Musical Form Teacher Resources

Find Musical Form educational ideas and activities

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Students identify simple music forms. In this music education lesson, students identify simple forms of music and the concepts of verses and refrains. This lesson includes two activities (one for verse and one for refrain) that can be easily adapted to any grade level.
Students research historical and cultural factors expressed in the Tejano musical form. They analyze lyrics and instrumentation critically to arrive at insights about the form.
Students investigate a variety of sites to gather relevant information for a presentation about African American musical forms in this general Music lesson for middle school and high school. Resource links are provided to aid instruction.
Students examine the origins of ragtime music in American and analyze its musical form.
Students explore musical forms. In this ABC musical form lesson, students listen to "Dry Bones" and create a body to enable them to understand the ABC music form.
Second graders experience musical form (ABC) through movement by using the song "Dry Bones."
Third graders sing, listen to and create movements for a variety of songs and pieces that have AB form and verse-refrain form. They explore the basic forms that give them the tools to analyze other music works as they progress in the music studies. Students use this information to create their own two-part music works.
Third graders sing, listen to and create movements for a variety of songs and pieces that have AB form and verse-refrain form. Classmates create movements for an unfamiliar two-part song. They practice their movements, and then perform their songs or pieces and movements for each other.
Students create a song using the form ABACADAEA. Students listen to a musical piece created by Vivaldi that is an example of this musical form. Then students use software to create their own musical forms representing this pattern.
Patterns happen everywhere, in music, math, and language! Fourth graders listen to the "William Tell Overture" visualizing the patterns that they hear. They then discuss and write an ABA poem that matches the ABA form found in the music they've just experienced. Tip: Discuss other places ABA forms or patterns are found.
Upper graders listen to the blues. They discuss blues scale, read a description of the blues, and work together to write an original piece. A lesson like this ties into American history and African-American musical contributions very well. It also promotes self-expression and creative problem solving. 
Students read a New York Times article to help them develop an understanding of the history, development, and social influence of various types of world music through the creation of music museum exhibits.
Eleventh graders compile a list of places in the United States where they have either traveled or where their relatives or friends live. They collect travel posters, brochures, postcards, and maps from their region of the United States.
In this International Jazz Day worksheet, students complete activities such as reading a passage, phrase matching, fill in the blanks, correct words, multiple choice, spelling, sequencing, scrambled sentences, writing questions, survey, and writing. Students complete 12 activities on International Jazz Day.
Young musicians discuss musical form found in the song, The Star Spangled Banner. They review their parts for the song then practice playing it as a group. Cross-curricular activity suggestions are included.
Students examine the suggestion that the subjective experience of everyday life and sense of identity has changed in America in recent years. In this post-modernism and mass culture lesson, students engage in 4 multi-step exercises that challenge them to understand the aspects of American culture today.
Second graders uncover the form, timbre, and the significance of Vivaldi's "The Four Seasons" in the five lessons of this unit. The use of instrumentation forms the basis of the lessons.
Students examine the history of blues music and discover how it relates to the music of today. As a class, they listen to the drum songs of Africa and compare it to the use of drums in pop music today. Using the internet, they research the history of the blues and its early artists. To end the lesson, they write in their journals to reflect on the music.
Eighth graders investigate how historical events tie to musical periods of the past and present (setting), how larger works can contain smaller sections, how to listen for these smaller sections, how to identify major tonalities (keys) and how music vocabulary is used in the process.
Students explain the timeline development of jazz music. They discuss how cultural influences can create new art forms and how music can be shown as art. They describe the names of instruments used in jazz music.

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