Unit Title: Learning About Your Stringed Instrument, Beginning Strings

Unit Plan

Unit Title: Learning About Your Stringed Instrument, Beginning Strings Grade: 6th Grade Beginning Strings Time needed to teach the unit: 7 days

Goals: Students will choose an instrument and learn how to care for their instrument. Students will learn the parts of their instrument, the open strings on their instrument, accurate positions on their instrument, how to pizzicato the open strings, D and A tetrachords and a D Major Scale on their instrument, and demonstrate an early bow hold using a pencil. Students will be able to pizzicato, with correct note names, #1-8, pages 4- 5, Essential Elements Book 1.

Objectives: Upon completion of this unit students will have chosen (Affective) a stringed instrument to play and be able to: 1. Care for it properly (Cognitive, Affective and Psychomotor) (MU.A.2.3) 2. Identify the name of the stringed instrument and it’s various parts (Cognitive) (MU.A.2.3) 3. Identify the open strings by name (Cognitive) (MU.A.2.3) 4. Identify 2 of the open strings by their location on the musical staff (Cognitive) (MU.A.3.3) 5. Note Name and Pizzicato the open strings (Psychomotor) (MU.A.2.3) 6. Demonstrate guitar position (Psychomotor) (MU.E.2.3) 7. Demonstrate accurate left hand position (Psychomotor) (MU.A.2.3) 8. Note Name and Pizzicato the D and A tetrachords (Psychomotor) (MU.A.2.3) 9. Note Name and Pizzicato the D Major Scale (Psychomotor) (MU.A.2.3) 10. Demonstrate early bow hold using a pencil (MU.A.2.3) 11. Note Name and Pizzicato exercises #1-8, pages 4-5, Essential Elements Book 1 (MU.A.2.3)

Rationale: Stringed instruments have a prominent place in history. The stringed instruments date back to the 14th -16th centuries (MU.C.1.3), and playing a stringed instrument enhances the student’s knowledge of and the string instruments place in history. Learning to play a stringed instrument enhances problem-solving, teamwork, goal-setting, self-expression, physical coordination, memory skills, self-confidence, concentration, poise, and so much more.

Content: Correct packing, unpacking and handling of the instrument; naming the instrument and its various parts; note naming the open strings and the notes of the D and A tetrachords and the notes of the D major scale; being able to pizzicato the open strings, the D and A Tetrachords, and the D major scale; demonstrating accurate guitar position and accurate left hand position; demonstrating an early bow hold using a pencil. Essential Elements Book 1, pages 4-5, #1-8. Assessment of Student Learning: Teacher will have a daily checklist of items that should be accomplished by each student. Teacher uses an echo-pattern for each item that is worked on using daily teacher/students responses. Students will take their instruments home each day with assignments to be worked on. Their will be weekly playing tests for each student.

Materials: Instrument (violin, viola, cello or bass) Shoulder rests (violins only)/Rock Stops (cellos and basses) Essential Elements Book 1, by Allen, Gillespie, Hayes Pencil LESSON PLAN – DAY 1

Basic Skills: The best way to learn an instrument is to practice one skill at a time, repeating each step until you are comfortable demonstrating it for the teacher and classmates.

Time needed to teach the lesson: one class period

Goal: Familiarize the students with the instruments of the orchestra and assist them in choosing the instrument they want to play.

Objectives: Upon completion of this lesson, the students will be able to: 1. Identify the instruments of the orchestra (Cognitive, Affective) (MU.C.1.3) 2. Write down the instrument that they want to play and tell me the correct size instrument that they should get. (Affective, Cognitive and Psychomotor) (MU.A.2.3) 3. Get their instrument from the storage room, unpack it and set it up correctly. (Psychomotor) (MU.A.2.3) 4. Identify the dots on their instrument and describe their function. ((Cognitive, Psychomotor) (MU.A.2.3)

Materials: Violin, Viola, Cello and Bass Lap boards for assistance is writing (no desks in the room) Pencil for each student Instrument for each student Dots for the fingerings Student Information Sheet, for student and instrument identification Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual

