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Teaching AB Form
Through Movement & Dance
©
Copyright
2014
by
Janis
Aston.
All
rights
reserved.
"La
Raspa"
Activity
for
K-‐2nd
grades
By
Janis
Aston
Kindergarten
Standards
Standard
6.
Listening
and
Analyzing—Students
will
listen
to,
analyze,
and
describe
music.
Grade
Level
Expectations
The
student
will
recognize
same
and
different
sections
in
familiar
pieces
of
music.
Student
Performance
Indicators
The
student
is
able
to
respond
to
same
and
different
within
a
two-‐section
musical
selection.
Specific
Objective
The
student
is
able
to
respond
to
the
AB
sections
by
changing
movements.
Vocabulary,
K-‐1st
grade—leap,
elbow
swing,
same,
different
Resources
Music—“La
Raspa”
is
available
on
most
curriculum
CDs
as
well
as
through
iTunes.
I
recommend
using
the
long
version.
LESSON
1. Have
students
stand
in
front
of
their
chairs.
2. Say,
"We
are
going
to
learn
a
new
movement.
It's
called
a
'leap'."
If
you
have
that
vocabulary
word
card,
put
it
on
the
board
or
write
it
on
the
board.
Sound
it
out
for
them.
3. Break
down
each
part
of
"leap"
by
demonstrating.
Say,
"Hop
on
one
foot
and
at
the
same
time,
put
the
heel
of
the
other
foot
on
the
floor
in
front
of
you."
Demonstrate
slowly.
Then
change
feet.
Let
children
practice.
By
the
end
of
the
year,
half
will
be
able
to
do
this.
NOTE:
Some
children
will
have
no
problems
with
this
new
movement.
Others
will
and
since
learning
this
movement
is
not
really
the
objective,
just
let
them
experiment
and
practice.
At
this
age,
many
will
kick
one
foot
out
instead
of
heel
on
the
floor.
An
alternative
is
to
try
the
"leap"
while
sitting
down
in
a
chair
first
with
no
transfer
of
whole
body
weight.
That
sometimes
helps.
4. Play
the
music
for
the
A
section
only
and
help
by
demonstrating
while
everyone
tries
the
movements.
Repeat
A
section
as
needed.
©
Copyright
2014
by
Janis
Aston.
All
rights
reserved.
5. Say,
"During
the
next
part
of
the
music
we
are
going
to
stand
and
turn
in
a
circle.
When
the
music
changes,
go
the
other
way."
Put
one
hand
on
hip,
raise
the
other
hand
while
twirling
to
the
music,
changing
directions
and
hands
with
the
phrase
changes.
6. Alternate
suggestion:
What
I
usually
did
was
just
play
the
entire
piece
after
practicing
the
A
section,
changed
my
movements
to
twirling
in
circles
in
front
of
my
chair
during
the
B
section,
and
changed
back
when
the
A
section
repeated.
Your
children
will
copy
your
movements
with
very
little
or
no
instructions.
7. Have
students
sit
down.
Ask
them
how
many
different
parts
are
in
the
music?
Two.
Always
be
sure
to
allow
the
students
to
use
age
appropriate
terminology
to
describe
what
they
hear
in
the
music.
8. Choose
two
students
to
demonstrate
the
elbow
swing.
Have
them
face
each
other
and
hold
out
hands
like
shaking
hands
when
two
people
meet
each
other.
Instead
of
holding
hands,
help
them
move
their
arms
into
the
elbow
link
and
then
tell
them
to
skip
around
each
other
in
a
circle.
This
is
also
a
difficult
move
for
kindergartners,
but
most
will
eventually
be
able
to
do
this.
9. Say,
"Find
a
partner
and
face
each
other.
Practice
the
elbow
swing."
10. Play
the
music
and
encourage
the
students
to
use
all
of
their
movements.
Next
Lesson
1. Repeat
any
of
the
above
steps
as
needed.
2. After
students
have
gone
through
the
sequence
a
couple
of
times,
say,
"Change
partners!"
Do
this
several
times
during
the
music.
You'll
be
amazed
at
how
quickly
they
will
find
a
partner.
