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Service-Learning Activity
Eva Reyes-Smith
Who - This activity is appropriate for middle-high school students as well as adults/older adults. This activity can easily be varied for various age groups through examples chosen.
The need - The students have created various pieces through Soundtrap, some of which are songwriters and wish to gain the insight of what makes a song throughout the creation process. This curiosity led me to decide that the lessons on form are well worth it.
What - Describe your activity in 1 clear, concise, logically written paragraph (3-5 sentences) OR in 3-5 bullet points.
The goal of this lesson is to introduce the idea of musical form. Throughout the session we will learn the forms binary and relate it to commonly known examples and classical works. We are going to introduce these ideas through commonly known songs (as chorus and verses), and carry these concepts into A and B sections. The students will then get a chance to create their own binary tunes.
Music - Music is involved because this lesson is centered around learning and identifying musical forms through commonly known songs.
UDL - State how you have incorporated at least 1 principle of UDL in 1 sentence or bullet point.
Throughout his lesson, I have incorporated the principle of providing multiple means of representation. I have done this by providing shapes and symbols for the A and B sections of music.
SEL - State how you have incorporated at least 1 element of SEL in 1 sentence or bullet point.
In this lesson the element of SEL that is relationship skills is very prevalent due to the ability to share their work and work with others.
How - Provide a very clear step-by-step task analysis of key steps. Someone else should be able to follow to carry out your activity. I strongly recommend giving it to someone else and ask them if they "get it." You might think about this step like creating a recipe for someone else to follow.
To introduce this concept, I will put Superstition by Stevie Wonder on the board. We will listen to it and then I will project the lyrics.
The lyrics are shown (verses and chorus), with triangles next to verses and squares next to chorus. This is a precursor to binary form. See below (figure 1).
Next, we introduce the concept of A and B sections in the song as replacement of verse and chorus.
Finally, we introduce a common classical piece in binary form, Minuet in G Major (Mozart) and dissect where the A and B sections are. This is an interactive discussion between the class.
I will then demonstrate on Soundcloud what making an A and B section piece looks like. I will use the premade tracks available for this lesson.
The students are then given the remainder of the period to create their own, ask questions and share their works.
Moving forward I intend to introduce other various forms such as ternary and simple/rounded.
Materials - list of what someone needs to do the activity. If you create materials or handouts, please provide a url link, a photo with alt-text, a downloadable pdf or Google doc (set to "anyone with the link can view").
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