Procedure: 1. Students enter room quietly, stand around the room quietly, and wait to hear their name called out and shown the chair that they should sit it. 2. Teacher will demonstrate each of the instruments by play a tune (on each instrument) that all the students know, Twinkle, Twinkle Little Star, and talk to the students about the differences between each of the instruments. 3. Teacher will pass out lap boards and pencils and Student information sheets to each student, have the students fill out the sheet choosing the instrument they want to play. 4. Teacher will bring each student up individually and determine what size instrument he/she needs and ask the student to write it down in the appropriate spot on the information sheet. 5. Teacher will show the class where the instruments are located, and ask the students to get the instrument that is assigned to them, one at a time, when the teacher calls out the students’ name and instrument number. 6. Each student needs to get the instrument and simply hold on to it, and not unpack it until instructed to do so. 7. Students playing violin and viola will be asked to put their case on the left side of their chair, flat on the floor, with the latches facing them, open the case, take out the instrument by it’s neck, and place the case under their chair. 8. Students playing cello or bass will be asked to take the bow out of their case first, put it on the floor next to their chair, unpack their instruments, fold up their cases and put their under their chair or in the cello/bass storage room. 9. The teacher will come around to each student with a set of dots and asked each student to hand the teacher 4 dots and watch while the teacher places the dots on the instrument showing the student the location and telling the student that the dots are to show him/her where to place their fingers when playing the instrument. 10. The students will be asked to pack up their instruments with teacher supervision and take them to the individual instrument storage rooms being dismissed one row at a time to take the instrument to the storage, place it in it’s correct slot and return to his/her chair and wait to be dismissed.

Assessment: Teacher observation, constantly walking around the classroom Group and individual student responses in class Teacher checklist Daily position check(s)

Teacher Reflections, Evaluation of Lesson, Suggestions for Revisions: LESSON PLAN – DAY 2

Goal: Familiarize the students with the tuning procedure, the open strings, the left hand set up and the early bow hold using a pencil.

Objectives: Upon completion of the lesson, the students will be able to 1. Assist the teacher in the completion of the tuning procedure that is to be performed every day at the beginning of class. (Cognitive, Psychomotor) (MU.A.2.3) 2. Demonstrate guitar position (Psychomotor) (MU.C.1.3) 3. Note name and pizzicato the open strings on the instrument (Cognitive, Psychomotor) (MU.A.2.3) 4. Show me what a touch point is and where it is placed (Psychomotor) (MU.A.2.3) 5. Demonstrate an early bow hold using a pencil (Psychomotor) (MU.A.2.3)

Materials: Instrument for the teacher Violin, viola, cello and bass – each student’s instrument Pencil for each student McAdams metronome/tuner Washable marker Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual

