw it in their squares on their paper.
12. Last 4 minutes Listen through the whole piece while following the listening map
Assessment:
1. Students can accurately explain what is going on during Spring from Four Seasons
2. Students can accurately follow the piece along with the listening map they have made