The National Music Standards

1. Singing, alone and with others, a varied repertoire of music.
2. Performing on instruments, alone and with others, a varied repertoire of music.
3. Improvising melodies, variations, and accompaniments.
4. Composing and arranging music within specified guidelines.
5. Reading and notating music.
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.

Music Lesson Plan
RHYTHM (Steady Beat), FORM (Same/Different) MOVING, LISTENING, SINGING, ANALYZING
grades K–2
Lesson Plan #1: Move to the Music of Mozart

National Std. #6:
Listening to, analyzing, and describing music. National Std. #8:• Understanding relationships between music, the other arts, and disciplines outside the arts. National Std. #9:• Understanding music in relation to history and culture.

Ohio Standards:
• Historical, Cultural and Social Contexts. (Recognize how music and sounds are/were used in daily life; demonstrate knowledge and understanding of musical expression or events; experience/identify music from various historical periods and composers.)
• Creative Expression and Communication. (Perform using simple note values, rests, and rhythms in 2/4 time.)
• Analyzing and Responding. (Listen to varied repertoire and respond by analyzing and describing music using correct terminology:
same/different.) similarities and differences between music and other arts disciplines.)
• Connections, Relationships and Applications. (Identify)

Multiple Intelligences:
Musical, Bodily-Kinesthetic Concept: We can move in ways that go with (show) the music’s beat and form.

Objective/Outcome:
Students will move to the music and compare two similar musical selections, demonstrating same and different sections. Students will learn about the composer Mozart.

Materials:
• recording of Variations on “Ah vous dirai-je, maman” by Mozart (available on the Classics for Kids CD or the Classics for Kids website) • Twinkle, Twinkle Little Star
• tapping page for Twinkle, Twinkle Little Star • tapping page for Variations on “Ah vous dirai-je, maman” • biography of Wolfgang Amadeus Mozart with photo • picture of Wolfgang Amadeus Mozart as a child • pictures of 18th century dress and hairstyles • streamers for dancing (optional)
©Classics for Kids® 2006 - ©Dr. Kay Edwards 2006

Sequence:
1. Tell students that today is special because they might get to dance (with streamers–optional) later in the lesson and that you have some well-known music to play for them now while they are sitting down; as they listen they will get to move their hands to the music.

2. Play the recording of Variations on "Ah vous dirai-je, maman" (theme only, 0:00-1:02 on the Classics for Kids CD) as you open and close your hands in front of you like “twinkling stars” to the macro-beat of the music (quarter note~60). Invite students to join in. As the first phrase of the melody repeats softer, repeat the same action (0:11-0:20). For the third (different) phrase, put your hands together in a diamond shape in front of your chest and “open and close the diamond” to the same beat of the music (beginning at 0:21); students follow. When the melody sounds like the beginning, do the “star” motion again. When the “diamond” phrase returns, use that motion, followed once again by the “star” phrase. Stop the recording after the main theme (1:02).

3. Ask students if this music sounds very similar (almost the same) to a famous song they all probably know; if they are having trouble identifying the tune, you can tell the students that the motions they were making–star and diamond–are clues. (Yes, it is similar to “Twinkle, Twinkle Little Star” but also uses the same tune as “The Alphabet Song” and “Baa, Baa Black Sheep.”) Sing the song Twinkle, Twinkle Little Star beginning on the pitch middle C, inviting students to join in singing and making the star and diamond hand motions.

4. Distribute copies of the tapping page for Twinkle, Twinkle Little Star (or use an overhead transparency). Demonstrate how the students will tap to the beat of the music at a medium speed (quarter note~60) once for each beat. Ask, “Which lines are the same?” (the first and third lines are both stars, to match how the melody is the same for those lines). “Which line is different?” (the middle line uses diamonds, because that melody is different). Invite the students to tap the page as they sing the song. If necessary, try it again.

5. Play the recording of the theme again (0:00-1:02) and invite the students to make the star and diamond motions as they listen, without your help. Ask the following questions to guide students in comparing the two versions: “What was the same or almost the same (similar) between the recording and the “Twinkle” we know?” (the overall melody). “What was different between the recording and the “Twinkle” we know?” (the melody had notes added to it to make it fancier; it was played on piano, not sung; it was longer than “Twinkle” – the first line was repeated, softer; the “diamond” line came back again later, too). Guide first and second grade students to describe how a tapping page for this version of the song would look to match the way the music goes on the recording (2 rows of stars, a row of diamonds, a row of stars, another row of diamonds, and a row of stars). To figure this out will likely require another hearing.
©Classics for Kids® 2006 - ©Dr. Kay Edwards 2006

6. Distribute the tapping page for Variations on “Ah vous dirai-je, maman” (theme only). Demonstrate how the page will be used in the same way as the one for “Twinkle,” but that it shows the same and different parts of the melody to match the recording. Make a visual comparison of the two tapping pages. Tap the new page as you listen to the recording of the theme (0:00-1:02). [Note: The second line of stars is shaded lighter to indicate the change to softer.]

