Theme+and+Variations

This is a unit that I developed for 5th grade general music to introduce theme and variations. I divided this unit into four 30 minute class sessions. The first was dedicated to learning "Twinkle Twinkle Little Star". The second involved figuring out and composing the variation. The third was finishing up composing the variation and practicing for the performance. The fourth class period was for the performances. The students had SO much fun with this activity and really worked hard to create a "cool" variation. At the end of the unit, we invited the principal in to listen to the variations. They were so proud of their compositions and stayed focused throughout the entire activity. Here is the lesson plan if anyone would like to use it in the future:

Teacher Name: Beth Cheyney Date: March 4, 2009 Subject/Grade: 5th grade general music Concepts/Skills/Values: composing a variation to "Twinkle Twinkle Little Star" National Standards: 2. Play 4. Compose 5. Read/Notate 6. Listen 7. Evaluate

Behavioral Learning Objectives: The students will be able to play the theme (Twinkle Twinkle Little Star) and compose/notate a variation.

Materials: xylophones, listening examples of theme and variations, staff paper

Sequence of Activities and Assessment: 1. What is a theme? - Explain that a theme is a melody that is unchanged. 2. On the piano, play a simple tune such as "Yankee Doodle". - this is the theme. 3. Play "Yankee Doodle" again and this time, vary the style. - I made it "jazzy". 4. Ask the students how it was different. 5. Play 3 or 4 other variations of "Yankee Doodle" and have them listen and figure out how the variations are different from the theme. 6. Brainstorm a list of ways on the board to vary a theme. - Our list included: changing the mode, style, time signature, orchestration, rhythm, dynamics, articulation, and adding or deleting notes. 7. Have a CD of theme and variations and let the students listen and evaluate each one. 8. Explain the project: The class will be divided into groups of three. Each group will have a xylophone. Have each group figure out how to play "Twinkle Twinkle Little Star". (Suprisingly, this took a long time for them to figure out.) Each student is responsible for playing the theme. The only guideline you should give them for this is to start on C. Next, have the students learn a variation. They are responsible for using at least two ways of varying the theme. They need to be able to notate their variation on staff paper. (I had them notate the first phrase only to save time.)

The students are graded on: Did the composition have a clef? Did the composition have a time signature? Were at least 2 ways used to vary the theme? Was the composition neat and legible? Did the students play what was written?

//Dear Beth, What a neat idea to incorporate composition and arranging into the general music classroom! And what a wonderful idea to have the students perform in front of the principal, it must have been a rewarding experience for them. I really enjoyed reading your process and the ways in which you are grading the students on. When you graded their projects, may I ask you how you weight the different rubrics for the end grade? Was the overall performance mostly important or the composition itself? I personally would have a hard time to come up with a valid assessment. Would you maybe suggest smaller, informal assessments and one grade for the performance of the final piece?

Thank you for the great lesson plan. I am looking forward to applying it in the future.

Gabi Praetzel//

Beth, I also thought this unit is a great way to get students learning about a new form as well as COMPOSING it themselves! As far as the process goes, you/one could even add in an extra step in the sequencing - once they have figured out how to play "Twinkle Twinkle" (and if there weren't enough xylophones maybe they could use their recorders as well?), give them the notation of what they just played (Twinkle Twinkle). You could have certain beats circled, and instruct them to change those rhythms into something else - so if the 2nd quarter note of the melody is circled, they could change that beat to show two eighth notes, sixteenth notes, etc. and rewrite their new rhythmic variation. This is at least a really structured way for them to first experiment with "creating." I liked how each was responsible for being able to play/create at least 2 variations. There are a lot of "opposites" they could consider as other ways to vary - high and low, fast and slow, legato and staccato, etc. that you could do with kids even earlier than 5th grade! I also liked the idea of a class performance - each person's creation is a variation (so the song might have 20+ variations! You could also twist the form around into a rondo form (or discuss A / A1 forms, etc) I really liked your lesson and these are just some ways to add on to it! ~Terri Morin


 * I agree with both Terri and Gabi. This is definitely a great way to incorporate composing. I think teaching like this only helps th students evolve more over time, making them think in different ways than what they are used to. Again, both have good ideas to add on to it and great comments. I was wondering, like Gabi, if you did weigh the different areas in a different way. Since this lesson is about experimentation on the instrument and composing, I would assume that those would weigh heavier than other things in terms of their final grade. I was just curious as to this aspect. One thing that I noticed was that, even though it is ever so important to be able to read what the students wrote and them to have put the essentials on their staff paper, I noticed that your objective was composition. Now, don't get me wrong, these things are definitely important when it comes to composing, but I think that most of your grade should be on the compositions in which they are doing. I gues this why I was wondering about your assessment. Other than that, I think your lesson plan looks great and looks to be very useful for many in the future. Great job!**
 * ~Jill Witkowski~

Beth, I also liked this lesson plan. I am curious, did you go over writing out notations before you did this lesson and how did you go about that process? What kind of staff paper did the students use or how did they notate it? How many of them were able to figure out how to play 'Twinkle Twinkle Little Star' by themselves with the only guideline being to start on C? This seems like a very difficult lesson to me, at least the composition section! So, the students were supposed to come up with a variation and then notate it with correct notes and rhythms just by hearing it? That seems like a very advanced 5th grader who is able to do that! But it is great! I guess I'm just curious how well the students did? Had they taken ear training before this lesson? This is a great idea to spread out over a few class periods. I would love to talk to you more about some of the details of this project. Great lesson!

Beth, I have done a lesson very similiar to this. A couple of things I did differently is referring to variations like a remix or sample. I also had popular music in this lesson by playing some examples of music that is a variation. For example, Kanye West's "Through the Wire" is a variation of Chaka Khan's "Through the Fire." Also, Will Smith's "Summertime" is a variation of the same song of Earth, Wind, and Fire. I'm big on taking things kids are familiar with and adding more knowledge to it. This idea worked wonderfully! Great lesson, though! -Whittney LeBruce**