Grade by Grade
A. Dance / C. Music · Music and Dance

Music: Texture, Form and Composing My Own Song

C1.1 C1.3 C1.4 C1.5 C2.3About 40 minutes
Learning goals
  • I can sing a song in unison with a simple accompaniment, like a bordun on do and so.
  • I can hear phrases, two-part (AB) form, and verse and chorus in songs.
  • I can compose a short piece for a purpose and an audience I know, and write it down with symbols.
  • I can name my strengths and next steps as a performer, creator and audience member.

Words to know

texture
How many sounds or parts are happening at the same time in music.
unison
Everyone sings or plays the same melody at the same time.
accompaniment
Music that goes along with the melody to support it, like a drum, a guitar or a repeating pattern.
bordun
An accompaniment that plays do and so together, over and over, with a steady beat.
phrase
A musical sentence. Singers often breathe at the end of a phrase.
binary form (AB)
A piece with two different sections, A and then B.
verse and chorus
In many songs, the verse has new words each time, and the chorus comes back with the same words each time.
compose
To make up your own music.

Many voices, one song

When your whole class sings "O Canada" together, everyone sings the same melody at the same time. That is called singing in unison.

Now imagine someone plays a drum or a guitar while everyone sings. The song gets thicker: there is the melody plus an accompaniment. How thick or thin music sounds is called its texture.

Texture

  • One melody alone (one person singing): thin texture.
  • Unison (many people, same melody): still one melody, but fuller.
  • Melody with accompaniment (a song with a drum, guitar or piano): thicker.

A simple accompaniment is a bordun: play do and so together (low do and the so above it), steadily, on every beat, or on the strong beats. On a xylophone, you play two bars at the same time with two mallets. One voice cannot sing two pitches at once, so at home you can sing them one after the other, "do, so, do, so", low and steady, or have two people each sing one of the pitches.

An acoustic guitar leaning against a wooden chair next to a tall hand drum in a sunny music room.
A guitar and a hand drum can play an accompaniment while people sing the melody. Adding an accompaniment makes the music's texture thicker. AI-generated image
one melody alonethinunisonsame melody, fullermelody + accompanimentthicker
Texture from thin to thick. The wavy line is the melody; the short lines under it on the right are a drum keeping the beat (the accompaniment).

Form: the plan of a song

Form is how the parts of a song are put together.

  • A phrase is a musical sentence. Take a breath at the end of each phrase.
  • Binary form (AB) has two different sections: A, then B.
  • Verse and chorus: The verse tells new parts of the story with new words. The chorus comes back again and again with the same words.
ABfirst sectiondifferent sectionbinary form = 2 parts
Binary form: section A, then a different section B.
Worked example

Example: Verse and chorus in Jingle Bells

Sing "Jingle Bells". Which part is the verse, and which is the chorus?

  1. The song begins: "Dashing through the snow, in a one-horse open sleigh..." These words tell the story. This is the verse.
  2. Then: "Jingle bells, jingle bells, jingle all the way..." This part has the same words every time it comes back. This is the chorus.
  3. The next verse has new words, then the chorus comes back again.

In "Jingle Bells", "Dashing through the snow" is a verse and "Jingle bells, jingle bells" is the chorus.

Just for fun

Why does the chorus keep coming back in a song?

It can't stop repeating itself... and that's exactly its job!

Worked example

Example: Composing a clean-up song

Zoe wants to compose a short clean-up song to sing with her little brother (her audience) so tidying is more fun (her purpose).

  1. Purpose and audience: It should be short, easy for a 4-year-old, upbeat and repeat a lot.
  2. Words: Section A: "Toys in the bin, toys in the bin." Section B: "Clean it up, all done!"
  3. Rhythm of A: Toys (ta) in the (ti-ti) bin (ta) (quarter rest) = 4 beats. Sing it twice = 8 beats.
  4. Rhythm of B: Clean it (ti-ti) up (ta) all (ta) done (ta) = 4 beats.
  5. Melody: A uses so mi ("cuckoo" pitches). B goes mi re do and ends on do, which sounds finished.
  6. Writing it down: She writes the rhythm symbols and draws dots going up and down for the pitches, then labels the sections A and B.
  7. Accompaniment: She taps a steady beat on a pot while they sing.