Do
not
allow
them
to
refuse
to
be
someone's
partner.
Say,
"If
you
do,
you
will
have
to
sit
down
and
watch."
We
are
not
about
hurting
feelings!
This
should
be
fun
for
everyone!
ASSESS
After
several
lessons
and
the
children
have
had
many
successful
experiences,
observe
and
assess
which
students
are
able
to
correctly
make
the
change
from
leap
to
elbow
swing
and
which
are
not.
Hopefully,
all
have
mastered
this
skill!
©
Copyright
2014
by
Janis
Aston.
All
rights
reserved.
First
Grade
Standards
Standard
6.
Listening
and
Analyzing—Students
will
listen
to,
analyze,
and
describe
music.
Grade
Level
Expectations
The
student
will
identify
the
form
of
simple
pieces
of
music;
recognize
same
and
different
in
simple
rhythmic
and
melodic
patterns
and/or
phrases.
Student
Performance
Indicators
The
student
is
able
to
respond
to
same
and
different
within
a
two-‐section
musical
selection;
recognize
same
and
different
sections
within
a
two-‐section
musical
selection;
recognize
music
has
patterns
and
phrases
are
same/different.
Specific
Objectives
The
student
is
able
to
respond
to
the
AB
sections
by
changing
movements;
to
changing
phrases
in
the
B
section
by
changing
movements.
Resources
Music—“La
Raspa”
is
available
on
most
curriculum
CDs
as
well
as
through
iTunes.
NOTE:
Hopefully,
your
first
graders
learned
the
basics
of
this
dance
in
kindergarten.
If
they
did,
this
is
a
great
activity
to
use
at
the
beginning
of
the
year.
Just
tell
them
to
find
a
partner
and
start
the
music.
They
will
remember
and
be
excited
to
show
you
that
they
do.
They
will
also
enjoy
teaching
new
students
how
to
do
the
dance.
Use
this
several
weeks
before
encouraging
them
to
change
directions
with
the
phrases
during
the
B
section.
If
students
did
not
learn
this
in
kindergarten,
repeat
the
steps
listed
in
the
Kindergarten
lesson
plan
for
teaching
the
dance.
It
will
take
a
bit
longer
to
achieve
the
objectives.
LESSON
1. Tell
the
students
to
find
a
partner.
Play
the
music
and
let
them
perform
the
dance
as
they
did
in
kindergarten,
calling
out
for
them
to
change
partners.
2. When
you
are
sure
they
know
the
dance,
have
the
entire
group
stand
and
change
direction
by
turning
circles
in
front
of
their
chairs.
Do
it
with
them
once
and
then
let
them
show
you.
3. Observe
and
select
two
students
that
have
done
that
correctly
to
demonstrate
changing
direction
and
arms
during
the
B
section.
You
may
have
to
help
them.
4. Let
them
find
a
partner
and
practice
changing
direction
in
the
B
section.
5. Be
sure
to
discuss
the
AB
form
with
them—Put
two
boxes
on
the
board
and
let
them
tell
you
what
letters
go
in
each
box.
6. Repeat
this
activity
periodically
throughout
the
year.
ASSESS—Observe
and
assess
which
students
are
able
to
correctly
make
the
change
from
leap
to
elbow
swing
and
also
which
students
identify
phrases
through
movement
change.
©
Copyright
2014
by
Janis
Aston.
All
rights
reserved.
Second
Grade
Standards
Standard
6.
Listening
and
Analyzing—Students
will
listen
to,
analyze,
and
describe
music.
Standard
9.
Historical
and
Cultural
Connections—Students
will
understand
music
in
relation
to
history
and
culture.
Grade
Level
Expectations
The
student
will
recognize
and
label,
as
same
and
different,
sections
of
music;
same
and
different
phrases.
The
student
will
perform
and
describe
music
of
various
historical
periods
and
cultures.
Student
Performance
Indicators
The
student
is
able
to
respond
to
same
and
different
within
a
musical
selection;
recognize
phrases.
The
student
is
able
to
discuss
and
understand
the
cultural/historical
context
of
a
musical
example.
Specific
Objectives
The
student
is
able
to
respond
to
same
and
different
sections
and
phrases
through
changing
movements.
