t.joneslesson

Taylor Jones 1st Grade General Music Concepts/Skills: ABA FORM Standards: 1. Singing, 6. Listen, 7. Evaluate

Behavioral Learning Objectives: Students will be learn about ABA form. They will be able to understand what it is, why it is important, and what different sections are labeled.

Materials: Colorful scarves, and students Sequence of Activities and Assessment: We will begin by teaching the song Shoe Fly to the students. Because of the limited class time (25 minutes), there is not much time for a warmup if we want to cover any ground for the lesson. Students will first learn the A section of the piece through echo. Once we feel the students have adequately learned the A section, I will teach the B section of the song in the same manner. Students will eventually learn choreography with the song in the lesson. Then we will teach the students the choreography to the song. After the students have learned the song and the choreography, we will label each of the sections. We will then tell the students that we are going to go through and sing the A, then the B, then the A again. Students will Have books that have the notated music. The song uses a d.c. al fine, and fine, we will explain these terms and also explain how they create the ABA form. After students understand the concept of ABA form, we will run the song a few more times, adding different choreography as we feel necessary.

Students will be assessed on their ability to recognize the ABA form. Students will be assessed on their ability to learn a song, only by ear. Students will be assessed on their ability to memorize the song quickly. Teacher Effectiveness Reminders: We must remember to give brisk feedback and spend most of the time listening, not talking. The students will learn the quickest if we give them the chance to do the piece. We need to remember to give brisk feedback and to keep our talking to the bare minimum (for the sake of time).

Taylor, the most beneficial teaching strategy for me has been to teach the song and choreography simultaneously. I sing a song through while they listen and do the choreography with me. Once they get the music in their bodies, they learn the song so much faster. Also, I think it would be helpful to use pictures to represent the A and B section, and to ask the students specifically what is different about each section. They could even draw pictures to represent each section and then you get related arts points! - Rachel Pischnotte