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Franz Joseph Haydn
Lesson Plan for the “Surprise” Symphony – Movement 2 – Andante
(These lessons may be spread out over a series of lessons)
Lesson 1 (10-15 minutes)
Standards Addressed:
• Standard 1: Creating, Performing and Participating in the Arts
• Standard 3: Responding to and analyzing works of music
Performance Indicators: Students will
• Figure out the rhythm to phrases 1 and 2 from the Andante Movement of the Surprise
Symphony.
• Sing the melody to phrases 1 and 2 from the Andante Movement of the Surprise
Symphony.
Objective:
• To help students listen for basic elements of music and understand how those elements
determine the form of the piece
Listening Repertoire/Materials:
• Surprise Symphony – Mvt. 2-Andante Phrases 1 & 2 song/melody
• Haydn Picture, Background on Haydn
Procedures:
1) T. sings melody/words of phrases 1 and 2 of Surprise Symphony and students
count no. of phrases (2). T. sings again-checking answer.
2) T. sings melody of phrase 1. S. count heart beats to first phrase (8). T. draws 8
beat marks on the board.
3) T. sings melody/words of phrase 2. S. count heart beats to second phrase (8). T.
draws 8 beat marks on the board
4) T. sings phrase 1 again. S. find beats that have 1 sound. –draw 1 line on
corresponding beat marks. Repeat for phrase 2.
5) T. sings phrase 1. S. id beats that have 2 sounds. Draw 2 lines on beat marks
having 2 sounds. Repeat process for phrase 2.
6) Transfer the 2 sounds into 8th note notation and students speak the rhythms to the
song using rhythm syllables.
7) Students sing phrases 1 and 2. Show picture of Haydn – give brief background.
Lesson 2 (10-15 minutes)
Standards Addressed:
• Standard 1: Creating, Performing and Participating in the Arts
• Standard 3: Responding to and analyzing works of music
Performance Indicators: Students will:
• Write rhythmic notation to phrases 3 and 4 of the Andante Movement of the Surprise
Symphony.
• Learn about sections of a symphony called movements.
Listening Repertoire/Materials:
• Surprise Symphony, Mvt. 2, Andante
• Haydn Picture
• Rhythm patterns to phrase 1 and 2
Objective:
• To help students listen for basic elements of music and understand how those elements
determine the form of the piece
Procedures
1) Play first 2 phrases of Surprise Symphony – ask who wrote the melody? Joseph
Haydn
2) Match rhythm patterns to phrases 1 & 2. Students rev. song singing on rhythm
syllables.
3) T. says “There is a 2nd part to this song.” Count the phrases to this part. T. sings
phrases 3 & 4. S. response-2
4) Count the beats to each phrase. (8 in both)
5) Repeat process as above finding 1 sound to the beat, 2 sounds on the beat. This
time there are beats that have more than 2 sounds. Count how many sounds (4) draw 4 lines on the beat transfer to 16th notes.
6) Perform phrases 3 and 4 with rhythm syllables.
7) Sing phrases 3 and 4 (this may be high) - you may want to just stay with rhythm
syllables or text rhythms.
8) Perform whole song.- In actual piece phrases 1 & 2 and phrase 3 & 4 are repeated
9) Explain “Symphony” is a piece written for orchestra. Each symphony may have
several parts (3-5). Each part is called a movement. ( I compare it to chapters of a
book) This is the 2nd movement and it is called Andante.
Lesson 3 (15-20 minutes)
Standard Addressed:
• Standard 3: Responding to and Analyzing Works of Art.
Performance Indicators: Students will:
• Arrange the rhythmic phrases of the theme to the Andante Movement of the Surprise
Symphony in the correct order.
Objective:
• To help students listen for basic elements of music and understand how those elements
help determine the form of the piece.
Materials:
• Surprise Symphony, Mvt. 2, Andante
• Pencils
• Rhythm patterns to Surprise Symphony. (Handout #1)
Procedures
1) Play recording of Surprise Symphony- Students id- find “surprise” in music.
Explain Haydn wanted to wake the audience up and put this little musical joke
into the work.
2) Students can work individually or in small groups putting the rhythms of the
phrases in the correct order. (Similar process as in Lesson 2-except using small
groups.)
Lesson 4 (20-25 minutes)
Standards Addressed:
• Standard 3: Responding to and Analyzing Works of Art.
Performance Indicators: Students will:
• Identify ways in which the composer varies the theme in the 2nd Movement of the
Surprise Symphony
Objective:
• To help students listen for basic elements of music and understand how those elements
determine the form of a piece.
Materials:
• Surprise Symphony, Mvt. 2, Andante
• Pencils
• Handout #2
Procedures
1) Have students think of ways to say the word “hello”- (high, low, loud, soft, fast,
Slow, spooky, sad, etc.)
2) Have students demonstrate various ways to walk in a circle (tip toe, crawl, march,
slow, fast)
3) Both of these activities we did variations – we took an idea (word or movement)
and performed it in various ways. We can do a similar thing with music.
4) Use a well known song- (Twinkle, Mary, Hot Cross Buns)- show how by
changing the tempo, dynamics, tonality, ornamentation you can create variations
5) Another way to create variations is to have different instruments play the melody.
Joseph Haydn used this technique with the Andante from the Surprise Symphony.
Give students the handout to Andante from Surprise Symphony. In small groupsstudents decide which instrument family/dynamic level is heard in each theme.
Teacher signals start of each variation.
Extension
• Students take the rhythm to phrases 1 & 2 or 3 & 4 and compose their own variations
Franz Joseph Haydn
Portrait by Thomas Hardy
Born:
Died:
Education:
Marriage:
Occupation:
Compositions:
Noted as:
The music you
will hear at the
concert
March 31, 1732 in Rohrau, Austria
May 31, 1809 in Vienna, Austria
Studied at St. Stephens Cathedral in Vienna
In 1760 to Maria Anna Aloysia Apollonia Keller
Kapellmeister, Court musician for the Esterhazy family and others.
The Creation, Surprise Symphony, String quartets, Trumpet Concerto
“Papa” Haydn, developed the sonata form
Symphony No. 94, called the Surprise Symphony