MSOE Second Violin Sectional Lesson Plan Week 9

Ms. Lindahl

Objectives:
1. SWBAT do a run through of Stronger Together with correct notes, bowing,
dynamics, and articulation at a quarter note=110.
2. SWBAT identify trouble spots in Stronger Together to work on.
3. SWBAT do a run through of Forever Joyful with correct notes, bowing, dynamics,
and articulation at a quarter note=100.
4. SWBAT identify trouble spots in Forever Joyful to work on.
5. SWBAT do a run through of Fantasy with correct notes, bowing, dynamics, and
articulation at a quarter note=72.
6. SWBAT identify trouble spots of Fantasy to work on.
7. SWBAT do a run through of Bartok with correct notes, bowing, dynamics, and
articulation at a quarter note=110.
8. SWBAT identify trouble spots of Bartok to work on.

Rationale:
There are many notes and rhythms from each part that work together to form the
melodies and harmonies of the piece. The piece is not up to its full potential unless each
player knows how to play his/her part accurately and why it is important that they do. It
is also important for the students to use the same bowings to be more aesthetically
pleasing to the audience and to get a more similar sound.
Run throughs are effective for students to diagnose the spots that need the most work.
It also is more enjoyable for the students than only doing bits and pieces.
It is also very important for the students to know good practice techniques for the
sections they struggle with. Without good practice, they will not improve much from
lesson to lesson. Finally, it is important that they be able to identify trouble spots while
rehearsing, such as unusual bowings and fingerings, to which they can apply these
practice techniques.

Setting:
This lesson will have nine second violinists in grades 6-8 with a variety of skill levels.
The lesson will take place in the Music Therapy room at about 7:15 P.M. There will be
one teaching artist present. The students will be rehearsing music for the MSOE
orchestra in preparation for the concert in April.

Materials:
● Stands
 ● Pencils
● Music
● Camera
● SD card
● Metronome

Anticipatory Set:
Before anything else in the lesson, have the students do some stretches and jumping
jacks to try to get their energy out a little. Begin the lesson by playing a G Major scale
in a round. Make sure the students are listening to each other to be in tune. The
teacher will ask random students if they think they were in tune and why or why not (are
they flat or sharp).

Procedure:
7:20 P.M. Begin with Stronger Together. Use a metronome to make sure the rhythms
are accurate. Allow the students to choose the spots that they want to work on the
most. ​Model the trouble spots for them!!
7:35 P.M. Proceed to Forever Joyful. Work on the trouble spots.
7:50 P.M. Proceed with Japanese Folk Song as before.
8:00 P.M. Bartok 54-72. Focus on playing out. They have piano markings in their
parts. Their focus should be on making a contrast. If they play too quietly, their melody
won’t be heard. This is their turn with the melody, so they need to play loudly enough to
hear.

Assessment:
Diagnostic:
1. The students will do their own diagnosis (with some assistance) based on the
initial run through.
2. The students will know what they need to work on based on the notes they put in
their music during full ensemble rehearsal.
Formative:
1. Ask the students to try to break their own records. We will start a “MSOE Book
of Class Records.” They will decide what achievements warrant a place in the
book, and we will try to break or add to those records each week. The teacher
can also use this to make future instructional decisions. (This idea is still
developing, so if the students have suggestions, take them into consideration.
See if they are enjoying this idea.)
2. Ask the students to give each other feedback on their performances by rating it
on a scale of one, being “needs a lot of work,” to five, being “fabulous!”
Closing:
Ask the students to find and mark some other trouble spots (at any point) in each piece.
Remind them that the success of the ensemble relies on every member, and that they
can all do their parts to make this performance amazing. Remind them that we want to
try to break the records in our book.

Standards:
1994 NAfME:
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.

Colorado Standards:
1. Expression of Music
2. Perform music accurately and expressively at the minimal level of 1
to 2 on the difficulty rating scale at the first reading
3. Demonstrate contrasting modalities through performance
4. Aesthetic Valuation
of Music
1. Evaluation of musical performances and compositions using
advanced criteria
2. Articulation of music’s role and cultural tradition in American history
and society

Common Core:
Perform
Respond
Connect