Students
will
be
able
to
correctly
perform
a
folk
dance
with
a
group.
Vocabulary—leap,
elbow
swing,
AB
form,
folk
dance,
mariachi
band,
trumpet,
brass
Resources
Music—“La
Raspa”
is
available
on
most
curriculum
CDs
as
well
as
through
iTunes.
NOTE:
Hopefully,
your
second
graders
have
had
two
years
of
performing
this
dance
and
changing
random
partners.
If
they
did,
this
is
a
great
activity
to
use
at
the
beginning
of
the
year.
Just
tell
them
to
find
a
partner
and
start
the
music.
They
will
remember
and
be
excited
to
show
you
that
they
do.
They
will
also
enjoy
teaching
new
students
how
to
do
the
dance.
You
may
want
to
assess
their
ability
to
change
movements
from
the
A
to
B
section
and
also
the
phrase
changes
in
the
B
section.
If
students
do
not
know
this
dance,
use
an
abbreviated
version
of
the
K-‐1st
grade
lesson
plan.
They
will
catch
on
quickly.
LESSON
1. After
you
are
sure
that
your
students
know
the
movements,
while
they
are
seated,
count
off
your
group
as
ones
and
twos.
Ask
the
ones
to
stand.
2. Say,
"All
of
the
ones
come
to
the
center
of
the
room,
join
hands
and
make
a
circle."
3. When
the
students
have
a
circle,
say,
"Drop
hands.
Take
one
(two)
steps
back
and
sit
on
the
floor
in
that
place."
They
should
make
a
nice
sitting
down
circle.
4. Tell
the
"twos"
to
go
and
stand
facing
one
of
the
students
sitting
down
in
the
circle.
©
Copyright
2014
by
Janis
Aston.
All
rights
reserved.
5. When
everyone
is
in
place,
say,
"If
you
are
a
two,
raise
your
left
hand.
Point
to
that
direction.
You
are
going
to
move
in
that
direction
every
time
I
say
the
word
'move'."
Be
sure
all
are
pointing
in
the
same
direction.
Don't
wait
long
before
you
call
out,
"Move."
Be
sure
they
move
in
the
correct
direction.
Call
out
again
checking
and
making
any
needed
corrections.
Keep
calling
it
out
until
students
are
back
where
they
started.
6. Tell
the
"ones"
to
stand
and
face
their
partner.
Explain
that
they
are
going
to
perform
the
dance
again
but
this
time
every
time
you
call
out,
"Move,"
they
are
to
move
to
their
left
where
they
will
begin
the
dance
again
with
a
new
partner.
7. Play
the
music
and
call
out
"Move"
when
they
should
change
partners.
Your
goal
is
for
students
to
be
able
to
make
the
partner
change
with
no
prompting
from
you.
8. While
students
are
resting,
discuss
the
cultural
background
of
"La
Raspa"
and
also
the
instruments
used.
This
would
be
a
good
time
to
introduce
the
word
mariachi
band.
Do
a
Google
search
and
you
will
find
lots
of
information
about
the
dance,
its
origin,
and
the
culture
of
the
people
in
Mexico
where
it
originated.
Use
a
map
to
discover
where
Mexico
is
in
relation
to
where
you
live.
ASSESS—Observe
and
assess
which
students
are
able
to
correctly
make
the
change
from
leap
to
elbow
swing
and
also
which
students
identify
phrases
through
movement
change.
Assess
students'
ability
to
perform
the
dance
with
the
group,
changing
partners
at
the
appropriate
times.
You
should
also
be
able
to
assess
students'
ability
to
perform
the
"leap"
movement.
If
you
give
written
assessments
to
your
second
graders,
you
could
include
several
questions
about
this
music.
And
then
play
another
piece
of
music
with
a
strong
AB
form
to
see
if
they
can
transfer
their
knowledge
and
identify
it
as
having
the
same
form.
Be
creative
with
your
assessments.
Make
them
fun.
IMPORTANT
NOTE!
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and
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Aston,
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of
others.
©
Copyright
2014
by
Janis
Aston.
All
rights
reserved.