Violin Concerto in D Major, Opus 61,
Third Movement (Ludwig van Beethoven)
By Gloria Nelson
 

    My students have become intrigued with the rondo form and love anticipating the reappearance of that which is familiar. The following map was developed to help primary students identify the A theme of Beethoven’s Violin Concerto which features the rondo form. Other parts of the composition were not used initially.        

    Step l: As we investigated a large copy of the map a the chalkboard, I asked several questions to help my student predict what musical sounds might be heard in this composition:

• “What is the first thing you noticed about this new map?”  The students were asked to share with the partner next to them. Then, we had several students come to the chart to point out and verbalize their thoughts about the map.
• “Do you think it will take a long or a short time to read this map?” “Why?”
• “Will the music go fast or slow?” “Can you tell us why you think that?”

    Step 2: Initially, we listened to the music and followed only the first section of the map, that which lies between the repeat signs. After the first listening, I asked the children if they discovered any part that was difficult to read. (Many times, with primary children, extra study must be give when considering which path to follow at ‘loop’ intersections.
That is one reason I kept this map very simple.)

    Step 3: When most of the children could successfully listen and follow the map for the first section, we went on to the next section and discussed why those lines were thicker. The students provided a variety of answers, but we usually came to the consensus that that part will be louder than the first.

    I used this mapping experience to motivate students to listen to the entire composition. They waited, attentively listening for the familiar “A” sections of the composition, They were encouraged to make their own maps in the air.