Exploring Symphony Fantastique

Grade

7th Grade

Duration

80 minutes

Class Size

30 students

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Learning Objectives (Aligned to Common Core Music and Literacy Standards)

By the end of the lesson, students will be able to:

• I can identify and describe the key themes and instrumentation in Hector Berlioz’s Symphony Fantastique by active listening and guided discussion. (CCSS.ELA-LITERACY.RI.7.7: Analyze multimedia elements in text.)
• I can perform simple rhythmic and melodic patterns using piano, xylophone, and drum kits to replicate motifs from Symphony Fantastique. (National Core Arts Standards MU:Pr4.1.7a, MU:Pr6.1.7a)
• I can collaborate in small groups to create a short, original musical interpretation inspired by Berlioz’s work using classroom instruments. (MU:Cr2.1.7a, MU:Cr3.1.7a)
• I can explain how Berlioz uses the orchestra creatively to tell a story, focusing on instrumentation and program music concepts. (CCSS.ELA-LITERACY.RI.7.3)

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Materials Needed

• Audio excerpts of Symphony Fantastique (ideally movements like “Reveries – Passion,” “March to the Scaffold,” “Witches’ Sabbath”)
• Pianos (3 units), xylophones (5 units), drum kits (3 units)
• Student copies of dyslexia-friendly reading sheets summarizing Berlioz and Symphony Fantastique (large print, sans-serif font, clear spacing)
• Whiteboard and markers
• Headphones or individual speakers for focused listening
• Worksheets for guided reflection

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Standards Alignment

Common Core State Standards (CCSS):

• ELA-Literacy.RI.7.3: Analyze how a drama’s or poem’s form or structure contributes to its meaning. (applied here for understanding musical structure in program music)
• ELA-Literacy.RI.7.7: Compare and contrast a text to an audio, video, or multimedia version.
• ELA-Literacy.SL.7.1: Engage effectively in collaborative discussions with diverse partners on grade 7 topics and texts, building on others’ ideas and expressing their own clearly.

National Core Arts Standards (Music):

• MU:Pr4.1.7a: Perform music reading from traditional and alternative notation.
• MU:Pr6.1.7a: Explain how the context of musical works inform performance choices.
• MU:Cr2.1.7a: Select and combine musical ideas to create music that conveys intent.
• MU:Cr3.1.7a: Evaluate and refine musical work considering purpose and audience.

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Lesson Breakdown

1. Warm-up & Introduction (10 minutes)

• Activity: Engage students with a brief listening game: Play a short sample of Symphony Fantastique (1–2 minutes). Students close their eyes and write down what feelings or images come to mind on sticky notes (dyslexia-friendly word bank provided).
• Purpose: Activate prior knowledge and emotional connection.
• Instruction: Brief context about Berlioz and the idea of program music (storytelling through music) using dyslexia-friendly text on projector/handout.

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2. Focused Listening & Discussion (15 minutes)

• Activity: Play 3 curated excerpts of Symphony Fantastique (about 2 minutes each). Provide a guided listening worksheet with dyslexia-friendly layout including pictures of instruments playing, brief descriptors, and “I notice/I wonder” boxes.
• Instruction: Facilitate a class discussion linking specific instruments/sounds to the story Berlioz tells (e.g., the “idee fixe” theme representing the beloved). Use the whiteboard to visually map instrument roles (strings, winds, percussion).
• Objective: Reinforce auditory discernment and comprehension aligned with CCSS RI.7.7 and SL.7.1.

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3. Hands-on Instrument Exploration (20 minutes)

• Grouping: Organize students into 6 groups (5 students each). Assign specific instruments per group (piano, xylophones, drum kits).
• Activity:
  • Listen again to a theme (e.g., “March to the Scaffold”).
  • Guided by the teacher, students replicate rhythm and melody on their instruments.
  • Encourage students to experiment within the given motifs to express mood or character.
• Instruction: Use call-and-response to keep students engaged and practicing attentive listening to their group. Connect activity to MU:Pr4.1.7a and MU:Pr6.1.7a standards.
• Dyslexia accommodation: Have notation provided as symbols/colors rather than traditional notes, multi-sensory aids for rhythm (e.g., claps or tapping).

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4. Creative Composition & Performance (25 minutes)

• Activity: Each group uses their instruments to create a short 1-2 minute musical “story” inspired by Symphony Fantastique’s themes—emphasizing mood changes, dynamics, and orchestration texture.
• Instructions: Teacher circulates guiding students through idea development and teamwork, encouraging borrowing from Berlioz’s instrumentation style.
• Objective: Promote creation and collaboration (MU:Cr2.1.7a, MU:Cr3.1.7a).
• Performance: Each group performs for the class. Class gives positive feedback reflecting on how effectively the story or emotion was conveyed.

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5. Reflection and Exit Ticket (10 minutes)

• Activity: Students complete a quick reflection worksheet:
  • “I can describe how Berlioz used instruments to tell his story…”
  • “I can explain one new thing I learned about program music.”
  • “One thing I enjoyed about performing today was...”
• Purpose: Assess comprehension aligned with CCSS RI.7.3 and ability to articulate musical understanding.
• Exit Ticket: Collect worksheets as formative assessment.

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Differentiation and Inclusion

• Dyslexia-friendly print materials will use font types such as OpenDyslexic or Arial, larger spacing, and avoid dense paragraphs.
• Visual aids and color-coded music notation support multi-sensory learners.
• Use headphones to minimize auditory distractions.
• Pair stronger readers musically with students needing literacy support to encourage peer learning and confidence-building.
• Hands-on activities foster engagement for kinesthetic learners.

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Assessment

• Observation of students replicating rhythms and melodies during group activities.
• Group composition/performance evaluated on creativity, collaboration, and use of dynamic/instrumental variation.
• Reflection worksheets analyzed for accurate musical understanding and connection to concepts.

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Extension Ideas

• Assign students to research another Romantic composer and compare their techniques to Berlioz in a multimedia presentation.
• Use digital audio workstations (DAWs) to create versions of the musical motifs, blending classical and modern sounds.

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This lesson plan turns 7th graders into active musicologists and performers, making Berlioz's revolutionary Symphony Fantastique come alive through auditory exploration, instrument play, and creative storytelling — all while meeting critical Common Core literacy standards.