Procedure: 1. Students will enter the room quietly, get their instrument from the storage room, unpack correctly, and sit quietly. 2. Teacher will turn on the tuner, sounding an ‘A’ and go around to each student, taking each students instrument and tuning it to the ‘A -440’. 3. Teacher will ask the students to cradle the violin/viola under your right arm. Raise the scroll to should height. Be sure the back to the violin/viola is flat against your stomach. 4. Teacher will ask the students to identify the letter names of each string: G (lowest pitch), D, A, E (violin, bass) and C (lowest pitch, viola and cello)), G, D, A. 5. Teacher will ask students playing violin or viola to raise their right thumb over the strings while continuing to hold the instrument. Pluck the strings as directed by the teacher. Plucking the strings is called pizzicato, and is abbreviated pizz. 6. Teacher will ask students playing cello and bass to adjust the length of the end pin so that the nut of the bass is near the top of your forehead when standing and the scroll of the cello is near your nose when standing. 7. Cellos will sit on the front half of their chair with their feet positioned underneath their knees, and place the end pin directly in front of them one arm’s length away. Lean the cello slightly to the left and allow the instrument to rest against your chest. The ‘C’ peg should be near your head and behind your left ear, and both knees should touch the cello just below the ‘C’ bout. 8. Basses will be asked to sit squarely on the front half of the stool with their right foot on the floor and their left foot on a rung of the stool, and place the end pin in front of their left foot about one arm’s length away. Rotate the bass slightly to the right and lean the bass toward your body so that the upper bout rests against the left side of your stomach. 9. Teacher will pizzicato each of her strings, asking the students to match her and find the specific string asked for, using an echo-response technique and have the students pizzicato back to the teacher repeating the strings/rhythms/notes that the teacher demonstrates. Teacher will do this with each instrument, with all 4 strings on each instrument labeling it the ‘Open String Symphony’. 10. Teacher will go around to each student, with a washable marker, marking the touch points on each student, one for the violins and violas, 5 touch points for the cellos and basses. 11. Teacher will ask the students to touch these touch points to the neck on their instrument, by copying the teacher. 12. Teacher will go around to each student checking for understanding and assisting any students that need to have their touch point(s) adjusted. 13. Teacher will pass out a pencil to each student, and demonstrate the correct bow hold using a pencil and ask the students to copy her. 14. Directions for violin and viola will be to hold a pencil in your left hand at eye level, hang your right fingers over the top of the pencil as shown by the teacher, place your 4th finger on the top of the pencil, touch the tip of your right thumb to the pencil just opposite your 2nd finger. The curve of your thumb will form an oval with the finger. Lean your right hand so the first finger rests on top of the pencil between the 1st and 2nd joints. Keep your fingers relaxed. Remove your left hand from the pencil. 15. Directions for cello and bass will be to hold the pencil in your left hand about waist level. Place the tip of your right thumb between the first and second joints of your second finger. Place the pencil between your thumb and 2nd finger, while keeping your thumb gently curved. The pencil should touch your first three fingers between the first and second joints, and touch the fourth finger at the first joint, as demonstrated by the teacher. Keep your fingers relaxed. Remove your left hand from the pencil. 16. Teacher will walk around the room assisting all students and adjusting what needs to be adjusted. 17. The students will be asked to pack up their instruments with teacher supervision and take them to the individual instrument storage rooms being dismissed one row at a time to take the instrument to the storage, place it in it’s correct slot and return to his/her chair and wait to be dismissed.

Goal: Students will demonstrate knowledge of the tuning procedure, open strings, ‘Open String Symphony’, left hand set up with touch point, pizzicato D tetrachord, and early pencil bow hold.

Objectives: Upon completion of the lesson, the students will 1. Become more familiar with the tuning procedure (Cognitive, Psychomotor) (MU.A.2.3) 2. Be able to pizzicato the open strings and name them, using the ‘Open String Symphony’ (Cognitive, Psychomotor) (MU.A.2.3) 3. Demonstrate the left hand set up, concentrating on the touch point(s) (Psychomotor) (MU.A.2.3) 4. Demonstrate pizzicato of the ‘D’ tetrachord (Cognitive, Psychomotor) (MU.A.2.3) 5. Demonstrate the pencil bow hold (Cognitive, Psychomotor) (MU.A.2.3)

Materials: Tuner Instrument for the teacher Instruments for each student-violin, viola, cello and bass Washable marker for marking of touch points Pencil Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual

