Franz Joseph Haydn: Symphony No. 94, "Surprise," Second Movement
Academic Context Standard Lesson Plans
Mathematics, K-4
K-2 Benchmark
Number, Number Sense and Operations
A. Use place value concepts to represent whole numbers using numerals, words and physical models.
B. Recognize, classify, compare and order whole numbers.
C. Represent commonly used fractions using words and physical models.
D. Demonstrate fluency in addition facts with addends through 9 and corresponding subtractions.
Objective
The students will learn the note values of whole, half, and quarter notes and will create various measures of music that include combinations of those given notes. They will use both 4/4 and 3/4 time signature.
Materials
Note value page visual
Note value combinations visual
1. Teach the students about twhole, half, and quarter notes and their values.
2. Each measure (in 4/4) has 4 beats. How many different combinations of 4 beats can the class come up with?
3. Given 2 measures - each measure needing 4 beats - how many combinations can the class identify?
4. The opening section of Haydn's "Surprise" Symphony is 16 measures long - with 4 beats per measure.
- How many beats are in each phrase of 4 measures?
- How many beats are in the entire section of 16 measures?
5. Teacher can springboard from this idea to various mathematic compuations using the note values.
K-2 Benchmark
Patterns, Functions and Algebra
A. Sort, classify and order objects by size, number and other properties, and describe the attributes used.
B. Extend sequences of sounds and shapes or simple number patterns, and create and record similar patterns.
C. Create and extend patterns, and describe the rule in words.
Objective
Students will use the Hadyn Listening map with rhythms to recognize the patterns of rhythms and notation. They will then create a statement which describes the rhythmic pattern.
Materials
Haydn listening map with rhythms
12 Popsicle sticks per child
Recording of Haydn's "Surprise" Symphony, Second Movement
1. Listen to the music using the listening map with rhythms as your guide.
2. Give each child the bundle of Popsicle sticks. This is best done by putting the sticks in small baggies. (Snack size Ziplocs are great for this.)
3. Write the first rhythm of the board - using ta's and ti-ti's.
4. Ask your students to identify the difference between the two rhythms.
- The ones on the listening map have "feet" and the Ta and Ti-ti's do not.
- This is rhythm writing - or rhythmic notation.
5. Have the students imitate the rhythm pattern using their Popsicle sticks.
6. Change the rhythm to the second rhythm in the listening map.
7. As a class, create the patterns on the floor according to what they hear in the music.
8. Listen to Haydn's "Surprise" Symphony again. Pause the recording after each phrase to allow the students to check or change their rhythm. Decide on a creative way to indicate the loud rhythm stick.
9. Create a sentence to explain how Haydn created his pattern in his music.
3-4 Benchmark
Geometry and Spatial Sense
A. Use mathematical strategies to solve problems that relate to other curriculum areas and the real world; e.g., use a timeline to sequence events; use symmetry in artwork.
Objective
Students will use the Hadyn Listening map with rhythms to recognize the patterns of rhythms and notation. They will then create a statement which describes the rhythmic pattern.
Materials
Haydn timeline
Haydn timeline worksheet
1. Have the students complete the worksheet after reading the timeline.
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