Rockin+Rondo

part 2
 * ROCKIN' RONDO**


 * Teacher Name:** Eric Arneson
 * Date:

Subject:** General Music
 * Grade level:** 4th grade


 * Focus concepts:** Rondo form


 * National Standards:** playing, listening, composing, evaluating others (depends on participation)

Students will continue to learn about Rondo form through composition and performance.
 * Learning Objectives:**


 * Supplies needed:** staff paper, writing utensils, various drums

(3 minutes)
 * Sequence of activities:**
 * Start by reviewing Rondo form (ABACA) and making sure the students understand the basic concept.
 * After reviewing the form hand out staff paper and pencils to the students.

(5-7 minutes) (This is a great time to review basic note values, like quarter notes, eight notes and rests.)
 * They’re going to write four measures of music in 4/4 time. The music can be whatever they want but should be for non-pitched percussion instruments. It doesn’t have to be complicated but should not be too simple...like all rests and one note at the end.
 * Some students will take longer than others. Make sure they don’t overly stress about the quality, and it’s more important to fit the requirements.

(10 minutes)
 * After the time is up or everyone is done break the class into groups of three.
 * You can either assign each member a letter A, B, or C or let them decide themselves. It will depend on your class and how well they work with others.
 * Bonus** A great teaching moment can come up if your class can’t be broken up evenly into groups of three and you have four or five people left over. Work with them to figure out how to add more people to the rondo because you can continue to add D, E, and F and so on.
 * Since every person has a different letter and music, they are each a different part of the rondo. Person A will use their 4 measures as the A part and person B will use their 4 measures and so on.
 * In their groups they are to use body percussion to play their rondo. The body percussion should be different for each part. (Example, A-Clapping, B-Snapping, C-Patting on legs)
 * If a group gets done, tell them to practice again to make it perfect. Remind them they’re not just practicing their parts, but playing the rondo together, each on the part they wrote.

(15 minutes)
 * After time is up, have the students go back to their seats.
 * In the front of the room set up three stands for their music with drums off to the side to choose from.
 * Allow the students pick a drum for their part from the group of drums. The idea is that every person takes a different drum.(Remember to share)
 * Call up a group and then they will play their rondo for the class. The audience at the time will need to be great listeners.
 * Repeat for each group.
 * After the groups gets done, have them hand in their notation.

Alternative activity (possibly use this another day) (20 minutes)
 * Find musical recordings which use the rondo form and some that do not. These songs can be anything from classical to contemporary.
 * Choose 3 or 4 recordings to play for the class.
 * With each piece have the students identify: If it follows the rondo form. If not, what is different? What instruments do you hear.
 * Students should record their answers on their own paper or a pre-made worksheet. No group work on this part.
 * Hand in the worksheets for grading.
 * Briefly discuss the music
 * End of class.**


 * Assessments:**
 * Group performances will be the best time to assess their progress.
 * Criteria for assessment will include: using correct amount of measures for each section, putting music into appropriate rondo form, executing music that is written (not improvising).
 * For each performance students should be ready to give positive feedback to groups. Audience members should determine if the group followed directions and identifying who played which part.
 * Further assessment will be done on the compositions of each student which will be done after class.
 * For the listening portion you will be able to grade the worksheet and record as such. Students should be graded not only whether they answered correctly, but whether they used good spelling and grammar.

My awesome lesson has to do with teaching rondo form to fourth graders, but could be done with fifth or maybe even third. When I did it we took two days to cover everything. I’m going to go over the second class worth of material. After already teaching Rondo form this will give the kids an opportunity to experience the form and also give you a good chance to assess it.

Eric, I absolutely love this lesson! One thing that I have done with teaching rondo is giving the students shapes to make rondo form with. I have also had them make rondo smores! They really love the food part! And, they also never forget rondo because of it! -Whittney LeBruce