Procedure: 1. Students will enter the room quietly, get their instrument from the storage room, unpack correctly, and sit quietly. 2. Teacher will turn on the tuner, sounding an ‘A’ and go around to each student, taking each students instrument and tuning it to the ‘A -440’. 3. Teacher will review the guitar position and instrument position from the previous days’ lesson, checking for understanding and any review needed. 4. Teacher will ask the students to identify the letter names of each string: G (lowest pitch), D, A, E (violin, bass) and C (lowest pitch, viola and cello)), G, D, A. 5. Teacher will pizzicato each of her strings, asking the students to match her and find the specific string asked for, using an echo-response technique and have the students pizzicato back to the teacher repeating the strings/rhythms/notes that the teacher demonstrates. Teacher will do this with each instrument, with all 4 strings on each instrument labeling it the ‘Open String Symphony’. 6. Teacher will review the touch point(s) and mark each student that needs a reminder. 7. Teacher will ask for a demonstration of the touch point from each student, walking the room, adjusting as needed. 8. After the students have correctly demonstrated the touch point, help violins and violas to form their left hand set up by shaping their left hand in the form of a square. The square is formed by the fingernail, top of the finger, side of the finger, and the fingerboard. The side of the index finger should touch the side of he fingerboard near the base hand knuckle. This allows the other fingers to be poised over the fingerboard for better playing and intonation, and promotes a straight and relaxed left wrist; otherwise, poor left hand skills will develop. 9. The students playing cello and bass will be instructed to form their left hand, touching the thumb to the back of the neck, behind the 2nd finger, forming the hand as if they were holding a soda can, fingers equally spaced apart, with the index finger set about 2 inches away from the nut (the end of the fingerboard). 10. Teacher should walk the room, at all times, checking for understanding and adjusting any students that need help. 11. Teacher will pizzicato patterns of notes on the D string using the left hand setup that was just formed, and ask for students to echo to develop listening skills and left hand setup skills. 12. Teacher will constantly be evaluating each student and adjusting any that are in need. 13. Teacher will pass out a pencil to each student, and demonstrate the correct bow hold using a pencil and ask the students to copy her. 14. Directions for proper pencil bow hold will be repeated, just like the previous days lesson, with teacher checking for understanding. 15. Directions for violin and viola will be to hold a pencil in your left hand at eye level, hang your right fingers over the top of the pencil as shown by the teacher, place your 4th finger on the top of the pencil, touch the tip of your right thumb to the pencil just opposite your 2nd finger. The curve of your thumb will form an oval with the finger. Lean your right hand so the first finger rests on top of the pencil between the 1st and 2nd joints. Keep your fingers relaxed. Remove your left hand from the pencil. 16. Directions for cello and bass will be to hold the pencil in your left hand about waist level. Place the tip of your right thumb between the first and second joints of your second finger. Place the pencil between your thumb and 2nd finger, while keeping your thumb gently curved. The pencil should touch your first three fingers between the first and second joints, and touch the fourth finger at the first joint, as demonstrated by the teacher. Keep your fingers relaxed. Remove your left hand from the pencil. 17. Teacher will walk around the room assisting all students and adjusting what needs to be adjusted. 18. The students will be asked to pack up their instruments with teacher supervision and take them to the individual instrument storage rooms being dismissed one row at a time to take the instrument to the storage, place it in it’s correct slot and return to his/her chair and wait to be dismissed.

Assessment: Teacher observation, constantly walking around the classroom Group and individual student responses in class Teacher checklist Daily position check(s) Body position Feet position Instrument position Fingers curved over strings Thumb shape and position Violin/viola: square first finger Left wrist straight and relaxed

Students will at this point be notified of the first weekly playing test which will consist of a pencil bow hold test and a left hand setup test.

Goal: Students will demonstrate an understanding of the tuning procedure and its use in the classroom, the D and A tetrachords, early understanding of the D major scale, early understanding of the notes in Twinkle, Twinkle Little Star, and bow holds on the bow.

Objectives: 1. Teacher tuning the class with no talking or instrument noise. (Affective) (MU.A.2.3) 2. Open String Symphony with complete knowledge of the string names. (Cognitive, Psychomotor) (MU.A.2.3) 3. Pizzicato and note name the D tetrachord and begin the A tetrachord (Cognitive, Psychomotor) (MU.A.2.3) 4. Begin note names and pizzicato of the D major scale (Cognitive, Psychomotor) (MU.A.2.3) 5. Begin note names and pizzicato of Twinkle, Twinkle Little Star (Cognitive, Psychomotor) (MU.A.2.3) 6. Begin bow holds on the bow (Psychomotor) (MU.A.2.3) 7. Inform students that the stands and books will be in place for tomorrow’s class. (Affective)

Materials: Tuner Instrument for the teacher Instruments for each student-violin, viola, cello and bass Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual

