Lesson #2 of 3

Trepak Theme and Variations II

Objectives:
• Students will identify form
• Students will review “home base A section”
• Students will review / create their own variation of the A section that demonstrates
partnership, levels, direction, and steady beat
• Students will demonstrate stage presence decorum by sharing choreography with each
other
• Students will sing in tune

Materials:
• Worksheets
• Markers
• Projector / video

Procedures:
• Remind students about team- work
• Review the “home base A section”
• First Half: Call and Response
• Second Half: Keeping steady beat with feet movement / circle
• Display visual on projector
• Check for understanding: Ask students how many different movements

the home base section had (A)

▪ Call and Response poses = 1 or 2
▪ Steady beat movements for second half
• Split Students into their Groups
• Hand out student worksheets with written variations
• Groups then have about 2-3 minutes to review and revise their variation from the
previous class (C)
• Review: Combine (class variation) with student created variation having the
students sing acapella (P, A)
• Combine student groups and assign a group to teach their variation first
• If there is an odd number of groups, split the most cohesive group in half
to pair with another group.
• Give students about 3 minutes to teach / learn / practice (P, C)
▪ Advise students that if something isn’t working, they are allowed
to fix or change something to make their variations work for more
people (C)
• Gage student progress and if necessary, award a bonus minute (A)
• As a whole group, students will perform the variation just worked on without the
music first and then with the music (P, A)
• Within their groups, students teach / learn other group’s variations
• Give students about 3 minutes to teach / learn / practice (P, C)
• Gage student progress and if necessary, award a bonus minute
• As a whole group, students will perform the variation just worked on without the
music first and then with the music (P, A)
Transition:
• Have students sit quietly to listen to directions
• Give students directions:
• “If you taught first, on your paper write A1, and if you taught second, on
your paper write A2”
• On the board demonstrate and explain form
• Review: Form Definition
• Review: Ask students how many times the melody repeats in the A section
(A)
▪ Refer to students’ worksheets and point out how the form is
written out “A, A1, A, A2”
▪ Ask students how they think they will perform their variations next
class (A)
▪ Class, Variation 1, Class, Variation 2
Assessment
• Students Identify and demonstrate form through their body movements
• Students recall previous self-created choreography
• Students work in a team
• Students sing in tune
• Students demonstrate steady beat through choreography
• Students perform and demonstrate performance decorum

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.