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Suggested Grade Levels:
1st, 2nd, 3rd
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Key Concepts:
Ternary Form (ABA)
Do - Re - Mi - So - LA (Pentatonic Scale)
Notes & Rests: Half, Quarter, Eighth
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Additional Concepts:
Movement
Performance
Creativity
Teamwork
Science: Phases of Matter
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Goal: Students will experience ternary form through singing and through dance. Students will collaborate in small groups to choreograph three unique poses to represent the phases of matter and then perform them for the their classmates.
Suggested Execution:
Round 1:
Learn: Introduce the song and choreography. At this stage, Teacher will come up with their own three poses 1) solid, 2) liquid, 3) gas. This is also an opportunity, depending on grade level, to ask Students what they know about the phases of matter. (Could be a good idea to check with primary teacher to sync up with when they learn this subject.)
Round 2:
Create: Re-visit song/dance with class to refresh memory. Next, break class up into groups of 3-4 students and challenge them to create their own unique poses to represent 1) solid, 2) liquid, 3) gas.
Perform: Next is performance time! Be sure to leave enough time so each group gets a change to perform. (Bonus Fun: Give each team a chance to come up with a science themed team name!)
Round 3:
Analyze: Introduce ternary form to the class through an analysis of the song/dance. Some possible prompting questions could be: “How many different sections were there in the song?” “Did anything repeat?” Refer to the different dance section to emphasize the two different parts and the repetition. See supplemental materials.
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Bonus Activity 1:
Guide the class through composing their own melody in ternary form. Teacher could provide scaffolding such as in the following example:
- Predefine the following parameters:
- Form: ABA
- Length: 2-4 measures per section
- Start/End Pitch: Do
- Rhythms: Pre-defined or chosen as a class
- Notes: Do - Re - Mi - So - La
- Display structure on board and invite Students to add a Solfège symbol to one of the rhythms on the board until you have a complete A section and B section.
- Practice singing full ABA form as a class in Solfège. Have class name their work (possibly sticking to the science theme). If possible, could be nice to print up and display on the wall. Maybe even have everyone in the class sign their names.
Note: This could be expanded even further. For example, if you have Orf marimbas you could work with the class to learn the melody on the instruments and even come up with percussion parts. This could even be expanded into a longer term class composition project by treating the entire melody as your A section and creating a B section to go in the middle. Possibly even something to be performed during concert season.
Bonus Activity 2:
For students who have some more experience with solfège, this could make for a nice ear training activity. Display the song lyrics and rhythms (optional) on the board with the first and last solfège symbol of the melody provided. Play melody on piano, or available instrument, and challenge students to figure out the remaining solfège of the melody.
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