Lesson Topic/Purpose

Musical Form
Grade Level
High school life skills class (visually impaired students with additional disabilities)
Concept or Skill
ABA (ternary) Form
Objectives
The students will be able to identify the A and B parts of a piece in ABA form by
demonstrating contrasting motions.
National Standard(s)
6. Listening to, analyzing, and describing music.
NYS Arts Standard(s)
1. Creating, performing and participating in the arts.
3. Responding to and analyzing works of art.
Materials Needed
Video of Schumann, Album for the Young, Folk Song, Op 68:
https://www.youtube.com/watch?v=6vbPVPQYaFM (1:20)
Computer and amplifier to play the video
Procedure
1. Introduce the concept of ABA form by relating it to a sandwich. The two A parts are the
bread and the B part is whatever you would like to put on the sandwich. Some sandwiches
have more than one thing on them, just like some pieces have more than one middle part.
2. Play the Folk Song through once and ask the students to listen for two parts that sound
different. The piece will be played multiple times, so it is not crucial that the students
recognize the A and B parts yet.
3. Play through part A. Ask the students to describe how it sounds. Tell the students this will
be called part A. Ask them what part of the sandwich this would be.
4. Play through part B and ask the students to describe how it sounds. Tell the students this
will be called part B. Ask them what part of the sandwich this would be.
5. Start the song again, and ask the students to remind you what part the song starts with.
When the song gets to part B, remind the students that this is part B.
6. Play through part A once. Ask a student to demonstrate what movement they would like to
do to represent part A. Describe this motion to the other students and have them all practice
it. Play through part A while the students demonstrate this motion.
7. Repeat step six with part B.
8. Ask the students to show you the movement for part A and then the movement for part B.
Ask them what part the song starts with.
9. Play through the song and have the students demonstrate the proper movement for each
section. If there is difficulty with this, ask the students to remind you what order the parts
of the song go in (ABA) and play each part again by itself. After reviewing as necessary,
play through the song again and have the students show the proper movement.
10. As time allows, have the students pick a song they would like to listen to. Walk the students
through determining what form this song is in. They can pick a motion to start with, and
when they think the song changes they can switch to a different motion.
Transfer Possibilities (depending on class):
11. Have the students pick songs they like to listen to and help them identify the form.

12. Have the students take turns creating ABA patterns on drums and the rest of the students
can copy each others patterns.
13. (Most of the classes are writing some variation of a folk song). Relate the ABA form to the
songs the students are writing, and have them identify what form they think their song is in,
or have them decide what form they would like to write their song in.
Assessment
The students will be assessed throughout the lesson by demonstrating the proper movements
and identifying the correct parts of the song when asked. The students will also be assessed
based on their participation and listening behavior.
See attached rubric
Accommodation/adaptations
For non-verbal students, questions can be re-phrased as yes or no questions asked
directly to the student if they are able to answer with the help of an electronic speaking
device.
Motions which are difficult for any students to perform can be adapted so that they can
perform a more accessible version of the movement.
Some students will benefit from being given a few choices when asked a question
instead of a broad open-ended question.
Academic Language
Form, ABA, contrasting

Movements

Part
Identification

Participation

Listening

Goal is 3-4

4
Student copies
the two
movements
correctly to the
best of their
ability. (A
movement may
be modified for
specific students
if necessary).

3
Student generally
copies the
movements
correctly, but may
need some
reminders of how
to perform them.

2
Student performs
a different
movement than
asked for.

1
Student
performs no
movements,
even when
prompted.

Student
consistently
identifies part A
and B correctly,
both through
answering
questions and
demonstrating
movements at
the correct time.
Student
continually
raises hand
quietly when
questions are
asked, answers
are on-topic, and
student
participates in
movements to
the best of their
ability.
Student
continually
listens quietly
with no
distracting
movements.

Student may
occasionally
identify the part
incorrectly.

Student identifies
the part correctly
about half of the
time or less.

Student
identifies the
parts correctly
almost never.

Student is engaged
in lesson, as
demonstrated by
answering
questions and
demonstrating
movements, but
may not always
raise their hand or
may occasionally
stop performing
movements.
Student makes
occasional
disruption while
listening but shows
proper listening
behavior when
reminded.

Student
continually speaks
out of turn, has to
be reminded to
stay focused on
music class, but
gets back on track
when reminded.

Student
continually
speaks out of
turn, and does
not stay focused
on music class.

Student makes
regular
disruptions while
listening, but
almost always
shows proper
listening behavior
when reminded.

Student is
continually
disruptive while
listening.