Lesson Plan 3

Central Focus: Students will learn the theme and variation form present in Sketches on a Tudor Psalm, and
how it helps tell the overall story.
Illinois State Content Standards (large goals):
Standard 25.A.4: Analyze and evaluate the effective use of elements, principles and expressive qualities in a
composition/performance in dance, drama, music and visual arts
Standard 26.A.4d Music: Demonstrate the ability to read written notation for a vocal or instrumental part.
Specific Objectives [What will students do to demonstrate their understanding?
Skill outcome: students will be able to identify all of the variations present in the motifs of Sketches on a
Tudor Psalm as a group
Materials: Sketches on a Tudor Psalm by Fisher Tull
Sequence:
Est. Procedures Assessment
Time
Today, we will focus on the variations that occur in Sketches on a Tudor
10 Psalm so students will be aware of when they have a variation of the Formal: Correct the
mins melody or not. The piece is quite homophonic and the melody matters a whole class if they are
lot. I will begin with a short review activity on the variations discussed wrong. Ask them to
yesterday. I will play examples of other motifs now, playing the original explain why they
motif first and then a random variation. I will ask for students to discuss believed the answer
with a partner what they think the variation is, and then discuss with a was what they said,
small group, and slowly work into larger and larger groups until the regardless if it was right
whole class has one answer. I will do this multiple times on different or wrong. If they were
motifs. This activity will help guide us into the setup of the next activity. wrong, then explain why
it was wrong, and why
the correct answer is
10 Next, I will play a recording of Sketches on a Tudor Psalm and ask for correct.
mins students to look at the score projected on the board instead of their own
individual parts. This way, students can see ALL of the parts. I want
them to focus on who has the melody and who has the accompaniment.

10
mins Next, I will have students pair up with their stand partner, and I will give Informal: walk around to
each group of 2 a copy of the score. I will ask for students to circle ensure that students
everytime they see the melody, and mark what time of variation is understand what is
occurring (if there is one). The goal will be to finish at least half today expected of them, that
with their partner. they are on task, and
that they understand
the material.
Thoughts for next lessons: Finish analyzing the score as a class!