Laura Schuley

10-2-14
West View 4
th
grade green class

Viennese Musical Clock Lesson

Title of Piece
A. Viennese Musical Clock

Reference for Piece
B. Youtube; Zoltan Kolday

Teaching Concept
C. 7-part rondo form-Listening lesson

Corresponding Standards
D. Listening, Analyzing, Movement, Connecting
6. Listening to, analyzing, and describing music.
8. Understanding relationships between music, the other arts, and disciplines
outside the arts.

Materials
E. Recording of Viennese Musical Clock
Pictures of clocks
Map of Austria
Hamburger pieces
Computer
Projector
White board
Dry erase markers
Worksheets
Pencils

To be Learned
F. Seven-part rondo will be learned through listening in this lesson. Students will be
able to verbally describe what seven-part rondo is and be able to explain that the A
section always stays the same. Students will also be able to show the difference with
movement.

Step-by-step Lesson
1. Opening set:
a. Students will listen and repeat opening song (Hello There)
b. Students will be asked question about Vienna, Austria
i. Does anyone know what country Vienna is in?
ii. Can someone find it for me on this map This is the capital of
Austria
c. Students will listen and look at pictures of Viennese clocks that are
known for their detail and the songs they play. TODAY WE WILL BE
LISTENING TO A PIECE CALLED VIENESSE MUSICAL CLOCK BY
ZOLTAN KODALY
d. Students will answer the question What kind of music do we expect to
come out of a clock? How might a composer depict a clock in a piece of
music?
e. Students will listen to the A section of Viennese Musical Clock
i. Were our predictions correct?
f. Students will listen as the teacher explains that they will move during
each A section and stand stationary and listen to the sections that come
between. Teacher will signal when the A sections begin.
g. Students will then come back to their seat and listen as the teacher
explains that this piece is in 7-part rondo form.
i. Rondo is sort of like a big mac from McDonalds. Watch as I
build this hamburger. Each time A comes back, it is another
bun. Even though the buns may look different, they are always
a bun, just like in music, even though the instruments playing
the A section music may be different, it is always the same
music. Each other sections, B, C, and D are different, just like
cheese, lettuce, and hamburger are all different.
h. Students will receive a hand out of a listening guide for Viennese Musical
Clock
i. Students will listen to each section of the piece, and fill out the worksheet
as we progress through the piece.
j. Students will listen and learn that the very end of the piece has a little
extra piece of music called a coda. We can portray this with a toothpick at
the top of our burger. A coda is a small section of music that composers
can add to the end of a piece to make it a little more different and add a
sense of finality to the piece. (place toothpick) We also have an
introduction, which is like our plate for the hamburger to sit on. A
composer adds an introduction at the beginning of a piece to add some
variety as well as a clear start to the Sections.
k. Students will listen as the teacher explains that a normal rondo is in A-B-
A-C-A form, how is our rondo different? (extended d section, coda)
l. Students will give suggestions for stationary movements during the B,C,
and D sections. Students will then perform their movements with
marching during the A sections, and performing the actions they created
that are listed on the board.
m. Students will fill out a group Frayer model over rondo together on the
board.
n. Students will come back to their seats and answer questions pertaining to
things we have learned throughout class.
i. What is a Viennese clock and what city and country do they
come from?
ii. What form did we learn about today?
iii. Who can tell me what rondo form is?
iv. What is unique about our seven part rondo?