Mary Katherine Whatley

Lesson Plan 2 (3-5)

Whats in a Theme?

Grade Level: 4th Grade

Materials: Monet haystacks pictures (printed or projected); blank circle pictures; Youtube: Mozart
variations K265; Orff instruments (Mallet instruments)

Conceptual Objectives: Musical form is based on the principle of repetition and contrast. Accent
groupings, rhythm of the melody, and the regular or irregular movement of the rhythmic pattern
contribute to expressiveness. The basic speed of the beat and the alternation of such within a musical
whole (section tempi, accelerado, ritardando) contribute to expressiveness.

Skills: Listening; Form; Expressive Qualities; Melody

Behavioral Objectives:
1.

After listening to Mozarts theme and variations and drawing their own circle variations,
the students will be able to accurately compare theme and variations in different aspects of
school and life.

2.

After hearing Mozarts theme and variations, the students will be able to accurately
identify the similarities and differences in the variations and the theme of the piece.

3.

After hearing Mozarts theme and variations, the students will be able to identify certain
elements that contribute to making the variations different from the theme while accurately
using terms like tempo, speed, mood, feeling, and rhythm.

National Standards:
MU:Re9.1.4a: Evaluate musical works and performances, applying established criteria, and
explain appropriateness to the context
MU:Cn11.0.4a: Demonstrate understanding of relationships between music and the other arts,
other disciplines, varied contexts, and daily life.

State Standards:
(Grade 4) #10: Identify theme and variations in musical selections

Motivation:

1. Raise your hand if you like to eat pizza. But not everyone likes the same type of pizza
right? Raise your hand and tell me what you like on your pizza. Students respond.
Raise your hand if someone can tell me what a variation is? Students may or may not
respond. A variation is a different form of something, or a transformation of something. Its
something almost the same, but different.
2. So would you say that these different types of pizza could be called variations of
pizza? Students say yes.
Other examples of variations could be different types and shapes of leaves, those are
variations of leaves. Could be different colors of hair, or even things like curly hair, straight
hair, wavy hair could be different breeds of cats or different types of dogs. Raise your
hand if you can think of another example of a variation. Students respond

Advance Organizer:
I am going to give you a piece of paper with three blank circles on it and a few containers of
crayons. Once I give you your paper, I want you to make the circles into different pictures,
whatever you can imagine. Dont draw something that your neighbor is drawing. We want
to see how many different pictures we can come up with. I am going to give you only a few
minutes to do this, so think and draw fast. Turn around in your square to put your paper on
the tile. Hand out paper and crayons. Students draw different things. (ie. Eyes, sun,
watermelon, etc.)

Sequencing:
1.

Ok times up! Put your crayons back in the buckets. Im going to take them up. Raise your
hand if you would like to share your drawing with the class. Call on students to share, put a
few students pictures on the board.

2.

In this activity, we are going to call the plain circle the theme. The pictures that you drew
are variations of the theme. Lets look at an artist who painted theme and variations in his
artwork. Pull up Monets grainstacks/haystacks.

3.

These paintings are by Claude Monet. He was a very famous French artist. These paintings
are called his grainstacks or haystacks paintings. Show the first painting. This was the first
painting like this. This could be called the theme.

4.

Monet painted 25 different paintings of these haystacks. Here are some examples of
variations of the haystacks Show other haystacks, particularly one in the frost or snow, one
at sunset, and ones close up. Raise your hand and tell me some of the ways the variations
of the paintings are different than the first, theme, painting Students respond. (Snow,
sunset, closeup, etc.)

5.

We have theme and variations in music too. Mozart wrote a theme and variations on the
tune to Twinkle Twinkle Little Star. First we will hear the theme, which is the melody you all
know. So lets listen to the theme, and sing along with the words to Twinkle Twinkle Little
Star. Play theme of Ah vous dirai-je Maman KV 265. Students sing along. That is the
theme

6.

Next, we will hear the first variation of the theme, which will sound a little different. Lets
listen. Once again, what did we hear first? Students say theme. Right. Now we will hear a
variation. Try to sing along this time, too. Play first variation.

7.

Raise your hand and tell me one thing you heard in the variation that was different than
the theme. Students respond (some answers may be fast notes instead of slow notes,
maybe even it was hard to sing the Twinkle Twinkle melody)

8.

Lets listen to another variation. Play variation V (3:47) Raise your hand and name
something you heard in that variation that was different. Students respond (may respond
about the rhythm, less notes, hear the theme better)

9.

Ok were going to listen to one more variation. Play Variation VIII (Minor variation). Raise
your hand and tell me whats different about that variation. Students respond (could say,
sounds sad, rhythm, etc.) Focus on sad part. This variation is in a minor key, which makes it
sound sad.

Closure:
1.
2.
3.

Raise your hand and tell me what a theme is. Students respond.
Raise your hand and tell me what a variation is. Students respond.
Raise your hand and tell me some examples that we talked about of theme and variations
in art and music and even everyday life. Students respond.

Extensions:
1. Play on Orff instruments:
a. Were going to learn how to play Twinkle Twinkle Little Star on the instruments.
When I call your color square, you may walk carefully to any of the instruments
except the ones with the big bass bars. Remember to walk around the instruments
and not over them. And dont pick up your mallets or I will have to take them away.
b. We are going to learn the song with fingers first. Remember to play in the middle
of the bar. Put your left hand on the big C and your right hand on the G.
c. Watch and listen carefully while I play, and I want you to try to echo me. We will do
this a few times. Play C-C-G-G-A-A-G while singing note names (mirrored on the
teacher instrument), kids echo on their instruments. Play until they get it with
minimal error.
d. Listen and watch for the next phrase, me first, then you echo. Mirrored play F-F-EE-D-D-C singing note names, kids echo, repeat until minimal error.
e. Lets put those two phrases together, you echo me, me first Play both phrases and
sing note names as many times as kids need to get it without error.

f.

Now just you! And this time dont sing the notes, just think them in your head.
Ready go!
g. Once they learn the theme, have them play it with a swung meter, then staccato,
then see if one person wants to demonstrate another variation.

2.

Sing Happy birthday regular once, then sing it in a country style, opera style, jazz style, etc.
to demonstrate.

3.

Ask students to think of other variations

Evaluation:
The teacher will evaluate students knowledge of theme and variations form based on their responses in
group discussion and their ability to answer key questions during the lesson.

Documentation:
Based on lesson plan by Dr. Kay Edwards (Miami University) Classics for Kids: Theme and Variations in
Haydns Surprise Symphony. Based on Lesson plan by Stephen Wight Themes and Variations 5th grade
from www.musick8.com