Procedure: 1. Students will enter the room quietly, get their instrument from the storage room, unpack correctly, and sit quietly. 2. Teacher will turn on the tuner, sounding an ‘A’ and go around to each student, taking each students instrument and tuning it to the ‘A -440’. At this point, all students should understand that the room must be completely quiet for the teacher to tune all of the instruments and there should be minimal reminders from the teacher to the students. 3. Teacher will review the guitar position, instrument position and open string names from the previous days’ lesson, checking for understanding and any review needed. 4. Teacher will pizzicato the ‘Open String Symphony’ and ask the students to play it back to her. 5. Teacher will pizzicato each note of the ‘D’ tetrachord, asking the students to play it back, and then combining all of the notes, forming the entire tetrachord. Once the students have mastered this, with possible repetition needed, the teacher will go on to the ‘A’ tetrachord. 6. Teacher will have the students shake out their left hands, reset the left hand position, and note by note, have the student’s pizzicato the ‘A’ tetrachord one note at a time, and then combining all of the notes, forming the entire ‘D’ tetrachord. 7. Teacher will then explain that the D and the A tetrachords put together make up the D major scale. The teacher will have the students set their left hand, pizzicato each note of the D major scale in echo patterns to the teacher, one note at a time, correcting fingerings as needed, and then combining all of the notes, in an echo pattern, have the students pizzicato the D major scale. Reminder: this is till in an echo pattern, allowing the students to rest between notes, not the entire scale just yet without a break. 8. Teacher will begin to teach the students ‘Twinkle, Twinkle Little Star’ one section at a time, using correct note names and accurate fingerings for each different instrument, teaching the students to pizzicato Twinkle, Twinkle Little Star. 9. Have the students take out the bow, talk about the parts of the bow, and teach the students how to tighten the bow the right amount. 10. Begin bow holds on the bow by reminding the students the correct placement of fingers for the pencil bow hold, and asking the students to transfer those placements to the regular bow, reviewing each of the steps to a correct pencil bow hold on the regular bow. 11. Inform students that the stands and books will be in place for tomorrow’s class. 12. The students will be asked to pack up their instruments with teacher supervision and take them to the individual instrument storage rooms being dismissed one row at a time to take the instrument to the storage, place it in it’s correct slot and return to his/her chair and wait to be dismissed

Assessment: Teacher observation, constantly walking around the classroom Group and individual student responses in class Teacher checklist Daily position check(s) Bow Hold Test and Left Hand Setup Test coming up

Goal: Books and stands setup before the students come in. Students will demonstrate knowledge of the note names and fingerings on the D and A strings and be able to use the notes on the D and A strings to make a song and be able to read the open D and open A strings on the staff

Objectives: 1. Note name and pizzicato, with accurate fingerings, the D and A tetrachords. (Cognitive, Psychomotor) (MU.A.2.3) 2. Note name and pizzicato, with accurate fingerings, the D major scale (Cognitive, Psychomotor) (MU.A.2.3) 3. Note name and pizzicato, in sections, in echo-patterns, Twinkle, Twinkle Little Star 9 (Cognitive, Psychomotor, Affective) (MU.A.2.3) 4. Note name and pizzicato the open D and open A strings, recognizing them on the music staff, using Essential Elements Book 1, page 4 #1, 2, 3 and 4 (Cognitive, Psychomotor, Affective-when used with the CD). (MU.A.3.3)

Materials: Tuner Instrument for the teacher Instrument and bow for each student-violin, viola, cello and bass Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual One stand for each student Essential Elements for Strings Book 1, student books, violin, viola, cello and bass

