Using a Teacher Prepared Music Map

Although the following lesson was designed for grades three and four, minor adjustments in pacing and dialog can make this lesson intriguing for all ages. At first the study will involve only the Rondo Theme (A). The goal for this first section is to give students experience following a large lead map and to allow them to hear the main theme many times.

•Take a few moments and study this map. You can look for things that are the same or things that are different. Children are encouraged to describe what they see. Many will notice that there are two parts and that they are similar.

•As you look at the map, imagine what the music sounds like. Permit children to go to the map and explain their ideas.
•Listen and try to follow the map while I sing the music. Sing the music on a neutral syllable like loo or la. Repeat this several times allowing the children to become familiar with the piece.
•Did the music sound like you thought it would? Children can discuss how the music was or was not like they expected.

•Sometimes having a leader helps us follow the map with the music. This time I will lead you in following the map. Are your fingers ready? Model the way to fit the map with the music.

•Listen very carefully this time so you can sing along next time. Lead the map again or let the children follow it on their own. Let them decide which way.

•Think about how the map helps you hear the music.
•Describe the rhythm of the music.
•Describe the melody of the music.
•Have student leaders follow the map, giving more opportunities for children to become familiar with both music and map.

•I’m wondering if you could follow the map if we sang the music at a faster tempo. Give this challenge several times, slightly increasing the tempo each time. The challenge is to continue to sing the music beautifully.
•This time, while you follow the map and sing the music in your mind, I’ll play the theme on the piano. Again, give the challenge of following as the tempo is increased. Do this several times.

•Now you have a serious challenge. We will hear a recording of this music played by an orchestra and a French horn soloist. It goes very fast! Have your finger ready to follow. The tape is on. Play only the horn solo without the orchestral repeat.

Usually the children will laugh because it is so much faster than they expected. To achieve success in fitting the map with the music, give them several opportunities to listen and follow. The experience helps to develop listening skills that will aid them in listening to the entire movement.

•Now, we will listen to the part we know and hear a little more of the music. Get your fingers ready. Listen to the horn solo section and the orchestral repeat.

•What happened in the music? What happened with the map? Many children will hear that the theme was played twice and the map can be followed again.

•Raise your hand if you have heard this music before today.
•If you think you know who composed the music, raise your hand. Often a child will suggest that it was written by Mozart. If children have information about Mozart, let them give it. Write the composer and title on the chalkboard or a chart.

•You probably recognize this map and remember what the music sounds like. Let’s sing it and follow the map.
After singing and following the map, play a recording of Theme A (rondo theme) while the children follow the map.
•This music is called a rondo because the Rondo Theme “comes around” several times. Write rondo and Rondo Theme on the chalkboard or chart.
•Today you get to hear the whole rondo! You will hear the Rondo Theme and you will hear some music that is different. As we listen, follow the map when you hear the Rondo Theme and listen with eyes closed when you hear music that sounds different.

After hearing the entire third movement, let children discuss what they heard. After the discussion, listen several times to allow children to check their ideas.
Maps of the other episodes could also be designed and presented. End the class by enjoying the music one more time.