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Lesson Plan for "Song for Christine"

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.

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97 views2 pages

Lesson Plan for "Song for Christine"

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.

Uploaded by

api-425744426
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

Lesson Plan

Justus Butler - Song for Christine

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.

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