This lesson plan aims to teach students to play "Song for Christine" from Essential Elements Book 1 using proper arco technique. The plan outlines putting away instruments, demonstrating and practicing the song with pizzicato and arco bowing techniques. The teacher will listen and provide feedback to assess students' ability to accurately play the full song using proper form, bow placement, weight and speed. The lesson addresses Virginia music standards regarding instrumental techniques like finger placement, pitch matching, tone production and bow technique.
This lesson plan aims to teach students to play "Song for Christine" from Essential Elements Book 1 using proper arco technique. The plan outlines putting away instruments, demonstrating and practicing the song with pizzicato and arco bowing techniques. The teacher will listen and provide feedback to assess students' ability to accurately play the full song using proper form, bow placement, weight and speed. The lesson addresses Virginia music standards regarding instrumental techniques like finger placement, pitch matching, tone production and bow technique.
This lesson plan aims to teach students to play "Song for Christine" from Essential Elements Book 1 using proper arco technique. The plan outlines putting away instruments, demonstrating and practicing the song with pizzicato and arco bowing techniques. The teacher will listen and provide feedback to assess students' ability to accurately play the full song using proper form, bow placement, weight and speed. The lesson addresses Virginia music standards regarding instrumental techniques like finger placement, pitch matching, tone production and bow technique.
I. Goals/Objectives A. The students will accurately play the entirety of “Song for Christine” out of the Essential Elements Book 1 using correct arco technique.
II. Procedure/Sequence of Activities
A. First, students will put together instruments and leave cases and backpacks in designated areas (in hallway outside of classroom) B. Students will find seats and set out their Essential Elements book and flip to page 76, number 33. (Song for Christine) C. I will sit down at the front of the class and play Song for Christine using arco. D. I will ask Kevin to tell me what the fingering for F# is on the violin and then ask him to play it. E. I will ask Lauren to tell me what the fingering for C# is on the bass and play it F. Placing down my bow I will then ask the students to play Song for Christine along with me using piccicato. 2x through 1. If there are sections in which students are having a particularly difficult time with we will stop and play through sections slowly and then integrate them back into the full piece G. I will ask Willie to tell me what we should be watching for when we play with our bows; how do you bow? H. Next I will ask the students to pick up their bows and play Song for Christine using arco. I will not play this time and listen, giving feedback as we go. 2x through 1. Feedback to look out for; proper bow holds, they are bowing in the proper area of the instrument, pressing down hard enough on the strings to make a sufficient noise, holding the instrument correctly etc.
III. Assessment (Informal)
A. As I listen to the students in the last run-through of Song for Christine I will be assessing their ability to accurately play the entirety of the piece as stated in my objective. However, the entire time that I will be teaching I will be making sure that the students are comprehending what I am trying to explain, and they are fully understanding the concepts being taught to them. This will be done through watching them and addressing any problems that I notice. IV. National Standards/Virginia Standards of Learning Addressed (MIB. 11) A. MIB. 11 1. The student will demonstrate proper instrumental techniques, including a) finger/slide placement, using finger/slide patterns and fingerings/positions; b) matching pitches and beginning to make adjustments to facilitate correct intonation; c) production of tones that are clear, free of tension, and sustained; d) wind student—proper breathing techniques and embouchure; contrasting articulations (tonguing, slurring, staccato, accent); e) string student—proper bow placement, weight, angle, and speed; contrasting articulations (pizzicato, legato, staccato, two-note slurs); and f) percussion student—stick control and performance of multiple bounce roll, 5-stroke roll, flam, flam tap, and single paradiddle, open-close-open, on snare drum (from Percussive Arts Society [PAS] International Drum Rudiments); stick control with mallets, using appropriate grip.