Theme and Variations Composition Project

5th Grade General Music

Karen TorderaWhitewater Unified School District

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.

Content Standards

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

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.

• 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.

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

It’s their Masterpiece!

Choose an instrument.

Choose a theme and copy it exactly on the staff paper.

Make sure there is a:

• Treble clef at the beginning of each line.

• Time signature at the beginning.

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.

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!!!!!

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.

Time to Play!

• Learn to play the theme and one of the variations.

• Make changes, if needed.• Choose the other variation, if needed.

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 didn’t 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 didn’t 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

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.

Choose a venue and an audience!

Performance time!

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

Teacher EvaluationMinimal Basic Proficient Advanced

Plays with appropriate dynamics and tempoInterprets sixteenth, eighth, quarter, half, dotted half, and whole notes and rests in 3/4 and 4/4 metersUses standard symbols to notate meter, rhythm, pitch, and dynamics

Evaluates own performance accurately

Student Evaluation1. Copying the Theme was hard for me kind of hard for me easy for me

2. Writing the two Variations washard for me kind of hard for me easy for me

3. Learning to play the Theme washard for me kind of hard for me easy for me

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

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 …

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 (ta’s, ti-ti’s, 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