ARTSEDGE: Bibbidi Bobbidi Tunes

This Lesson at a Glance:

Grade Band:

Integrated Subjects:
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Materials:

For the teacher:

Assessment Rubric

For the student:

Vocabulary

Related WebLinks:

Targeted Standards:

The National Standards For Arts Education:

Music (5-8)
Standard 6: Listening to, analyzing, and describing music

Music (5-8)
Standard 8: Understanding relationships between music, the other arts, and disciplines outside the arts

Music (5-8)
Standard 9: Understanding music in relation to history and culture

Other National Standards:

Language Arts III (6-8) Standard 1: Uses the general skills and strategies of the writing process

Language Arts III (6-8) Standard 3: Uses grammatical and mechanical conventions in written compositions

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Bibbidi Bobbidi Tunes

Lesson Overview:

This lesson explores the contrasting styles of the song "Bibbidi-Bobbidi-Boo" from the Disney movie Cinderella and a version written and recorded in the style of Johann Sebastian Bach. Students compare and contrast the two versions to gain an understanding of elements of Baroque music.

Length of Lesson:

One 45-minute session

Instructional Objectives:

Students will:

identify the similar and contrasting musical elements and styles found in the original composition of "Bibbidi-Bobbidi-Boo," and a version written and recorded in the style of Johann Sebastian Bach.
understand musical vocabulary and usage as they compare and contrast varying styles of music composition.
appreciate that the style in which a piece of music is played affects the mood and spirit of the product.
follow the writing process (pre-write, rough draft, and final copy) to compare and contrast the use of musical elements and styles found in the original composition of "Bibbidi-Bobbidi-Boo," and "Bibbidi-Bobbidi-Boo" written and recorded in the style of Bach.
appreciate and express appreciation for the connection between these two versions of the same musical composition.

Supplies:

Bibbidi-Bobbidi-Bach: More Favorite Disney Tunes. Audio CD.
Cinderella: An Original Walt Disney Records Soundtrack. Audio CD.
Cinderella. Videocassette. (optional)
Bach's Brandenburg Concertos. Audio CD.
Amsterdam Baroque Orchestra's Brandenburg Concertos. Audio CD. (optional)

Instructional Plan:

Warm Up

Review the words on the Vocabulary handout. Introduce a list of the common musical elements found in works composed during the Baroque time period.

If students are already familiar with the qualities of Baroque music, have them brainstorm a list of typically Baroque elements, such as the following (refer to the Vocabulary handout for further explanation):

Staccato (separated notes)
Contrasting dynamics
Steady, precise rhythms
Melody moves between voices (instruments)
Melodic variation (elaborate ornamentation, varied rhythm, varied dynamic level, varied voice)

If students have no background knowledge in this area, consider playing for the students any movement from Johann Sebastian Bach’s "Brandenburg Concertos." The elements of instrumental Baroque music are evident throughout this work.

Introductory Activity

Briefly discuss the story of Cinderella, paying particular attention to the animated version by Disney. Ask students if they are familiar with the music from this version.

Guided Activity

Listen to the original version of "Bibbidi-Bobbidi-Boo" and the version arranged in the style of Bach's music. (If you have access to the video of Cinderella, you may wish to view the portion of the film that includes the song.)

Listen to each version a second time and, as a class, fill in a Venn diagram that compares and contrasts the musical elements found in each version. Discuss the musical elements the pieces have in common.

Independent Activity

Using a Venn diagram as a pre-writing activity, students should follow the remaining steps of the writing process to create an essay that compares and contrasts the two versions of "Bibbidi-Bobbidi-Boo." They should clearly identify the alterations that have been made to the original tune in order to make it sound like a Baroque piece. Tell students that they must incorporate appropriate music vocabulary, and remind them that they must check for proper punctuation, spelling, and grammar.

When the rough draft is completed, students should "pair and share" their work with another classmate. Once they receive feedback on the rough draft, the final copy should be completed.

Closure

Have the class discuss the following questions:

Can you think of an example of contemporary music that is influenced by the music of the Baroque period?
Why are songs or compositions "re-done" at different times, in different musical styles? Many songs on the radio today are new interpretations of an original, older song. What might inspire an artist to reinterpret a song?

Assessment:

Assess student performance using the accompanying Assessment Rubric.

Authors:

Leslie Thomas, Teacher
Thomas Pullen Arts Magnet School
Landover, MD