Procedure: 1. Students will enter the room quietly, get their instrument from the storage room, unpack correctly, and sit quietly. 2. Teacher will turn on the tuner, sounding an ‘A’ and go around to each student, taking each students instrument and tuning it to the ‘A -440’. At this point, all students should understand that the room must be completely quiet for the teacher to tune all of the instruments and there should be minimal reminders from the teacher to the students. 3. Teacher will play the D tetrachord and using an echo-pattern, ask the students to play it back. 4. Teacher will play the A tetrachord and using an echo-pattern, ask the students to play it back. 5. If any review is needed for the D and A tetrachord, the teacher should break it down into individual notes and review the D and A tetrachords. 6. Using an echo-pattern, the teacher should have the students, using a correct left hand setup, pizzicato the D scale, one note at a time, and if there is 98% understanding, the teacher should have the students’ pizzicato the entire D major scale. 7. If there is any lack of understanding the teacher should back up to the previous lessons’ introduction of the D major scale and review left hand setup, note names and accurate fingerings. 8. Teacher will teach the students ‘Twinkle, Twinkle Little Star’ one section at a time, using correct note names and accurate fingerings for each different instrument, teaching the students to pizzicato Twinkle, Twinkle Little Star. This may be a review for some, for others it may be brand new, so each section of Twinkle must be taught one at a time. 9. Open up the Essential Elements book 1, and read student page 1 using student volunteers to the read the history, using this as a discussion tool to the history of the stringed instrument. 10. Have the students look at page 2 and compare their instrument to the one in the picture and find all of the different parts of the instrument on page 2 and on their instruments. 11. Look at page 4, and have student volunteers read each of the definitions and discuss each of the terms and how they relate to the music. 12. On page 4, #1, have the students note name each individual measure after the teacher in an echo-pattern, then pizzicato each individual measure in an echo-pattern after the teacher, then pizzicato all 4 measures all together. Each selection in the Essential Elements book can be accompanied by a play-along track found in the CD Play Along Trax recordings, also available on cassette. After the students pizzicato all of number 1 without the CD, they should listen to the CD, following the listening directions and pizzicato #1 with the CD. 13. The teacher should instruct the students on doing the above exercise with #2, 3 and 4 on page 4 of the Essential Elements Book 1. 14. The students will be asked to pack up their instruments with teacher supervision and take them to the individual instrument storage rooms being dismissed one row at a time to take the instrument to the storage, place it in it’s correct slot and return to his/her chair and wait to be dismissed

Assessment: Teacher observation, constantly walking around the classroom Group and individual student responses in class Teacher checklist Daily position check(s) Bow Hold Test and Left Hand Setup Test (at the end of this week)

Goal: The students will continue to develop their knowledge of the D major scale, and be more proficient when using pizzicato to play the D major scale. The students will become more proficient when playing Twinkle, Twinkle Little Star, and become more familiar when recognizing open D and open A on the musical staff.

Objectives: 1. Complete quiet when tuning (Affective) (MU.A.2.3) 2. Note name and pizzicato the D major scale, with accurate note names and accurate fingerings (Cognitive, Psychomotor) (MU.A.2.3) 3. Note name and pizzicato Twinkle, Twinkle Little Star, with accurate note names and fingerings (Cognitive, Psychomotor) (MU.A.2.3) 4. Note name and pizzicato Essential Elements Book 1, page 4 #5, 6, 7 and 8. (Cognitive, Psychomotor, Affective-when used with the CD) (MU.A.3.3)

Materials: Tuner Instrument for the teacher Instrument and bow for each student-violin, viola, cello and bass Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual Essential Elements for Strings Book 1, student books, violin, viola, cello and bass One stand for each student

Procedure: 1. Students will enter the room quietly, get their instrument from the storage room, unpack correctly, and sit quietly. 2. Teacher will turn on the tuner, sounding an ‘A’ and go around to each student, taking each students instrument and tuning it to the ‘A -440’. At this point, all students should understand that the room must be completely quiet for the teacher to tune all of the instruments and there should be minimal reminders from the teacher to the students. 3. Teacher will play the D tetrachord and using an echo-pattern, ask the students to play it back. 4. Teacher will play the A tetrachord and using an echo-pattern, ask the students to play it back. 5. If any review is needed for the D and A tetrachord, the teacher should break it down into individual notes and review the D and A tetrachords. 6. Using an echo-pattern, the teacher should have the students, using a correct left hand setup, pizzicato the D scale, one note at a time, and if there is 98% understanding, the teacher should have the students’ pizzicato the entire D major scale. 7. If there is any lack of understanding the teacher should back up to the previous lessons’ introduction of the D major scale and review left hand setup, note names and accurate fingerings. 8. Teacher will teach the students ‘Twinkle, Twinkle Little Star’ one section at a time, using correct note names and accurate fingerings for each different instrument, teaching the students to pizzicato Twinkle, Twinkle Little Star. This may be a review for some, for others it may be brand new, so each section of Twinkle must be taught one at a time. 9. Look at page 5, and have student volunteers read each of the definitions and discuss each of the terms and how they relate to the music. 10. On page 5, #5, have the students note name each individual measure after the teacher in an echo-pattern, then pizzicato each individual measure in an echo-pattern after the teacher, then pizzicato all 4 measures all together. Each selection in the Essential Elements book can be accompanied by a play-along track found in the CD Play Along Trax recordings, also available on cassette. After the students pizzicato all of number 5 without the CD, they should listen to the CD, following the listening directions and pizzicato #5 with the CD. 11. The teacher should instruct the students on doing the above exercise with #6, 7 and 8 on page 5 of the Essential Elements Book 1. 12. The students will be asked to pack up their instruments with teacher supervision and take them to the individual instrument storage rooms being dismissed one row at a time to take the instrument to the storage, place it in it’s correct slot and return to his/her chair and wait to be dismissed

