Jenny Jordan

Dr. Talbot
MUS_149

Assignment: #4.5 Creative Musicianship

Context: 6th Grade General Music
Prior Knowledge: The students have performed rhythms and sung songs in class. Last week, we
learned about binary and ternary form.
Essential Question: How do composers use structure in musical pieces?

I. National Standards:
A. MU:Cr1.1.6a Generate simple rhythmic, melodic, and harmonic phrases within
AB and ABA forms that convey expressive intent
B. MU:Pr6.1.6a Perform the music with technical accuracy to convey the creator’s
intent.
C. MU:Re7.2.6a Describe how the elements of music and expressive qualities relate
to the structure of the pieces.
D. MU:Cn10.0.6a Demonstrate how interests, knowledge, and skills relate to
personal choices and intent when creating, performing, and responding to music
II. Learning Outcomes:
A. Students will define rondo form.
B. Students will identify rondo form.
C. Students will compose a rhythmic pattern in rondo form.
D. Students will perform a rhythmic pattern in rondo form.
III. Materials:
A. Index Cards
B. Papers with various forms (i.e. ABA or ABC) written on them OR a
whiteboard/chalkboard to write the forms on
C. References:
1. OnMusic Dictionary. (2015). Retrieved November 8, 2020, from
https://dictionary.onmusic.org/
IV. Key Terms:
A. Rondo Form- Term referring to a form of composition in which the first section
recurs after the second section is performed in an A-B-A style. Also, a rondo
could have more sections arranged: A-B-A-B-A, or A-B-A-C-A, etc.
V. Procedure:
A. The teacher will gather the students into a circle.
B. The teacher will teach the students a rhythmic piece in rondo form, specifically
ABACA, by rote.
C. The teacher will ask the students questions about the piece and its form before
explaining what rondo form is.
 D. The teacher will hold up pieces of paper with various forms, like ABA or ABC,
and have the students raise their hands if they think it’s rondo form.
E. The teacher will split the class into groups of 3-4 and give the students 5 minutes
to compose their own rhythmic piece in rondo form.
1. The piece can be in ABABA or ABABCA.
2. Each section should have 4 measures in 4/4 time.
F. Each group will share their composition with the class, and the teacher will assess
their use of rondo form in their compositions.
G. The teacher will hand out index cards as an exit ticket for each student to write a
definition of rondo form in their own words.
VI. Assessments:
A. The teacher will assess the students’ definitions of rondo form by scoring an exit
ticket using a check or check-plus.
1. Check- The student does not accurately define rondo form.
2. Check-plus- The student accurately defines rondo form.
B. The teacher will visually assess the students’ identification of rondo form by
having them raise their hands when the teacher is showing an example of a rondo
form.
C. The teacher will assess the students’ compositions in rondo form and score with a
0 or 1.
1. 0- The student’s composition is not in rondo form.
2. 1- The student’s composition is in rondo form.
D. The teacher will visually assess students’ performance of a rhythmic piece in
rondo form.
1. Does the student perform the rhythms in rondo form correctly? Yes/No
VII. Further Learning:
A. We could have the students bring songs from their lives for us to analyze their
forms.
B. We could discuss how rondo form is used in comparison to binary and ternary
form.
C. We could do a movement activity to different songs in rondo form.
D. The students could compose another piece in rondo form with different meters or
different lengths of sections.
VIII. Honor Code:
A. 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 – Jenny
Jordan