I was first introduced to the use of puzzle cards while working with Dr. Jackie Wiggins. She shared an example designed by Dr. Magne Espeland, a set of cards which represent the repeating melodic ideas heard in Kabalevsky’s “March” from The Comedians.
In this example, students would receive multiple copies of each puzzle card. Working with a partner or in small groups, students put the cards in the correct order. They work on solving this musical problem while listening to the music as many times as needed for them to solve the puzzle to their satisfaction.
A follow up class discussion on the musical phrases, their correct order, how they might be grouped to represent the form of the piece, and any other intriguing musical discoveries generated by the students could be explore.
In this example, students would receive multiple copies of each puzzle card. Working with a partner or in small groups, students put the cards in the correct order. They work on solving this musical problem while listening to the music as many times as needed for them to solve the puzzle to their satisfaction.
A follow up class discussion on the musical phrases, their correct order, how they might be grouped to represent the form of the piece, and any other intriguing musical discoveries generated by the students could be explore.
"Kangaroo" from Carnival of the Animals by Saint Saens
Map and lesson idea by Laura Combs LISTEN ON YOUTUBE
Laura envisions a lesson where her students might begin by predicting how music might sound to represent kangaroos. Next, while they listen to the music, she would encourage the students to trace the music in the air. They would then look at the puzzle cards, and while listening again, work to put them in order. Once completed, along with appropriate follow up discussion, students might move around the room in a way that represents the music.
"Utne Wire Man" by Blue Man Group
As students work with a partner or in small groups, they can assemble these puzzle cards in the order that the main tune is heard (it repeats several times). Follow up discussion may include which card the tune begins with as that could vary among groups. With the next several listenings, students can consider that ways that the composers create interest within the piece by changing the repeated tune, the timbre, layers, dynamics, etc.
utne_wire_man_puzzle_cards.pdf | |
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Mouret's "Rondeau"
With the two puzzle cards shown below, students will listen to the “A” Section of Mouret’s Rondeau to put them in the correct order. Allow students to listen again so that each partner gets a turn to trace the cards. Share with your students that these cards represent the “A” section of this piece and with these cards to help them, they will listen again to determine the Form of the entire piece. (See Form chart below the two puzzle cards).
Allow enough listenings for students to successfully complete the Form chart. After this, invite students to listen carefully to the “A” sections to see what the composer/performer does each time to make the “A” section interesting. (The recording in the McMillan textbook series is an especially good example for this lesson with a highly ornamented final “A” section.)
These pieces can serve as groundwork for students to explore variety within a mono-thematic piece, “Finale” from Firebird by Stravinsky. This lesson can be found in J. Wiggins’ Teaching for Musical Understanding.
Depending on your students’ prior musical experiences, these pieces may serve as good models and may generate ideas for your students to create their own pieces using variety with a single theme.
These pieces can serve as groundwork for students to explore variety within a mono-thematic piece, “Finale” from Firebird by Stravinsky. This lesson can be found in J. Wiggins’ Teaching for Musical Understanding.
Depending on your students’ prior musical experiences, these pieces may serve as good models and may generate ideas for your students to create their own pieces using variety with a single theme.
"In the Hall of the Mountain King" from the Peer Gynt Suite by Grieg
See lesson suggestions here:
mountain_king_lesson.pdf | |
File Size: | 111 kb |
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