Variations on a Theme "Hot Cross Buns"

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Variations on a Theme "Hot Cross Buns"

• By JUNE RIGDEN

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LEARNING OUTCOMES

• Students learn to use Noteworthy
• Students demonstrate understanding of note values
  and pitches
• Students create their own composition and write
  it down
• Students analyze variations and use such
  techniques

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RHYTHMIC PREPARATION

• Students practice rhythms through various songs,
  improvising within basic time signatures.
• Students understand the values of quarter, half,
  and eighth notes, and how to group these together
  into bars in common time.

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FORM PREPARATION

• Class listens to Mozarts Theme and Variations on
  Ah, vous dirais-je maman and describes a theme
  and its variation.
• Class draws a basic shape, such as a star or
  circle and makes the variation shape similar, yet
  different in a way that reflects the musical
  change.

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NOTATION PREPARATION

• Students are given a printed copy of Hot Cross
  Buns in the key of G Major.
• Students are shown how to enter time and key
  signatures, quarter, half and eighth notes, and
  bar lines in Noteworthy composer (or similar
  program).
• Students experiment with the program by entering
  the song as written, playing it back, and
  printing it off.

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VARIATIONS

• Students look at, play on recorder or sing, and
  analyze the given variation, (as seen on the
  handout from Music and You 6 for recorder).
• Students decide on a technique for creating their
  own variation and write it down on their given
  handout.
• As they finish their hand-written variation, they
  begin to enter it using Noteworthy to the CIVIC
  site

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CIVIC FEEDBACK

• During playback, students listen to their own
  compositions, receive feedback from peers and the
  teacher, and create a version that they think is
  ready for upload to Acadias CIVIC site.
• Teacher does a final check for number of beats
  in a bar and other such editing.

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UPLOADING PROCEDURES

• A sample of the CIVIC site uploading page can be
  done together with the class using an lcd
  projector.
• Students practice filling out the form for
  uploading, using a sample page. Once hand-done,
  students are ready if their composition is.
• Teacher logs onto CIVIC site, student fills in
  the form on-line, teacher checks it, and the
  composition is submitted.

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Scheduling Access to Computers
Once all students have had a turn writing the
theme using the computer and printing it out as
proof for evaluation purposes, then students are
scheduled onto computers as they complete their
hand-written version. They are permitted to edit
and change it while at the computer.
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Ongoing Scheduling

• It seems important for all students to get a turn
  to create their own composition, while at the
  same time, allowing for revisions as feedback
  from CIVIC is received.

• For instance, half could be working on their new
  composition, while the others do revisions.
• Those waiting for feedback could become mentors
  to those with less experience using Noteworthy.

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EVALUATION

• Collect student compositions in a form of
  portfolio (computerized or in a binder). Provide
  such tools as checklists or rubrics for teacher
  and students themselves to evaluate such things
  as
• Mastery of note-writing program
• Ability to organize quarter, eighth, and half
  notes into bars of music
• Understanding of theme and variations
• Creativity and originality
• Focus on task at hand

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Current Status Afterthoughts

• All students finally got, by the end of the year,
  to create a variation, although some found it
  easier to work with a partner. (Some preferred to
  work alone.)
• About half of the class got feedback, but it was
  hard to get them time to work on revisions, as we
  needed to get other students onto the computers,
  too, not to mention do other things.
• Not all seemed to want to change their pieces.
  They would rather write a new one.
• Some were defensive about any criticism, no
  matter how well-meant. It is extremely important
  to be positive and helpful when we respond.
• I would have liked to use the program with other
  classes as well.

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Related Documents

• View samples of the Themes and Variations
  submitted to CIVIC from Portland Estates.
• Examples Note the originality of even the
  titles.
• http//civic.acadiau.ca/