ABA Form

Second grade, University of Illinois Elementary, March 31st 2016,

Carson Satchwell
The musical problem/Objective: Students will be able to distinguish
between A and B sections of music through both body movement
and visual representation.
Key vocabulary includes form.
Prior Knowledge: Students have experience with recognizing
differences in style through body movement.
Selection of Repertoire: Eine Kleine Nacht Musik, and Beethovens
Minuet in G

Materials needed: Pencils and paper

Suggested Sequence (in which the teacher makes connections to
prior knowledge and sets up the problem. Students work through the
problem and share their solutions).
Introducing the Lesson: As students get situated in their seats, I will
introduce the first activity. When hear the music, please stand up and
put your eyes on me. [Play Eine Kleine Nacht Musik, and begin to
dance.] The A section will be represented primarily with foot
movement. I will be dictating the melodic rhythm with my feet during
the introductionalmost stomping, and then I will be running
(moving my feet quickly) during the less prominent string interludes.
Show me what the music sounds like with your arms. [Model arms
movements, and slowly stop dancing]. I want to watch the students
the transition in to the trio (B section). I will subtly adjust my
movements and become more active as I see their ideas developing.
[Watch as students transition back to the A section, slowly begin to
model the same movements from the first A section.] I plan to
address the changes, and indicate that the first and last sections are
the same after the dancing is done.
Developing the Lesson: I will ask the students to return to their seats,
and pass out pencils and paper. We are going to hear a piece of music
by Beethoven. As you listen to the song, write down a few words to
describe it. If the music changes, explain how. [Play Minuet in G
once.] I am going to play the song again, but this time, I want you to
draw how the music sounds. I want to keep this vague and openended. [Play Minuet in G again].
Closing the Lesson: How do your words match up with your drawings? I
want to get an idea of how students relate the two. How did you words
MUS 342 Spring 2016

and drawings change through out the song? This should lead in to a
short description and discussion about form in music. In both pieces,
the first and last sections were the same; the middle section was very
different. [Play the beginning of the A section]. We are going to call
this the A section, because it comes first. [Play B section]. We are
going to call this the B section, because it is different, and it comes
second. [Play the second A section]. Both of these songs are in ABA
form.
Assessments (that relate directly to the understandings students will
gain from the lesson and how they will demonstrate those
understandings):
Do students recognize the difference between the A and B
sections? Do their descriptions indicate that they understand
why and how the music sounds different?
Do students recognize the A section when it returns? Were their
drawings similar in the beginning and end?
Extensions: Gradually introduce additional (more complex) forms