Subject: Beginning Strings

Subject: Beginning Strings Date: October 6, 2008

Unit Essential Question: How do we demonstrate proper instrument position and bow hold on the violin? Lesson Essential Question: How do we demonstrate a proper pencil bow hold?

Thinking Strategies: Discussion, Cooperative Learning/Pairs Teaching Strategies: Demonstration/Modeling, Guided Practice, Collaborative Pairs, Independent Practice Summarizing Strategies: Performance Based, 3-2-1 Assessment: Performance

Concepts & Objectives: perform on at least one instrument (alone and in X MU.A.2.3.1 groups) using proper techniques recognize the different instruments within the string MU.A.2.3.1 family understand the proper care and MU.A.2.3.1 maintenance of the instrument identify the different parts of the MU.A.2.3.1 instrument and bow identify the names of MU.A.2.3.1 the strings recognize a characteristic tone on MU.A.2.3.1 each of the instruments recognize and demonstrate correct playing positions: arco, x MU.A.2.3.1 pizzicato, right hand, sitting, standing perform with equal fluency across MU.A.2.3.1 all four strings demonstrate down MU.A.2.3.1 bow/upbow demonstrate the ability to play with good intonation MU.A.2.3.1 using appropriate fingers demonstrate the ability to perform two and MU.A.2.3.1 three note slurs and ties perform a G,D, C MU.A.2.3.1 major scale perform in all parts of the bow MU.A.2.3.1 (upper, lower, and middle) understand note and rest values MU.A.2.3.1 (whole -eighth) understand 2/4, 3/4, and 4/4 time MU.A.2.3.1 signatures define and understand: clef, measure, sharp, flat, natural, MU.A.2.3.1 slur, tie, repeat sign, leger line, up/down bow demonstrate independent performing by MU.A.2.3.1 playing in two and three parts Materials: Pencil, Visual aid (pencil bow hold pictures), Pencil bow hold checkpoint assessment sheet, Bow hold bunny props, violin and bow

Strategies:  Review open hand bow hold (model) o “Do what I do,” Bert vs. Fran (Bert Bunny: good bunny bow hold, Fran Bunny: poor fingertip bowhold) o Refer to bow hold photo for checkpoints (below)  Demonstrate steps of pencil bow hold (non verbal), discriminating between right and wrong versions (do what I do, guided practice) o Set helper hand (left hand) o Thumb o Middle fingers o Pinkie o Index finger o Repeat process 1-2 times as needed (guided practice); Bert vs. Fran  Refer to pencil bow hold photos for assessment checkpoints (dry erase board, handout)  Independent practice (summarization performance) o 15 second bow hold challenge o Discussion/ evaluation  Guided practice. Student model leads while I circulate through classroom. o Have student demonstrate 3 times . First regular . Second super speed . Third super slow motion o Have student model pick the student with the best bow hold based on the checkpoints  Independent practice in collaborative pairs o Alternating teacher/student roles (have students evaluate one another using assessment sheet  Closing/ summarization exercise o Preview of next class: bow hold on real bow . Refer to bow hold picture and demonstrate on real instrument o 3-2-1 exercise: o On back of assessment sheet list 3 checkpoints of a pencil bow hold o List the two characters that represent correct and incorrect versions of the bow hold o List one question you have about the bow hold 5th Grade Beginning Strings

Pencil Bow Hold Checkpoints

4=Exemplary 3=Proficient 2=Developing 1= Does not demonstrate

Bent Thumb 1 2 3 4

Round Fingers 1 2 3 4

Middle and ring fingers 1 2 3 4 touch pencil inside first joint

Middle fingers form a circle 1 2 3 4 with thumb

Round pinky on tip 1 2 3 4

Pointer finger touches 1 2 3 4 pencil between first and second joint

Fingers evenly spaced 1 2 3 4 Bert Bunny