Meredith Bopwen
Active Listening
Final Project
"Viennese Musical Clock"
from Hary Janos Suite
Zoltan Kodaly
National Standards
-
Content Standard: Performing on Instruments
-
achievement standard: perform with expression and technical accuracy on
atContent Standard: Reading and Notating Music
-
achievement standard: read whole, half, quarter, eighth, sixteenth, an
dotted
notes and rests in 2/4. *, 4/4, 6/8, 3/8, and alla breve meter signatures.
-
Content Standard: Listening to, Analyzing, and Describing Music
-
achievement standard: describe specific music events in a given aural example,
using appropriate terminology.
least string, wind, percussion, or classroom instrument a repertoire
of instrumental literature with a Concepts to be learned
-
Form
-
Rhythm
-
Melody
-
Harmony
Behavioral Objectives
-
Students will be able to recognize and demonstrate the form of this piece
of music through the use of call charts and movements.
-
Students will be able to recognize and demonstrate the rhythmic themes
of the piece through the use of instruments and movements.
-
Students will be able to read and play the melodic themes of the piece.
Students will be able to read and play the ostinatos of the piece.Meredith
Bowen
"Viennese Musical Clock"
from Hary Janos Suite
Zoltan Kodaly
Grade Level: Seven and/or Eight
Text and Materials: - Recording of "Viennese Musical Clock" from the
Hary Janos
Suite by Zoltan Kodaly
- Copies of the rhythmic themes of the piece
- Rhythm instruments
- Copy of the Music
Concepts: - Rhythm
- Form
Objectives: - Students will be able to recognize and demonstrate the
rhythmic themes of the piece through speech, movement, and playing the
instruments.
- Students will be able to recognize and demonstrate form through the
use of movement.
Procedure: - Teacher introduces this piece of music by name.
- Teacher asks students to patsch the beat while she teaches speech
pattern by rote, two measures at a time as follows:
Kodaly was the man, He was from Hungary, He helped people
learn the songs they could sing by using a folksong theme. The
piece we’ll learn today, is not a song at all, it doesn’t
have words that we can
sing so we’ll listen for the clock chime.
- Students respond accordingly and learn rhythmic theme A.
- Teacher passes out rhythmic notation of the Themes
- Students read rhythm
- Students use body instruments and say rhythm;
(quarter note, snap; eighth notes, clap; sixteenth/eighth note rhythms,
pat)
- Everyone stand in circle and walk the beat with rhythm on the body
- Everyone sit down and play rhythm with instruments
(quarter note, triangle; eighth notes, hand drum; sixteenth/eighth note
rhythms, rhythm sticks)
- Put the instruments with music
Content Standard: Reading and Notating Music
-
achievement standard: read whole, half, quarter, eighth, sixteenth, an
dotted
notes and rests in 2/4. *, 4/4, 6/8, 3/8, and alla breve meter signatures.
-
Content Standard: Listening to, Analyzing, and Describing Music
-
achievement standard: describe specific music events in a given aural example,
using appropriate terminology.
Rhythmic Analysis and Activities for
"The Viennese Musical Clock"
from Hary Janos
Zoltan Kodaly
-
Speech Pattern - Kodaly was the man, he
Came from Hungary, he
Helped people learn the songs they could sing by
Using a folksong theme, the
Piece We’ll learn today, is
Not a song at all, it
Doesn’t have words that we can sing so we’ll
Listen for a clock chime
- Teach speech pattern by rote
- Read rhythm with "ta’s" and "ti’s"
- Clap rhythm using body instruments
(quarter notes, snap; eighth notes, clap; sixteenth/eighth note patterns
patsch)
- Play instruments
(quarter notes, triangle; eighth notes, hand drum; sixteenth/eighth note
patterns,
rhythm sticks)
- Stand in circle, walk the beat use body instruments for rhythm
-
Teach rhythm by rote
- Rhythm Sheets -
Read rhythm with "ta’s" and "ti’s"
- Split class into three groups and assign each group a different rhythm
- Have class come up with different movements for each rhythm
- Students perform movements in time and with music
- Have students teach their peers the movements and everyone switch parts
-
Add instruments
- Play with music
Movement and Form -
-
After all rhythms are learned, mix and match speech, movements, and instruments.
-
Perform without music first, and then with music.
-
Perform walking in circles and throughout space.
-
Perform with the beat in the feet and the rhythm through the different
methods discussed above adding turning of the phrase for form.
- Keep the students practicing until they have the rhythm internalized
for the whole
piece.
Melodic Analysis and Activities
For "The Viennese Musical Clock"
From Hary Janos Suite
Zoltan Kodaly
Theme A:
-
Building Blocks - see manuscript paper.
-
Teach first melody through solfege
- Teach first four measures.
- Play "do" on melody bells
- Play "mi" on melody bells
- Sign pitches and have students think the pitches
- Students sing pitches while teacher signs
- Show students floor pattern
- Practice floor pattern
- Play melody on melody bells
- Play melody with music
- Play melody with recording
- The ostinato is the first two beats of Theme A then a rest. This
is repeated throughout the A section.
-
Play Melody and Harmony with recording
Theme B:
- Teach Two measure using solfege
- Reinforce with motions on the floor
- Hand out melody bells
- Hand out melody sheet
- Split students into four groups
- Play the first two measures with everyone
- Explain that the next three times that this melody comes in is the
same pattern, only on different notes.
- Assign groups to different parts
- Everyone practice
- Everyone play with the recording
Theme C:
- Split students into two groups
- Hand out melody sheets
- Practice Floor pattern
- Explain that the notes all move the same way and the two
different groups are playing the same thing only a third a part.
- Hand out melody bells
- Everyone play
- Everyone Play with the recording
-
At the conclusion of learning all of the melodies, all of the students
will play through the music learning different parts and will be able to
switch parts as the teacher directs.