7. Tell students that “Twinkle” is very similar to a French folk song called “Ah vous dirai-je, maman” which means, “Mother, I have something to tell you.” Ask students to raise their hands if they have heard of the famous composer named Mozart (if time permits, have students share what they already know); tell them his full name was Wolfgang Amadeus Mozart and that he was born in the year 1756 and died in the year 1791. He lived mainly in Austria around the time that settlers in America were fighting with England to become our own country (the years leading up to 1776). Ask if anyone in the class can figure out how old Mozart was when he died (35) and how many years it has been since Mozart was born (this may be for second graders only; subtract 1756 from the current year; 2006 marks 250 years since Mozart was born).

8. Share the biography of Mozart. Explain that Wolfgang was a prodigy (genius) who toured Europe with his sister Nannerl who was also a gifted musician and composer. If you wish, use an age-appropriate biography (see Extension below). Share pictures of Mozart as a child and an adult. Share pictures of 18th century dress and hairstyles for men and women with the class. You can also go to http://www.costumes.org/history/100pages/18thlinks.htm or use the following books: Clothes Through the Ages by Piero Ventura, Simon & Schuster Young Books, 1993 and Historic 18th Century Clothing by Bobbie Kalman, Crabtree Publishing Co., 1993) to see how elegant some people looked back in the Classical period when Wolfgang and Nannerl played music concerts; ask students to raise their hand and describe what they see (powdered wigs for men, fancy outfits, big and full length dresses for ladies, etc.). If available, show pictures of children in period dress, like miniature adults. Tell students that this is what men and women dressed like 200 years ago, if they could afford it. Since there were no radios or stereos they would hear live music when they could; one place you might hear live music is at a party or ball, where people would be dressed in fancy clothes to dance elegantly to music played by an orchestra or other group. Since cars were not yet invented, people often traveled by stagecoach.

9. Invite students to think of 2 ways to move their whole bodies–one way for the “star” part of the melody and a different way for the “diamond” part of the melody. Ask students to spread out throughout the room. While remembering your rules for movement, have them demonstrate their first movement (it does not have to depict a star, but can be called Movement 1); have them then demonstrate their second movement (Movement 2). Next, play the recording of the theme (0:00- 1:02) while all students move to the music and show the parts of the melody that are the same and different. When they are finished, tell them that we call figuring out the sections of the music that are the same and different the form of the music (the structure or plan of the music).

Closure/Questions:
What words (opposites) are used to describe one line or section of music to another? (same/different) What word describes two things that are almost the same? (similar) Today we compared a French folk tune played on the piano to what famous song we all know? (“Twinkle”).
Tell someone standing or sitting next to you something you learned today about the famous composer named Wolfgang Amadeus Mozart...now have that person tell you something different that he/she learned about Mozart.
What do we call the structure or plan of music, when we figure out the sections that are the same and different? (the form)

Assessment/Evaluation:
Check for understanding and demonstration of steady beat and form, noting whether individual students were able to do so successfully “all/most of the time,” “some of the time,” or “not yet”.
Peer evaluation: Have half of the class evaluate the other half of the class after their movement “performance” by indicating a thumbs up if the person they watched showed the same and different sections correctly, or a thumbs sideways if they didn’t make the form very clear; switch.
©Classics for Kids® 2006 - ©Dr. Kay Edwards 2006

Extensions:
(1) Share books about Mozart with the class, such as:
•Rachlin, Anne. Mozart. Chicago: Children’s Press 1992. Ages 4-8 There are also books of fiction involving Mozart for grades K-2:
•Costanza, Stephen. Mozart Finds a Melody. New York, Henry Holt and Company: 2004. 31 p. Mozart is desperate. He has to compose a new piano concerto by Saturday and he's out of ideas. Then his pet starling chirps a melody that he thinks is just perfect and a walk around the city of Vienna produces more ideas that he uses to create his Piano Concerto No. 17 in G Major.
•McCully, Emily. The Orphan
•Austin, Patricia. The Cat Who Loved Mozart. New York, Holiday house: 2001. 29 pages How can Jennifer earn the love of a stray cat she has befriended who is named Wolfgang Amadeus Mozart? By playing the piano for him! In turn, the cat inspires Jennifer, who is preparing for a music competition.
(2) Move or dance to other classical pieces written by Mozart. (Classics for Kids
radio programs about Mozart feature a variety of his music.) (3) Listen and move to the rest of the recording featuring the variations on the
melody or theme. (4) Listen to Classics for Kids programs about Mozart.


Lesson plan is from: http://www.classicsforkids.com/teachers/lessonplans/pdfs/mozart/MozartK-2.pdf