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Observation Lesson Plan

Student Teacher Katelyn Odierna

Class Orchestra Rehearsal

Sponsor Teacher Judy Fischer

Gr Grade 7 Date 12/3/15 Time 9:27-10:07

Learning Central Focus

Central Focus

Students will be able to execute the correct baroque style bowings in order to
improve the articulations; increase their ability to follow the conductor throughout
the piece, especially at tempo transitions, ritards, and fermatas; and apply a wider
range of dynamics in Royal Fireworks Music to prepare for the concert.

NYS Learning
Common Core

NY- New York State Standards

Subject: Arts (1996)
Learning Standard 1 : Creating, Performing, and Participating in the Arts
Learning Standard 2 : Knowing and Using Arts Materials and Resources
Learning Standard 3 : Responding to and Analyzing Works of Art
Guiding Principles for the Arts
Grades K-12
Standard 1: Studying works of arts as training in close observation across the arts
disciplines and preparing students to create and perform in the arts
Standard 3: Studying the social, political, cultural and economic contexts of works
of arts while maintaining an in depth focus on each work, allowing students deeper
understanding of the works of art that includes their connections with other areas of
knowledge and in the evolution of the art disciplines.
Standard 5: Providing an explicit learning progression in the arts disciplines along
the pre-k grade 12 continuum that is developmentally appropriate.

Prior Academic
Knowledge &

Students are developing their proper playing posture and technique for their
instruments. They are familiar with the notes in their respective clefs and rhythms in
Royal Fireworks. Students have a general knowledge of the pitches, rhythms,
tempos, articulations and dynamics in Royal Fireworks.
These students have had prior experience and instruction in these prior academic
knowledge, concepts, and skills.
I have observed the students perform in orchestra before and had the opportunity to
teach multiple orchestra rehearsals for Royal Fireworks Music. I also had
conversations with their orchestra teacher about the skills they already know, their
strengths, and some of their weaknesses.

Common Errors,

Students might have difficulty maintaining the baroque style throughout the entire
piece. They also might forget about dynamics, the changes in tempo, and the
fermatas. I will provide constant reminders about all of these aspects to help them
remember throughout the rehearsal.


- When the bell rings give students a 2 minute warning until they need to be in their
- Read any announcements from the board
- Tuning by section
- While tuning have students take out Royal Fireworks music and be prepared to

Instructional Strategies and Learning Tasks

play from the beginning

-Bow usage warm up. Ask students if anyone remembers the type of bow
instrumentalists used when this piece was first composed, and what was different
about the bow. (Baroque bow, it was curved downwards instead of upwards)
-Have students play the dotted quarter note hooked to an eighth note rhythm on
their open D strings imagining that they are playing with Baroque bows. Encourage
students to use 3/4 of their bow for the dotted quarter and the rest of their bow for
the eighth note. Think of fast bows. Model the bow length and speed in front of
-Once students can use the correct bow lengths for the dotted quarter, eighth note
rhythm challenge them to perform a D scale using the same rhythms and the same
amount of bow.

End by 10:00

-Speak to the students about the story I created to go along with the piece. Who
remembers who this piece was composed for? (The King of Britain). The pickup
note in the cello and basses is the herald announcing the entrance of the King. The
whole orchestra has to sound big and regal here by using the correct bow lengths
and Baroque style.
-Start on the pick up to measure 1. The cellos and basses need to be ready at the
tips of their bows, and think of hugging the string to achieve the crescendo. I will
give one preparatory beat and the students need to come in exactly on time. Repeat
this entrance until the sections come exactly on my downbeat and have a big
-repeat beginning until the first beat of measure 2 with the whole orchestra until their
entrances are accurate and I can hear a crescendo.
-Play 1-19 consistently thinking of bow length, the baroque style, and announcing
the arrival of the King. If students stop using the correct bow length or style, stop
and start over until they can play 1-19 with the correct bow length throughout. Ask
for student feedback on how they kept up the bow lengths and Baroque style.
-19-25 remind student that only one bass, two cellos, and four violas are playing in
this part in order to correct the balance. The other students should sit in playing
position with their bows resting on their laps.
-This part of the music is the dainty Queen entering. Have students use the correct
bow lengths, but with less pressure in order to sound quieter and daintier.
-Play 19-25 having the students focus on bow length, dynamics, and sounding like a
-25-31 is the same as the beginning. Focus on the ritard and fermata in mm. 29-30.
Break apart by section. Conduct the 2nd violins, cello and basses, then the1st violins
and violas. Once they can achieve the ritard and fermata on their own, play 29 first
beat of 31 with the whole orchestra. Repeat multiple times.
-31-end is finally the fireworks the King and Queen have been waiting for. Ask a
student to tell me how the bow usage here is different from the beginning. (Tempo is
faster so the bow has to be faster)
-Quick bow usage exercise. Have students play quarter notes on their D strings at
the faster tempo, using their full bows, and keeping the spaces in between the notes
like a baroque bow would.
-Play 31-39 with repeat focusing on bow length and spaces between the notes. Stop
orchestra if they start playing without spaces between notes. Ask for student
feedback on how they kept up the bow lengths and Baroque style.
-39-48 remind violins of the exercise we did yesterday where they only played the
quarter notes using their full bows. Repeat this exercise. Then switch it up asking
the violins to only play the eighth notes and rest on the quarter notes to get the
spaces between the notes.
-Play 39-48 with repeats, focusing on bow length, the mf dynamic level, and
keeping the notes separate. Ask for student feedback on how they kept up the bow
lengths and Baroque style.

-48-end is the finale of the fireworks. End with a bang! This section is a repeat of 3148 so keep the same style and bow lengths. Play until 61.
-62-end, work on ritard, fermata, and making the last notes into a crescendo. Break
apart by section. Conduct the violas, cello, and bass. Then conduct violins. Once
they can achieve the ritard, fermata, and crescendo on their own play 62-end with
the whole orchestra. Repeat multiple times. Dont cut off fermata until I can see all
of their eyes looking at me.
-Depending on time, run 31-end with all the repeats having students focus on bow
length, the baroque style bowings with spaces between the notes, dynamics, and
the ending ritard. Ask for student feedback on how they kept up the bow lengths,
Baroque style, and ritards.
10:05 dismiss

-If there is time, try to run the whole piece pretending its the concert. If not, focus on
the entrance of the piece and pretending to be the heralds announcing the King, the
cuts made in 19-25, the ritard and transition into the Moderato, and the ending of
the piece.
-Since it is an A day, the outside students will be dismissed first to put away their
folders and instruments. Once there is enough room, dismiss the rest of the


Students need: Orchestra folders, pencils, and their instruments.

Teacher needs: White board, dry erase markers, tuner, baton, violin, and the Royal
Fireworks Music score.
To be written on the board before class:
Today we will focus on the articulations, dynamics, and tempo transitions in
Royal Fireworks Music.
Bow usage exercise
D scale to focus on bow usage
Royal Fireworks work on the whole piece