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Lesson 1

Objective: Students will be able to
- identify (via notation and audio/visuals) and describe tied,
slurred, and hooked bowings
- demonstrate beginning skills in performing tied, slurred, and
hooked bowings
Standards:
STATE GOAL 25: Know the language of the arts.

25.A.1c Music: Identify differences in elements and expressive qualities
(e.g., between fast and slow tempo; loud and soft dynamics; high and low
pitch/direction; long and short duration; same and different form, tone
color or timbre, and beat).
STATE GOAL 26: Through creating and performing, understand how works of art
are produced.

26.A.4d Music: Demonstrate the ability to read written notation for a
vocal or instrumental part.
26.B.2c Music: Sing or play acoustic or electronic instruments
demonstrating technical skill.
Materials: White boards, instruments, pre-assessments, bowing
packets, exit slips, essential elements books

# Function
1 Formal
Assessme
nt

Materials

PreAssessment
Packet,
Writing
Utensils,
Instruments
2 Informal
Individual
Assessme White
nt, Review Boards, Dry
Learning
erase
Task
markers
3 Instrucito
nal/Learni

Activity

Standa
rd

Pre-test – students taken written
test and record the playing portion
one at a time during this activity.
-Listening/watching portion
happens all together

Review rhythmic values with
portable student whiteboards.
Informally assess students by
having them write answers to
multiple questions on their white
boards, including questions about
adding note values together.
Instruments Demonstrate number 108 on page
, Method
29 multiple times. Explain what a

25.A.1c
26.A.4d

25.A.1c
26.A.4d

ng Task

4 Instructio
nal/Learni
ng Task

5 Instructio
nal/Learni
ng task,
and
Informal
assessme
nt
6 Instrucito
nal/
Learning
Task
7 Instructio
nal/learni
ng task,
and
Informal
Assessme
nt

8 Informal
assessme
nt

Books,

tie is. Have the students first watch
and follow along in their book. Have
the students pluck along.
Have the students sing air-bow
along with you.
Have students play along with you.
Review down vs up bows
Instruments Explain what a slur is. Play number
, Method
109 on page 29, and have the
Books
students air-bow along with.
Have the students pluck the notes
Have the students play the bowing
on open D string.
Have the students play along with.
Have the students describe in their
own words what ties and slurs are,
and have the students explain the
differences between the two (pairshare)

26.B.2c

Instruments Demonstrate number 174 on page
, Method
41, explicitly stating that you are
Books
now hooking notes.
Have the students pluck along, and
then airbow with you.
Have the students play with you.
Have the students describe in their
own words what hooked bowing is
and how it differs from ties and
slurs. Prompt them to differentiate
between what is happening in the
left and right hands during each
bowing. Discuss the notational
types for each type of bowing
technique (pair-share)

25.A.1c
26.A.4d
26.B.2c

Exit Slips

25.A.1c
26.A.4d

Have the students fill out exit slips
to demonstrate the growth in
today’s lesson.

25.A.1c
26.A.4d
26.B.2c

25.A.1c

25.A.1c

Lesson 2
Objective: Students will be able to
- demonstrate the ability to compare and contrast tied, slurred,
and hooked bowings
- Identify left hand versus right hand rhythms in tied, slurred, and
hooked bowings
- demonstrate further technical ability in playing tied, slurred, and
hooked bowings
Standards:
STATE GOAL 25: Know the language of the arts.

25.A.1c Music: Identify differences in elements and expressive qualities
(e.g., between fast and slow tempo; loud and soft dynamics; high and low
pitch/direction; long and short duration; same and different form, tone
color or timbre, and beat).
STATE GOAL 26: Through creating and performing, understand how works of art
are produced.

26.A.4d Music: Demonstrate the ability to read written notation for a
vocal or instrumental part.
26.B.2c Music: Sing or play acoustic or electronic instruments
demonstrating technical skill.
Materials: White boards, instruments, extra bowing packets, exit slips

#

Function

1

Review
Instructio
n/Learnin
g Task,
and
Informal
Assessme
nt
Instructio

2

Materia
ls
Method
Book/B
owing
Packet

Activity

White

As a class, create a venn diagram

Have students visually identify
various examples of ties, slurs, and
hooks, then pair-share about the
differences in notation that allowed
them to distinguish between them