Goal: Students will demonstrate an accurate bow hold and an accurate left hand setup, be able to pizzicato a D major and demonstrate good concert etiquette, by taking their first playing test.

Objectives: 1. Demonstrate improved knowledge of the tuning procedure (Cognitive, Affective) (MU.A.2.3) 2. Pizzicato a D major scale on their instrument (violins & violas in guitar position) (Cognitive, Psychomotor) (MU.A.2.3) 3. Demonstrate an accurate bow hold on the bow (Cognitive, Psychomotor) (MU.A.2.3) 4. Demonstrate an accurate left hand setup on their instrument (Cognitive, Psychomotor) (MU.A.2.3)

Materials: Tuner Instrument and bow for each student-violin, viola, cello and bass Essential Elements for Strings Book 1, by Allen, Gillespie, Hayes, Teacher’s Manual One stand for each student Essential Elements for Strings Book 1, student books, violin, viola, cello and bass Playing test teacher assessment list and form (teacher material)

Procedure: 1. Students will enter the room quietly, get their instrument from the storage room, unpack correctly, and sit quietly. 2. Teacher will turn on the tuner, sounding an ‘A’ and go around to each student, taking each students instrument and tuning it to the ‘A -440’. At this point, all students should understand that the room must be completely quiet for the teacher to tune all of the instruments and there should be minimal reminders from the teacher to the students. 3. Teacher will demonstrate the introduction to the D major scale, which are the notes on the D strings played in reverse order. The teacher will instruct the students that when she reaches the open D string, the students are to pizzicato their open D string and continue on up the D major scale, playing the D major scale pizzicato up and pizzicato down. The teacher should tell the students that they are to remember this introduction, as it will be used every day for the D major scale which will become their daily warm-up. 4. The teacher will review the bow hold and the left hand setup with the students, as the review before the test. 5. The teacher will talk about the rules of concert etiquette: a. No talking b. No instrument noise c. No moving around the room d. No laughing e. Show your classmate respect f. Try not to look at your classmates who are taking their tests, because you probably don’t want to be stared at either. g. Review the classroom rooms, especially the ones that pertain to test taking, found in the orchestra handbook. 6. Using the teacher’s test form, one for the bow hold and one for the left hand setup, the teacher will walk around the room, giving each student a chance to set their best bow hold, check it, and present it to the teacher. This bow hold will be graded, as to the correct placement of each finger and the thumb, 5 points being deducted for each inaccurate placement. The teacher will then move on to the next student. 7. Using the test form for the left hand setup, the teacher will then walk around the room again, allowing each student to present their best left hand setup, deducting from 2-5 points for each inaccurate finger or thumb placement or an incorrect placement of the instrument. 8. The students will be dismissed using the same procedure as in previous days. 9. The students will be allowed to come up to the teacher, one at a time, as they finish packing up and putting away their things, and ask the teacher the grades they received on their bow hold test and on their left hand setup test. 10. When each student has packed up and put away their things and received their grade, they may leave class.

Assessment: Teacher observation, constantly walking around the classroom Group and individual student responses in class Teacher checklist Daily position check(s) Bow hold test and Left Hand Setup test

Teacher Reflections, Evaluation of Lesson, Suggestions for Revisions: