Basic Lesson Plan Format (fill spaces as needed) Samantha Williams

Lesson Title: Right Hand Bow Pedagogy Main Source: Essential Elements for Strings: Boo ! "ith #$%&'M (rade Le)el*#ontent +rea: Middle School (6th grade) #onte,t of Lesson Before: +"areness of a string instrument +fter: -nderstanding of the standard proper .o" hold

By

Standards (.rief description) TE/S: (c) /no"ledge and s ills0 (!) Perception0 The student descri.es and analyses musical sound and demonstrates musical artistry0 The student is e,pected to: (B) use standard terminology in e,plaining inter)als1 music notation1 musical instruments or )oices1 and musical performances0 ##&S: $0 +cademic .eha)iors !0 Self%monitor learning needs and see assistance "hen needed0 20 -se study ha.its necessary to manage academic pursuits and re3uirements0 40 Stri)e for accuracy and precision0 50 Perse)ere to complete and master tas s0 Lesson '.6ecti)es (indicate Bloom7s le)el) 1. Students will be able to identify the functions of each finger for the right hand bow techni ue !. Students will be able to a""ly the right hand bow techni ues by using one of their e#eryday $aterials for co$"arisons %. Students will be able to tell the difference between each sy$bol for bow direction Materials 1. Staff sheet $usic !. Pencils&Pen %. Bow

Lesson +cti)ities (re)ie"*procedure*3uestions) !%8ntroduction of the right hand .o" techni3ue 2%$escriptions of each finger7s 6o. 4%-se of pencil*pen method in comparison "ith actual .o" 5%9olding actual .o" "hile thin ing a.out each fingers position :%+ physical e,ample of ho" a student can tell "hether their .o" techni3ue is getting .etter ;%+ )isual e,ample of ho" musicians hold their .o" "hile performing <%8ntroduction on ho" to indicate the sym.ols for .o" direction =%+ "ritten e,ample of ho" each sym.ol loo s li e on sheet music >%?uestions a.out the lesson

Lesson +cti)ities (continued)

$ifferentiated 8nstruction (adaptations*e,tensions) ELL: Well1 most of the music )oca.ulary learned in class "ill .e in other different languages0 8 "ill help the students understand them .y using )isual representations0 Special @eeds: 8 "ill "or "ith communication "ith their parents and other ad)isors*helpers that "or "ith the students on "hat they are a.le to do "ithin the class0 (AT: 8f they are gifted and talented1 8 "ill pro)ide them "ith difficult music for solo and ensem.le competitions for the year0 Their pace "ill .e the same as other

students "hen it comes to the ensem.le as a "hole and "ill .e named section leader*principal to lead their fello" peers in performance0

Technology 8ntegration #omputer: BouTu.e We.site 8 used a )ideo from BouTu.eC 8 sho"ed them the cello player7s .o" techni3ue on the )ideo called Peponi .y The Piano (uys0 +ssessment*E)aluation (description of typesC matched to o.6ecti)es) 1. ' stated what each fingers (ob was on the bow and what ha""ens when the bow is not held correctly. !. By using the "encil&"en $ethod) ' allowed the students to ha#e an e*a$"le of what your bow hand should loo+ li+e co$"ared to holding a bow. %. ,owards the end of $y lesson) ' showed the students how to tell what direction the bow should go by reading sy$bols. #losure (re)ie"*pre)ie") For the lesson1 the class learned a.out the functions of each finger for the right hand and e,perienced holding an actual .o"0 They also got to "atch a )ideo on "hat an appropriate .o" hand loo s li eC 8 used a )ideo that is a popular song called Paradise1 .ut it "as a co)er0 8 e,plained to them that musicians can do this for a li)ing1 especially string musicians0 We ended the lesson .y loo ing at sym.ols on staff sheet music to see indicate .o" direction0 &eflection on Teaching +t first1 it "as roc y1 .ut 8 got the hang of it as 8 "ent along "ith my lesson0 8 plan to incorporate technology more "ith my lessons to eep students entertained and see different e,amples of musicianship and s ills*techni3ues for their instrument0 My fa)orite part "as using the pencil*pen method for appropriate .o" hold0 Students "ere not a"are that you could incorporate an e)eryday material to learn a su.6ect that is comple,0 Students "ere engaged and acti)ely listening as 8 demonstrated along "ith them on ho" to hold the pencil as if it "as a .o"0 They definitely did not e,pect to hold the .o" and did not realiDe ho" light the .o" "as0 8 also e,plained that if they could clim. up the .o" "hile eeping the same positions "ithin each finger that they had an amaDing .o" holdC also that it ta es practice for all musicians to ha)e a great .o" hold0 That is "hat 8 en6oyed "ith my teaching0