Mix and match activities to create a fun lesson about romanticism. Integrate Solfeg.io in getting to know romantic composers, their pieces and analyzing them.
🎲 What's included in these activities:
💻 Materials:
🕐 Time: 10 min
🎯 Objectives:
🎲 Activity:
What comes into your mind when you hear the word 'romantic'?
What is 'romantic music' for you?
How would you describe it?
🕐 Time: 15 min
🎯 Objectives:
🎲 Activity:
-Tell the class about the Romantic era and its music. You can base your story on some of the following facts:
-Tell students about one of the most iconic composers of the Romantic era: Frédéric Chopin (1810-1849). You can choose to mention some of the following facts:
Vocal music, especially Italian and French opera (in his lyrical pieces);
Folk music of his native Poland: its rhythmic patterns, melodic intonations and dance forms, for example, mazurka and polonaise;
Earlier masters, for example, his piano concertos are influenced by Mozart but his works of more contrapuntal style - by Bach.
🕐 Time: 10 min
🎯 Objectives:
🎶 Recommended Pieces:
🎲 Activity:
Say one word that describes the mood of the piece! Try not to repeat the words your classmates have said.
Do you think it is difficult to play this piece on the piano? Why/why not?
What modern songs do you know that have a similar character to the Romantic nocturne?
🕐 Time: 10 min
🎯 Objectives:
🎶 Recommended Pieces:
🎲 Activity:
Explain that the letters indicate similar or contrasting parts.
The letter 'A' followed by different numbers suggest a repeating part with slight variations.
Explain what coda is (The last part of a piece or melody, an addition made to a standard form or design. - Grove Music Online)
What are the similarities? (The beginning of these parts is the same, as well as the general melodic backbone.)
What are the differences? (Rhythm, ornamentation, length.)
🕐 Time: 10 min
🎯 Objectives:
🎶 Recommended Songs:
🎲 Activity:
Invite the class to sing along to the 'A' parts.
Instead of singing, students can choose to rap.
🕐 Time: 5 min
🎯 Objectives:
🎲 Activity:
🕐 Time: 5 min
🎯 Objectives:
🎲 Activity:
Challenge students to go beyond the lesson by...
In this lesson, students will learn the characteristics of the art and music of the Romantic era. They will listen to a quintessential piece of the Romantic piano repertoire: Nocturne in F Minor (Op. 55, No. 1) by Frédéric Chopin and study its structure. The students will look for the link between the Romantic and modern music, seeking equivalents of nocturne in popular music and comparing different versions of Chopin's Nocturne.
The timing and pacing of the exercises in this lesson plan example are approximate and will differ depending on your students' skill level. If the pace of this lesson plan is too fast for you, divide it into several lessons. If the pace of this lesson plan is too slow for you, explore the 'Beyond the lesson' chapter at the end of this lesson plan for additional activities.
⏰ Time: 55 min
🎓 Grades: 5-12
🎯 Objective(s): As a result of this lesson students will be able to...
💡 Required Prior Knowledge and Skills:
💻 Materials:
🕐 5 min - Is it romantic?
What comes into your mind when you hear the word 'romantic'?
What is 'romantic music' for you?
How would you describe it?
🕐 15 min - Romanticism
-Tell the class about the Romantic era and its music. You can base your story on some of the following facts:
-Tell students about one of the most iconic composers of the Romantic era: Frédéric Chopin (1810-1849). You can choose to mention some of the following facts:
Vocal music, especially Italian and French opera (in his lyrical pieces);
Folk music of his native Poland: its rhythmic patterns, melodic intonations and dance forms, for example, mazurka and polonaise;
Earlier masters, for example, his piano concertos are influenced by Mozart but his works of more contrapuntal style - by Bach.
🕐 10 min - Exercise 1 - Get nocturnal!
Say one word that describes the mood of the piece! Try not to repeat the words your classmates have said.
Do you think it is difficult to play this piece on the piano? Why/why not?
What modern songs do you know that have a similar character to the Romantic nocturne?
🕐 10 min - Exercise 2 - Get to know the structure!
Explain that the letters indicate similar or contrasting parts.
The letter 'A' followed by different numbers suggest a repeating part with slight variations.
Explain what coda is (The last part of a piece or melody, an addition made to a standard form or design. - Grove Music Online)
What are the similarities? (The beginning of these parts is the same, as well as the general melodic backbone.)
What are the differences? (Rhythm, ornamentation, length.)
🕐 10 min - Exercise 3 - Get vocal!
Invite the class to sing along to the 'A' parts.
Instead of singing, students can choose to rap.
🕐 5 min - Discussion
Challenge students to go beyond the lesson by...
