Be Part of the Music



Standards: (National Core Arts Standards)

Anchor Standard 4: Select, analyze, and interpret artistic work for presentation.


Anchor Standard 7: Perceive and analyze artistic work

Anchor Standard 9: Apply criteria to evaluate artistic work.

Materials:

Computer

Projector

Screen or white board (to project image)

Sound (computer or external source)

Appropriate Instrument Selection Reproducible

Preparations:

Prepare your computer by logging on, turning on the projector and sound and go to . Scroll down until you see the video selections. The videos you will use for this lesson are listed below:

1. Main Video

2. Violin

3. Viola

4. Cello

5. Bass

Lesson Objectives (Posted on board or Projected)

1. You will learn, “What is an Orchestra?”

2. You will learn about the different kinds of instruments in an orchestra.

3. You will learn ways that being in orchestra is fun.

4. You will learn the next steps to joining the orchestra at your school.

Procedure:

“Do Now!/Bell Ringer”

• Give students two minutes to discuss with a neighbor or small group, “What is an Orchestra?” (Be sure to circulate throughout the room and listen for some good answers!

• After two minutes, bring your class back and ask for 2 volunteers to give you their answers.

• Show the video, “Main Video”

• Follow video with, “Now let’s look at the different instruments you will want to play!”

The Violin

• Share with students, ““The violin is one of the most popular string instruments. It is also the highest sounding because its strings are the shortest and thinnest. I want you to take one minute and turn to a neighbor; can you come up with places you saw a violin being played?

• After one minute, bring class back together and ask for answers. (Answers will vary from an orchestra concert to maybe even a rock concert. The violin is a very versatile instrument so the sky could be the limit!)

• Share with students, “Now let’s look at the violin and how it sounds and is held. Remember to keep track of which instruments you want to play or don’t want to play on your worksheet.”

• Show “Violin” video from website.

• Share with students, “You just saw a really cool demonstration of the violin. Take two minutes and discuss with someone next to you something you liked and something you didn’t like.”

o Circulate throughout the room and listen to student responses

• After two minutes, bring your class back and ask for 2 volunteers to give you their answers.

The Viola

• Share with students, “The viola is a combination of the violin and the cello. It looks like a violin but plays the same strings and notes a cello. Do you see how the viola can be confused with a violin? I want you to take one minute and turn to a neighbor; can you come up with some similarities and differences between the violin and the viola?

• After one minute, bring class back together and ask for answers. (Acceptable answers include the slightly larger size and depth of the viola vs. the violin.)

• Share with students, “Now let’s look at a demonstration of the viola. Keep track of what you hear on your worksheet.”

• Show “Viola” video.

• Share with students, “You just saw a demonstration of the viola—cool? Take two minutes and discuss some other things you heard between the viola and violin. Do you prefer one or the other? Why?

o Circulate throughout the room and listen to student responses

• After two minutes, bring your class back and ask for 2 volunteers to give you their answers.

The Cello

• Share with students, “The next instrument is much bigger. It is the cello. Do you see how it looks like a big violin? The cello is played sitting down and uses a metal rod called an end pin. Because this instrument is bigger, what type of sound do you think it will have? Take one minute and discuss your answer.

• After one minute, bring class back together and ask for answers. (Acceptable answers can include that because the instrument is bigger, it will have a deeper/lower sound than the other instruments. The strings on a cello are also thicker than the violin and cello)

• Share with students, “Now let’s look at the cello and record your thoughts as you watch a cello demonstration.

• Show “Cello” video.

• Share with students, “You just saw a demonstration of the cello It has a very low sound doesn’t it? Take 2 minutes to discuss this instrument with a neighbor. Did you like about it or not like about it?”

o Circulate throughout the room and listen to student responses

• After two minutes, bring your class back and ask for 2 volunteers to give you their answers.

The Bass

• Share with students, “The final instrument we will learn about today is the bass. It is popular in orchestras as well as its electric version that is used in jazz bands and rock bands. It provides a great low sound for many different groups. You will notice that you have to lean on a stool or stand to play it. It also has an endpin like a cello. What is something you would like to learn about the bass? Take one minute and discuss your answer.

• After one minute, bring class back together and ask for answers. (Answers will range with student preference.)

• Share with students, “Now let’s look at the bass and record your thoughts as you watch a bass demonstration.

• Show “Bass” video.

• Share with students, “You just saw a demonstration of the bass. Take 2 minutes to discuss this instrument with a neighbor. What did you like about it or not like about it?”

o Circulate throughout the room and listen to student responses

• After two minutes, bring your class back and ask for 2 volunteers to give you their answers.

Closure

• Share with students, “You have viewed all of you instrument choices. Take two minutes to review your choices and answer the question, ‘What instrument do I want to play’”

• Ask for volunteers to share their instrument choices.

• Share with students, “You may be nervous about learning to play a new instrument. It is ok! I will help teach you everything you need to know about being a part of the orchestra. I will be around to tell you the next steps about join orchestra. It will be such a rewarding and cool experience for each and every one of you! Just remember, no matter what instrument you choose to play, we want you to be a part of the orchestra!

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A Note to Teachers: THANK YOU for taking time out of your busy schedule to help introduce students to orchestra. As you may know the research shows that music education is a life changing activity! Student recruitment is one of the most critical, yet often overlooked, parts of our program and we thrilled that you are helping your music teacher with this highly important task.

You may choose to complete this lesson in one slot of time (about 40 minutes) or break it up into smaller teachable segments by instrument.

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