- Describe the different sections: instruments, dynamics, emotions
- Do different motions to the different sections
- Have them draw different scenes to depict what they hear in each section
- Show them different listening maps for each section and point to which they hear.
- Make it simpler by only focusing on Section A, and require that they recognize when “A” comes back again.
- Give each student an index card with “A” on it. Every time Section A repeats, they hold it up.
- When filling out a succession of boxes (see worksheet below), they are allowed to write “?” in any box that it is NOT Section A, and write “A” in the boxes where they hear that section repeat. That especially works well for Rondo form where A keeps repeating.
Mozart: Horn Concerto No. 4 in E-flat major, K. 495, III. Rondo (third movement)
The form is ABACABA. Ideas for teaching recognition of Section A:
– The first melody of Section A can be sung on “la” or “ba” while imitating a trumpet. Every time Section A returns, encourage them to sing along.
– Project or print an image that Section A reminds you of. For instance, you could find an image by doing an internet image search for “English hunting scene.”
– Ask the students to draw what they imagine when they hear section A. As they listen, they raise their pictures in the air whenever they hear Section A.
Henry Purcell: Abdelazer Suite, II. Rondeau
This is the theme used by Benjamin Britten for the “Young Person’s Guide to the Orchestra.” In the listening examples below, Section A has a strong trumpet part, which makes it easier to recognize. The form is ABACA.
Jean-Joseph Mouret: Suite de Symphonies, “Fanfare-Rondeau”
Again, Section A has a strong trumpet part (in these listening versions below), which makes it easy to determine the form, which is ABACA.
Campra: Tancrède – Triumphal March
Here’s another one with Section A with a loud trumpet! Again, another ABACA!
Extras for Plus Members
- Printable ABC Cards (PDF)