In this lesson, students will learn the characteristics of the art and music of the Romantic era. They will listen to a quintessential piece of the Romantic piano repertoire: Nocturne in F Minor (Op. 55, No. 1) by Frédéric Chopin and study its structure. The students will look for the link between the Romantic and modern music, seeking equivalents of nocturne in popular music and comparing different versions of Chopin's Nocturne.
The timing and pacing of the exercises in this lesson plan example are approximate and will differ depending on your students' skill level. If the pace of this lesson plan is too fast for you, divide it into several lessons. If the pace of this lesson plan is too slow for you, explore the 'Beyond the lesson' chapter at the end of this lesson plan for additional activities.
⏰ Time: 55 min
🎓 Grades: 5-12
🎯 Objective(s): As a result of this lesson students will be able to...
💡 Required Prior Knowledge and Skills:
💻 Materials:
🕐 5 min - Is it romantic?
What comes into your mind when you hear the word 'romantic'?
What is 'romantic music' for you?
How would you describe it?
🕐 15 min - Romanticism
-Tell the class about the Romantic era and its music. You can base your story on some of the following facts:
-Tell students about one of the most iconic composers of the Romantic era: Frédéric Chopin (1810-1849). You can choose to mention some of the following facts:
Vocal music, especially Italian and French opera (in his lyrical pieces);
Folk music of his native Poland: its rhythmic patterns, melodic intonations and dance forms, for example, mazurka and polonaise;
Earlier masters, for example, his piano concertos are influenced by Mozart but his works of more contrapuntal style - by Bach.
🕐 10 min - Exercise 1 - Get nocturnal!
Say one word that describes the mood of the piece! Try not to repeat the words your classmates have said.
Do you think it is difficult to play this piece on the piano? Why/why not?
What modern songs do you know that have a similar character to the Romantic nocturne?
🕐 10 min - Exercise 2 - Get to know the structure!
Explain that the letters indicate similar or contrasting parts.
The letter 'A' followed by different numbers suggest a repeating part with slight variations.
Explain what coda is (The last part of a piece or melody, an addition made to a standard form or design. - Grove Music Online)
What are the similarities? (The beginning of these parts is the same, as well as the general melodic backbone.)
What are the differences? (Rhythm, ornamentation, length.)
🕐 10 min - Exercise 3 - Get vocal!
Invite the class to sing along to the 'A' parts.
Instead of singing, students can choose to rap.
🕐 5 min - Discussion
Challenge students to go beyond the lesson by...
In this lesson, students will learn the characteristics of the art and music of the Romantic era. They will listen to a quintessential piece of the Romantic piano repertoire: Nocturne in F Minor (Op. 55, No. 1) by Frédéric Chopin and study its structure. The students will look for the link between the Romantic and modern music, seeking equivalents of nocturne in popular music and comparing different versions of Chopin's Nocturne.
The timing and pacing of the exercises in this lesson plan example are approximate and will differ depending on your students' skill level. If the pace of this lesson plan is too fast for you, divide it into several lessons. If the pace of this lesson plan is too slow for you, explore the 'Beyond the lesson' chapter at the end of this lesson plan for additional activities.
⏰ Time: 55 min
🎓 Grades: 5-12
🎯 Objective(s): As a result of this lesson students will be able to...
💡 Required Prior Knowledge and Skills:
💻 Materials:
🕐 5 min - Is it romantic?
What comes into your mind when you hear the word 'romantic'?
What is 'romantic music' for you?
How would you describe it?
🕐 15 min - Romanticism
-Tell the class about the Romantic era and its music. You can base your story on some of the following facts:
-Tell students about one of the most iconic composers of the Romantic era: Frédéric Chopin (1810-1849). You can choose to mention some of the following facts:
Vocal music, especially Italian and French opera (in his lyrical pieces);
Folk music of his native Poland: its rhythmic patterns, melodic intonations and dance forms, for example, mazurka and polonaise;
Earlier masters, for example, his piano concertos are influenced by Mozart but his works of more contrapuntal style - by Bach.
🕐 10 min - Exercise 1 - Get nocturnal!
Say one word that describes the mood of the piece! Try not to repeat the words your classmates have said.
Do you think it is difficult to play this piece on the piano? Why/why not?
What modern songs do you know that have a similar character to the Romantic nocturne?
🕐 10 min - Exercise 2 - Get to know the structure!
Explain that the letters indicate similar or contrasting parts.
The letter 'A' followed by different numbers suggest a repeating part with slight variations.
Explain what coda is (The last part of a piece or melody, an addition made to a standard form or design. - Grove Music Online)
What are the similarities? (The beginning of these parts is the same, as well as the general melodic backbone.)
What are the differences? (Rhythm, ornamentation, length.)
🕐 10 min - Exercise 3 - Get vocal!
Invite the class to sing along to the 'A' parts.
Instead of singing, students can choose to rap.
🕐 5 min - Discussion
Challenge students to go beyond the lesson by...