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Lesson Plan
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\n\"Focus\n\n
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\nCurated OER\n
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\nFocus on Form\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nYoung 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.\n
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\n\"Music\n\n
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\nCurated OER\n
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\nMusic Form Activities\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nStudents identify simple music forms. In this music education instructional activity, students identify simple forms of music and the concepts of verses and refrains. This instructional activity includes two activities (one for verse and...\n
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\n\"Musical\n\n
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\nCurated OER\n
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\nMusical Form of \"The Star-Spangled Banner\"\n

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\n\nFor Teachers\n\n5th - 8th\n
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\nStudents use a recording of \"The Star Spangled Banner,\" to identify the AABC form of the anthem and describe the repetitions and contrasts in the piece of music. They memorize the music in eight-measure phrases being aware of the form...\n
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\n\"VH1\n\n
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\nCurated OER\n
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\nVH1 200 Greatest Pop Culture Icons Lesson 2\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents examine the origins of ragtime music in American and analyze its musical form.\n
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\n\"Musical\n\n
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\nCurated OER\n
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\nMusical Form and Sibelius Groovy Music Shapes\n

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\n\nFor Teachers\n\n3rd - 5th\n
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\nStudents 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\nstudents use software to create their own musical forms representing this pattern.\n
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\n\"The\n\n
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\nTexas Education Agency (TEA)\n
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\nThe FFA Creed and Song\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nLearners memorize the first sentence in each paragraph of the Future Farmers of America (FFA) creed. Once memorized, they complete a worksheet on the FFA creed before reciting the lyrics in rap form. \n
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Lesson Plan
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\n\"Mariachi\n\n
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\nCurated OER\n
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\nMariachi Mania\n

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\n\nFor Teachers\n\n9th\n
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\nNinth graders examine mariachi music and its different musical forms.  In this music history lesson, 9th graders compare and contrast mariachi music from its beginnings to the present.  Students research different aspects of...\n
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Worksheet
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\n\"The\n\n
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\nThe Blues in the Arkansas Delta\n

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\n\nFor Students\n\n6th - 8th\n
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\nOh I love the blues! Here is a wonderful four page reading passage that focuses on the Delta Blues. It covers topics such as, the music's cultural influences, origin, form, terminology, and significance. A great way to integrate...\n
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\n\"Lyubov\n\n
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\nLyubov Mayzus\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents engage in a instructional activity that is concerned with the understanding of musical forms. They conduct research using a variety of resources. They listen to recordings of different types of music and use critical listening...\n
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\n\"Music\n\n
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\nMusic Education, The Blues\n

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\n\nFor Teachers\n\nPre-K - 6th\n
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\nThis lesson examines both the content and form of lyrics in blues songs. In addition to highlighting the basic musical form of a blues song, it also addresses the use of floating verses in blues music, both within the context of the...\n
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\n\"African\n\n
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\nAfrican American Music\n

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\n\nFor Teachers\n\n6th - 12th\n
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\nYoung scholars investigate a variety of sites to gather relevant information for a \npresentation about African American musical forms in this general Music lesson for middle school and high school. Resource links are provided to aid...\n
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Organizer
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\nA Level Notes: the Symphony Explanation Worksheet\n

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\n\nFor Students\n\n5th - 7th\n
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\nIn this music worksheet, students read a short explanation of the symphony as a musical form for a large body of instruments before reading about the four major sections. They use a chart at the bottom of the second page but there are no...\n
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\n\"Form\n\n
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\nCurated OER\n
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\nForm and Theme in the Traditional Mexican Corrido\n

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\n\nFor Teachers\n\n8th - 12th\n
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\nStudents examine the traditional Mexican musical form of corridos. In this cross curricular history and music lesson plan, students analyze the lyrics of popular corridos and the corridos' importance in Mexican culture. Students...\n
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\n\"I've\n\n
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\nCurated OER\n
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\nI've Got the Blues!\n

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\n\nFor Teachers\n\n6th - 8th\n
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\nStudents identify the musical form of the 12-bar blues. They identify a problem from the \"Farming in the 1940's\" section and compose a 12-bar blues song. make comparisons between problems of the 1940's and today.\n
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\n\"Sing\n\n
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\nCurated OER\n
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\nSing the Blues\n

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\n\nFor Teachers\n\n4th - 8th\n
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\nLearners explore examples of this musical form, then write their own lyrics for a blues song.\n
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\n\"Musical\n\n
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\nCurated OER\n
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\nMusical Forms\n

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\n\nFor Teachers\n\n9th - 12th\n
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\nPupils engage in an activity that is creating a video to accompany a chosen piece of music. They create a storyboard in order to plan out the video shooting. Then students listen to the music while filming takes place. Then they use...\n
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Handout
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\n\"Sonata\n\n
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\nCurated OER\n
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\nSonata Form\n

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\n\nFor Teachers\n\n5th - 6th\n
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\nIn this music worksheet, students learn about the sonata form of music composition. Students read about the 3 main sections of the sonata form: exposition, development and recapitulation followed by a coda. There are no questions on the...\n
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\n\"Responses\n\n
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\nCurated OER\n
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\nResponses To Twentieth Century Music: A High School Art Curriculum\n

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\n\nFor Teachers\n\n7th - 12th\n
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\nStudents explore their own responses to sound by hearing the music as a regular part of the class structure. They develop an awareness that certain art evokes certain sounds and moods and develop an intuitive responses to the music.\n
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\n\"All\n\n
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\nAll That is Irish and More - Activity 1\n

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\n\nFor Teachers\n\n4th - 11th\n
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\nStudents listen to examples of fiddle music and violin music to determine the similarities and differences between the two musical forms. A video link is included in this introductory lesson to fiddle music (Part One of Two).\n
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\n\"Listen\n\n
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\nCurated OER\n
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\nListen to Music\n

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\n\nFor Teachers\n\n2nd - 3rd\n
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\nStudents listen to, analyze, and describe music. They identify examples of music forms including such as motive phhrase, 4-bar phrase,\ncanon, and rondo. In addition, they perform a dance called a partner mixer and model the pattern for...\n
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\n\"Using\n\n
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\nCurated OER\n
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\nUsing Shanties to Create Lyrics\n

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\n\nFor Teachers\n\n4th - 6th\n
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\nStudents demonstrate an understanding of shanties, a traditional music form. They listen to several shanties and create their own verses to add on to these songs. They express their feelings through music by using rhythm and rhyme to...\n
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\n\"Garage\n\n
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\nGarage Band\n

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\n\nFor Teachers\n\n5th\n
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\nFifth graders identify a pop rock music form that includes a verse, a chorus, and a bridge in ABABCBB form. They demonstrate basic skills using the \"Garage Band\" application. Students crate a piece of music using the garage band...\n
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\n\"Musical\n\n
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\nMusical Concept\n

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\n\nFor Teachers\n\n4th\n
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\nFourth graders practice musical forms to be able to recognize similar and different sections to a song. They review that music has a beginning, middle and an end and discover this process through the \"Viennese Musical Clock\" that...\n
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\n\""Mars"\n\n
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\nClassics for Kids\n
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\n\"Mars\" from The Planets\n

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\n\nFor Teachers\n\n5th - 6th\n\nStandards\n
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\nGustav Holst's The Planets provide young musicians an opportunity to examine how composers can create a suite: a collection of smaller pieces grouped to explore a single topic. After listening to \"Jupiter,\" they examine \"Mars\" in...\n
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