Zoe's song is in binary (AB) form, uses pitches from the pentatonic scale, is written with symbols, and fits its purpose (fun tidying) and audience (a little brother).

Being a good musician

The tools of musicianship help everyone sound their best:

  • Stand or sit tall. Breathe low and quietly before each phrase.
  • Keep a steady beat. Don't rush!
  • Listen to the others so you stay together.
  • Hold your instrument and mallets or sticks properly. Start and stop together.

After performing, think: What is one strength? What is one next step?

Hands-on activity

Compose a song for someone you love

You need: paper, a pencil, and a pot, box or water glasses.

  1. Pick a purpose and an audience: a birthday song for Grandma, a lullaby for a baby cousin, a wake-up song for your dad, or a song for your pet.
  2. Write short words for section A and section B.
  3. Clap the words and write the rhythm with ta, ti-ti, ta-ah and rests.
  4. Choose pitches from do re mi so la. Draw dots high and low to show the melody. End on do.
  5. Add an accompaniment: a bordun (play do and so together on each beat, or sing do, so, do, so) or a steady drum beat.
  6. Practise, then perform for your audience!
  7. Ask your audience for one thing they liked. Tell one strength and one next step for yourself.

Your turn

1

What is unison?

2

Sing "Row, Row, Row Your Boat" alone, then with a grown-up tapping a steady beat. Which one has the thicker texture?

3

What two pitches does a bordun use?

4

In "Jingle Bells", is "Jingle bells, jingle bells, jingle all the way" the verse or the chorus?

5

What is a phrase in music?

6

A song has a part A, then a different part B. What form is it?

7

Name one musicianship tool that helps a group sound good.

More practice: warm-up

1

Is one person singing alone thick or thin texture?

2

What does compose mean?

3

Which part of a song has new words each time: the verse or the chorus?

4

How many sections does binary form have?

5

Where do singers usually take a breath?

More practice: on your own

1

Make up a 4-beat rhythm for the words "Happy, happy birthday" and check the beats.

2

You are composing a lullaby for a baby. Name two choices you will make and why.

3

Why does a song often end on do?

4

A friend sings your song and rushes the beat. What could you suggest kindly?

5

Name one strength and one next step after singing a song.

Challenge

1

Compose an AB song about winter (4 beats for A and 4 beats for B). Write the words, the rhythm and the solfa.

2

Why does a chorus usually repeat the same words?

3

Plan a performance of your song with an accompaniment. Who plays what? How will you start and stop together?

Check your understanding

Quiz

1.

Everyone singing the same melody at the same time is ___.

2.

A bordun uses the pitches ___.

3.

In "Jingle Bells", "Dashing through the snow" is part of the ___.

4.

Binary form has ___ sections.

5.

Which melody ending sounds the most finished?

6.

You compose a song for your grandma's birthday. Grandma is your ___.

7.

Which is a good musicianship habit?

For parents and teachers

Big idea: Grade 2 students sing unison songs with simple accompaniments (such as a bordun on do and so), recognize phrases, binary (AB) form and verse and chorus, compose simple pieces for a specific purpose and familiar audience, use symbols to write their music, apply musicianship skills, and reflect on their strengths and next steps.

How to help:

  • Be the audience! Children compose with more care when they know who it is for.
  • Point out verse and chorus in songs you listen to: "Here comes the chorus again!"
  • Accept invented notation (dots, lines, pictures) alongside standard symbols; both show understanding.

Common difficulties:

  • Songs that are too long. Keep compositions to two short sections (A and B) of 4 to 8 beats each.
  • Beats not adding up. Clap the words with a steady beat tapping underneath, and count together.
  • Nervousness when performing. Perform for one trusted person first, and praise effort and brave tries.