Musical Form Musical Form is the structure of a composition.
(The way it is arranged or designed)
Slide 3
Listening Activity Lets Review ABA Form Listen to the following
example and stand upon hearing the A section, sit when you hear the
different section B.
Slide 4
Rhythm Composition #2 Step 1 Create four measures of music in
4/4 time. Decide if your new music should be section A or B. As you
create, work together towards an interesting composition Step 2
Notate your composition clearly in ABA form so that anyone else
could read and perform it. Reflect on the Notating your ABA
Composition Rubric before handing in your composition. Step 3
Select rhythm instruments. Decide your arrangement. Practice,
reflecting on the Performing your ABA Composition Rubric Perform
with instruments your ABA Composition. Task: Create, notate and
perform a rhythm composition in ABA form. Composition Requirements:
12 measures long in 4/4 time. ABA Form (Section A should be
measures 1-4 & 9-12, Section B should be measures 5-8)
Slide 5
Lets compose an ABA Rhythm Composition together. Composition
Requirements: 12 measures long in 4/4 time. ABA Form (Section A
should be measures 1-4 & 9-12, Section B should be measures
5-8)
Slide 6
Creating your ABA Composition Rubric
ExceedsMeetsProgressingNeeds more time Composition What you
created. My ABA composition is interesting. There are three
distinct sections. The B section is very different from the A
section to demonstrate a clear understanding of ABA form. My ABA
composition meets all the requirements. There is only a slight
difference in my A and B sections. My composition is missing some
of the requirements. (ex. Not enough measures) My composition is
clearly not in ABA form. (ex. No repeat of the A section in
measures 9-12) Notation How you wrote down what you created. All
rhythms in my ABA composition are notated correctly. The notation
is clear and neat with no erasers. All rhythms in my ABA
composition are notated correctly and is somewhat clear and neat.
The notation of my ABA composition is hard to read or some rhythms
have been notated incorrectly. My notation is incorrect or can not
be read. Use of Time How you spent your time in class. My time
spent composing and notating was used wisely and to the fullest! My
time spent composing and notating was used wisely with little
distraction. I could have used my time spent composing and notating
better. I did not work well with my partner or use our time spent
composing and notating wisely.
Slide 7
Performing ABA Composition #2 Task: 1.Select two instruments
each with a difference in tone quality for you and your partner.
Your choices are: Rhythm Sticks, Drums, Maracas, Claves, Triangles.
2. You and your partner must perform accurately from your notation.
The arrangement of your B part should not be the same as youre a
part. You must accurately count out loud your rhythm during your
performance. You must maintaining a steady beat. You must perform
as an ensemble. You must use your practice to the fullest! 3.
Practice, reflecting on the Performing your Composition Rubric. You
will be scored on 4 components of your performance. Beat Accuracy
Ensemble Practice Time.
Slide 8
Performing Your ABA Composition Rubric
ExceedsMeetsProgressingNeeds Work Beat How my partner and I
performed with a steady pulse. Our beat connected to the music. We
felt a groove. We maintained a steady beat throughout the
performance. The tempo (speed) did not change. We did not maintain
a steady beat. The tempo (speed) sped up or slowed down. It was not
consistent. We could not feel the pulse of the music. Accuracy How
my partner and I performed the music we composed. The performance
and counting of our notation was played with ease. The rhythms were
crisp, precise and energetic. The performance and counting of our
notation was accurate. We played what we wrote. The performance and
counting of our notation was accurate for the most part. We played
what we wrote with a few mistakes but we understand what we did
wrong. The performance and/or counting of our notation was
incorrect for most of the performance. We did not know how to play
or count some of our rhythms. Ensemble How my partner and I
performed together. We were so in sync with each other that we
sounded like one even during long sounds and rests (silence). We
started together, stopped together and stayed together throughout
most of the performance. We were not together throughout most of
the piece. We were on the same music but sounded like a wave. We
were on totally different places in the music. We did not play
together at all. We lost our place. Practice Time How my partner
and I practiced. My time spent practicing with my partner was used
wisely and to the fullest! My partner and I used our practice time
wisely. We kept each other on task. I could have used my practice
time better or I had to keep my partner on task. We did not work
well together or use our practice time wisely.