Lesson Plan 2/9 8th Grade Ensemble: 1st violins and cellos

Standards: 1.3.8.B.2 1.3.8.B.3 Materials for me: Instrument Pencils Music Score Tuner For Students: Music, Instrument, Pencil Objectives: 1. SWBT play measures 96 to the end of 'Funny Fiddlin' with appropriate shifts, counting and bowings. 2. Given a two octave D-Major scale, SWBT shift on the appropriate note to third position (violins only). 3. SWBT identify the section in 'Funny Fiddlin' where there is shifting as well as be able to demonstrate it. Prep: Tune Students and ask for them to get Funny Fiddlin and Meistersingers out and ready. 1. 1st violins will nd third position on the A-string by testing with their open D's (have cellos play open D). 2. Before students warm up their prior knowledge of third position by playing the upper octave of D-Major scale in third position, the instructor will demonstrate the half and whole steps in left hand for review. 3. The students will then play together (upper octave for cellos) while the instructor checks for appropriate nger patterns and hand positions. 4. Check cello player ngerings for lower octave now. Make sure ngering is correct. 1-2-4, 0-1-2-4, 0-1-3-4, 0-1-3-4 5. The class will then perform the two octave D-Major scale as a class in eighth note patterns (twice, once slow then fast). If there are issues, check 2 players at a time for understanding. Procedure: 6. Students will be asked to take out 'Funny Fiddlin' and direct them to measure 96-end. Ask questions like what key are we in? (cello players) and about where the shifting takes place (violins) and what nger do we shift with, and do we shift down to rst position again? etc. 7. Students are instructed to practice the two measures where the shift takes place. Give them two options of shifting after the open A or in the next measure after the rest. (measure 99 or 100) 8. Once the questions have been answered correctly, students are instructed to begin playing with instructor at measure 96. 9. To check and see that everyone has the string crossing and half steps, have students play it in smaller groups. If students have problems with a certain section, divide the section into four parts and assign each part two students to play it in order. 10. Back up to measure 88 to work on accents. Ask students what the < sign over the notes mean. 11. Demonstrate pinching the string with bow for the accent. Talk about which beats each instrument group has the accent on. 12. Instruct them to just play the accents (no other notes) on the right beat. 13. Put them together in measure 88. 14. Measures 88 to the end. 15. If there's time, back up to the G-major section (measure 48). Quiz them about what accidental changes in this key. (Cellos

have the harder section here) 16. If there is time, instruct students to take out March of the Meistersingers. Work on one measure before F to the end for counting accuracy. 17. Cellos should have the melody there and violins should be in sync with the 16th note tremolo. If violins have trouble, instruct them to subdivide the quarter notes in the measure before F (mississippi) and then count the beats of the following measures (rather than worrying about notes. Instructor will cue them in at G.

Assessment: I will be splitting up sections to help narrow down the issues students are having as a group with counting, bowings and ngerings. If I know there are only a few students who are having issues, the objective of my lesson for the students' smaller sectional class will be to focus on that issue. Grading on: Are they shifting correctly and in the appropriate place? Are they counting together on the right beats? Are they arriving together at letter G in Meistersingers. Are they prepared with music and pencils? Are they on time?