Zachary Fisher

MUE 222
03/01/2016

Objective: By the end of class my students will be able to successfully identify the various parts
of the triangle and be able to play said triangle with proper technique.

Goals: 1. Begin class by passing a triangle amongst the students (without the beater).
2. Explain that this is a triangle, one of the most common percussion instruments used in
a band or orchestra. It was also one of the first accessory percussion
instruments.
3. Pass a beater amongst the students explaining that this is a beater and it it used to
“beat” the triangle.
3a. Note that both the triangles and beaters come in different sizes both of which
effect the sound you will get as a result.
4. Point out the opening on the triangle and explain that it allows the musician to easily
loop the clip onto the triangle.
5. Loop a clip onto the triangle and explain that this is the clip. Explain that it allows the
musician to hold the triangle without actually touching it and muffling the
sound. Show the difference by playing the triangle both correctly and
incorrectly.
6. QUICK ASSESSMENT: Question students on the various parts of the triangle.

7. Explain that you will now show how to properly play the triangle.
8. Explain while demonstrating that the proper way to hold the clip is to place your first
and third fingers underneath the clip with your second finger resting on top.
9. Demonstrate and explain that the triangle is to be hit with the beater at an angle and
not perpendicularly. This is because hitting at an angle produces more overtones
making the triangle have no pitch which is necessary for the triangle.
10. Explain and demonstrate the two different ways to create a roll. Be sure to explain
that the roll involving a single corner should not be attempted at the opening.
11. Pass out triangles and beaters allowing students to practice prior to assessment. Be
sure to fix any errors you can find.

Student Assessment: Assign triangles so that they are three students apart. (It is assumed there
are a limited number of triangles.) Explain that we will play a game in which we go down the
row of students from right to left (my right to my left that is) playing four single strokes in a
common time measure. After the student completes their measure they will immediately pass
their triangle to the right. As I reach the end of the row I will return to the other side where a new
student will play the triangle. This is repeated twice more so that all students have a chance to
play the triangle and be assessed for single stroke playing. Repeat this assessment with whole
note rolls now moving from left to right.