Theme and Variations Composition Project 5th Grade General Music

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Theme and Variations Composition Project5th
Grade General Music

• Karen Tordera
• Whitewater Unified School District

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Theme and Variations

• Compose 2 variations on a theme.
• Choose from 4 themes which vary in difficulty.
• Learn to play the theme and one of their
  variations on the instrument of their choice.
• Come together in groups determined by their
  chosen theme.
• Play the theme with their group and then their
  variation.
• Evaluate their composition and their performance.

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Content Standards

• B Instrumental
• E Reading and Notating
• F Analysis
• G Evaluation

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Performance Standards

• B.5.1 play with appropriate dynamics and tempo,
  maintaining a balance between instruments.
• E.5.1 read whole, half, quarter, eighth,
  sixteenth, and dotted notes and rests in 2/4,
  3/4, 4/4, 6/8 meter signatures.
• E.5.3 identify symbols and traditional terms
  referring to dynamics, tempo, and articulation
  and interpret them correctly when performing.

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• E.5.4 use standard symbols to notate meter,
  rhythm, pitch, and dynamics in pattern and/or
  song.
• F.5.3 use appropriate terminology in explaining
  music, music notation, music instruments and
  voices, and music performances.
• G.5.3 evaluate the quality of their own and
  others' performances and offer constructive
  suggestions for improvement.

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Prior Knowledge

• Rhythm Rondos in 3rd Grade
• Recorder Rondos in 4th Grade
• Introduction of Theme and Variations in fall of
  5th grade
• Created group body percussion variation by
  changing rhythm, dynamics, timbre, or tempo

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Its their Masterpiece!
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Choose an instrument.
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Choose a theme and copy it exactly on the staff
paper.
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Make sure there is a

• Treble clef at the beginning of each line.
• Time signature at the beginning.

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Write two variations on the theme.

• Make sure
• they are similar to the theme.
• there are bar lines after each measure.
• there is a double bar line at the end.

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Conversation Sheet

• Easy to find.
• Easy to read.
• Date each entry.
• Use as a reminder of the process.
• This step saves a lot of time!!!!!

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Check with me

• Listen to their theme and variations as I play it
  exactly as they have written it.
• Make changes based on what they heard and
  suggestions from me.
• Choose which variation they will learn to play.

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Time to Play!

• Learn to play the theme and one of the
  variations.
• Make changes, if needed.
• Choose the other variation, if needed.

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Rhythm I played the rhythm (ta, ti-ti, etc.) correctly all the time I played the rhythm (ta, ti-ti, etc.) correctly most of the time I played the rhythm (ta, ti-ti, etc.) correctly some of the time I played the rhythm (ta, ti-ti, etc.) correctly none of the time
Melody I played the correct notes (A, B, etc.) all of the time I played the correct notes (A, B, etc.) most of the time I played the correct notes (A, B, etc.) some of the time I played the correct notes (A, B, etc.) none of the time
Dynamics (If you didnt write any dynamics in your variation, you can skip this part) If they were written in my music, I played the correct dynamics (loud/soft) all the time If they were written in my music, I played the correct dynamics (loud/soft) most of the time If they were written in my music, I played the correct dynamics (loud/soft) some of the time If they were written in my music, I played the correct dynamics (loud/soft) none of the time
Tempo (If you didnt write any tempo markings in your variation, you can skip this part) If it was written in my music, I played the correct tempo (fast/slow) all of the time If it was written in my music, I played the correct tempo (fast/slow) most of the time If it was written in my music, I played the correct tempo (fast/slow) some of the time If it was written in my music, I played the correct tempo (fast/slow) none of the time
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Got the theme?

• Learn to play the theme with other students who
  have chosen the same theme.
• Learn to play the theme followed by each student
  playing their variation.
• Work with classmates who need extra help.

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Choose a venue and an audience!
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Performance time!

• Dress rehearsal is recorded
• Self-evaluation/project evaluation

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Teacher Evaluation
Minimal Basic Proficient Advanced
Plays with appropriate dynamics and tempo
Interprets sixteenth, eighth, quarter, half, dotted half, and whole notes and rests in 3/4 and 4/4 meters
Uses standard symbols to notate meter, rhythm, pitch, and dynamics
Evaluates own performance accurately
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Student Evaluation

• 1. Copying the Theme was
•  hard for me kind of hard for me easy for
  me
• 2. Writing the two Variations was
• hard for me kind of hard for me easy for
  me
• 3. Learning to play the Theme was
• hard for me kind of hard for me easy for
  me 
•  

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• 4. Learning to play one of my Variations was
•  hard for me kind of hard for me easy for
  me
• 5. Playing with my group was
•  hard for me kind of hard for me easy for
  me
• 6. Performing for others was
•  hard for me kind of hard for me easy for
  me
•  

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• 7. During this project, I learned more about
  music. True False
•  
• 8.It would have been easier to play my Theme and
  Variations if
• 9.During this project, I got better at
•  
• 10.The best part of this project was

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• 11. Here are some things that you were expected
  to do as part of this project. Put a star ()
  next to the things you did well. Put an X next
  to the things that you did not do well. If you
  thought you just did OK, leave it blank.
• ___Playing my instrument properly
• ___Writing the variation
• ___Playing the correct rhythm (tas, ti-tis,
  etc.)
• ___Playing the correct notes (C, D, E, etc.)
• ___Playing my variation with correct tempo and
  dynamics (if you had them written in)
• ___ Writing notes and rests on the staff paper
• ___Playing with others
• ___Performing for others