Standar
d
25.A.1c
26.A.4d

25.A.1c

3

n/Learnin
g Task,
and
Informal
Assessme
nt
Instructio
n/Learnin
g Task

4

Instructio
n/Learnin
g Task

5

Informal
Assessme
nt

6

Instructio
n/Learnin
g Task

7

Informal
Assessme
nt

8

Instructio
n/Learnin
g Task,
Informal
Assessme
nt

Board,
Dry
Erase
Marker
s

comparing the 3 bowings. Place
descriptors and motions used for
various bowings in the diagram.
Use the venn diagram to create
sentences with proper discourse

Instrum
ents,
Method
Book
Instrum
ents,
Method
Book
White
Boards,
Marker
s
Instruct
ion/Lea
rning
Task

In Essential elements, do call and
response on number 111 (slurs)
and 175 (hooks)

26.B.2c

Read and play numbers 108, 114,
and 176 after plucking, air-bowing,
and playing on open strings

26.A.4d
26.B.2c

Review rhythmic values and
additions with white boards

25.A.1c

-Use method book number 110 to
talk about left hand versus right
hand:
Which has more changes?
How long do you hold the same
motion in the right hand (beats)?
And the left (beats)? Define left
hand vs right hand rhythm
Have students define left hand vs
right hand rhythm for various
examples

25.A.1c
26.A.4d

Work individually on the
assessment song
-assist student 2 with string
crossings: move the student’s bow
while the student hand is on it and
while the student does the left hand
fingering. Do air-bowing practice
and open string practice on the
piece with the student
- check with student 3 on what
types of bowings are in the piece
and the differences between each
(in practice and in description)
- Check with other students on

26.A.4d
26.B.2c

White
Boards/
Dry
Erase
Marker
s
Instrum
ents,
Bowing
Packets

26.A.4d
25.A.1c

(25.A.1c
)

9

10

11

Instructio
n/Learnin
g Task,
Informal
Assessme
nt
Instructio
nal Task

Informal
Assessme
nt

Exit
Slips

language/vocab understanding and
performing
-Students 1 and 5 can work on
extra bowing examples for more
challenge
Students use the assessment rubric
to grade each other on their
assessment piece. Pair share about
what is in the rubric and why. What
is not going to be included in the
grade?
Students will start by answering the
question: how are sounds created
on your instrument? After most
likely answering plucking, bowing,
tapping, etc, they will answer: can
you change each of those ways of
making sound to artistically express
different ideas and emotions? If you
use these bowings to do so, can
you do so with plucking and
different taps as well?
Students will complete exit slips

25.A.1c
26.A.4d
26.B.2c

25.A.1c
26.A.4d

Lesson 3
Objective: Students will be able to
- identify (via notation and audio/visuals), differentiate between,
and compare/contrast tied, slurred, and hooked bowings
- Identify left hand versus right hand rhythms in tied, slurred, and
hooked bowings
- demonstrate technical proficiency in playing tied, slurred, and
hooked bowings
Standards:
STATE GOAL 25: Know the language of the arts.

25.A.1c Music: Identify differences in elements and expressive qualities
(e.g., between fast and slow tempo; loud and soft dynamics; high and low
pitch/direction; long and short duration; same and different form, tone
color or timbre, and beat).
STATE GOAL 26: Through creating and performing, understand how works of art
are produced.

26.A.4d Music: Demonstrate the ability to read written notation for a
vocal or instrumental part.
26.B.2c Music: Sing or play acoustic or electronic instruments
demonstrating technical skill.
Materials: White boards, instruments, post-assessments, extra bowing
packets, essential elements books
# Function

Materials

Activity

1 Instruction/Learni

White

Review notation for tied,

Standar
d
25.A.1c

ng Task Review,
Informal
Assessment

Boards,
Dry Erase
Markers

2 Instruction/Learni
ng Task, Informal
Assessment
3 Instruction/Learni
ng Task, Informal
Assessment

Instrumen
ts, Bowing
Packet

4 Instruction/Learni
ng Task, Informal
Assessment

5 Formal
Assessment

PostAssessme
nt Packet,
Writing
Utensils,
Instrumen
ts

slurred, and hooked
bowings with whiteboards:
have students identify and
notate the three types of
bowings
Students will write down
right vs left hand rhythms
for certain examples
Students will verbally
compare and contrast the
three types of bowings
during pair-share
Physically review the types
of bowings used in the
assessment piece. Do call
and response, measure by
measure.
Work individually on the
assessment piece
- Check with other students
on language/vocab
understanding and
performing
Students demonstrate
knowledge and skills on
post-assessment

26.A.4d

25.A.1c

26.B.2c
26.A.4d

25.A.1c
26.A.4d
26.B.2c

25.A.1c
26.A.4d
26.B.2c