Orchestra Apprenticeship

Description Teach how to play a stringed instrument by exploring the rhythmic values of notes and rests, examining sheet music, teaching how to position their bodies correctly when playing, and explaining how to care for and set up instruments. Apprentices are required to practice at home and are motivated by a practice tracker as a reward. Note: Need to invest parents or guardians to help motivate apprentices to practice outside of apprenticeship. WOW! Assist apprentices while they perform several songs they perfected throughout the apprenticeship for an audience!

Resource Guide
Listed below are a number of different resources that were very helpful in creating and teaching my music apprenticeship. In addition to the more general resources included here, I would recommend finding some instrument-specific websites or books so that you can better tailor your lessons to fit the needs and expectations of your apprentices (like a Suzuki book). Music Theory: Gary Ewers Easy Music Theory http://www.musictheory.halifax.ns.ca/lessons.ht Free Sample Lessons, $$$ for Full Curriculum ml Although this website is designed to sell a curriculum, there are 25 well-developed sample lessons available for free. All of the lessons break down new vocabulary and concepts into easy to understand chunks that work really well with the apprenticeship model. In addition, each lesson includes a quiz that can be used as-is or adapted to better fit your specific apprenticeship. Music Theory: Note Reading and Music Theory Basics http://theheartstring.org/theory_basics.htm Free Unlike the website listed above, this resource does not break down music theory concepts into compartmentalized lesson plans. Still, it is very helpful because it explains the concepts a little bit differently and the diagrams are helpful. Again, the resources on this website are free. Music Theory: Music Instruction By A Computer http://www.mibac.com/Pages/Theory/Main_Theory.h Free tm This website resembles an in-depth glossary of music theory concepts. In addition to the concise definitions provided, there are diagrams that are very helpful in making flip chart and handouts. Also, this website includes information on and diagrams of different clefs, which is helpful if the students in the apprenticeship are playing different instruments (violin plays treble clef, viola plays alto clef, and cello plays bass clef). Music Theory: Teoria http://www.teoria.com/tutorials/reading/index.h Free

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tm Unless each student has access to a computer, these lessons will not be directly applicable in the classroom since they are in Flash format. The website is a great resource for the instructor, however, especially for reviewing different theory concepts. Sheet Music: Curriculum Online http://www.mtrs.co.uk/resources_11_16.htm Free This United Kingdom website is a government sponsored forum for teachers to share their lesson plans, activities, resources, and best practices. There are a variety of classroom activities to be found throughout the site and there are links to free sheet music that is appropriate for beginners (or for activities like Create Your Own Fingering Guide). Sheet Music: Suzuki Method Books Available at most music stores or Amazon.com Under $10 Per Book These inexpensive books are available for musicians at all levels for more than 10 instruments, although the series for string instruments is probably the most popular. The books include arrangements of famous classical pieces that have been rewritten as solos or duets for various skill levels. Staff Paper Generator http://www.8notes.com/school/theory/musictheory/files/utilities/html/id96_en. Free html There are a number of websites that will create staff paper to your specifications at this website you can choose number of staffs and which clefs to print.

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Week

Stage

WOW! Plan
done today?

Learning Objective: What will the students learn today?

Activities

1
Learn new skills

MODEL

WOW em!

SWBAT teach back about how to handle and care for their instruments, compare and contrast various string instruments, and chose which instrument to play this semester

Activity 1: Introduce students to string instrument family, compare and contrast different instruments Activity 2: Demonstrate Dos and Donts of instrument care Activity 3: Try out each instrument that is available and decide which one to pursue Activity 1: Model how to play the entire Twinkle, Twinkle, Little Star song and coach students through the song Activity 2: Teach about note names and their rhythmic values, and then play Memory to reinforce knowledge Activity 3: Discuss the importance of practicing, pass out practice logs, and outline expectations for practice this week Activity 1: Model how to play Massachusetts Up Down (this song helps students develop their bow skills) and coach students through learning it Activity 2: Model and coach how to clap Page of rhythms based4on 70 what students already know about note values

2
Learn new skills

1. Learn (or relearn) how to correctly hold the instruments

MODEL

2. Learn rhythmic note values and various rhythm patterns 3. Practice Twinkle, Twinkle, Little Star

SWBAT teach back about the values of different notes, correctly hold their instruments, and play an easy song

3
Learn new skills

1. Learn rhythms that will help students develop bow control (like Massachusetts Up Down and Alligator, Alligator)

MODEL

2. Practice reading and clapping note rhythms 3. Discuss new vocabulary

SWBAT play Massachusetts Up Down, demonstrate understanding of rhythmic note values by reading and clapping complex rhythms, and teach back the

Lesson # 1 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will be able to: 1. Pluck the first few measures of Twinkle, Twinkle, Little Star 2. Teach back important instructions for instrument care 3. Students will get excited about learning to play a new instrument Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Recognize their prior knowledge about music and string instruments 2. Be able to identify several key similarities and differences between the violin, viola, and cello 3. Understand how to properly care for their instruments 4. Be able to correctly hold their instruments Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7.

Opening Ritual Review Agenda and Set Context Activity: Instrument Introduction Activity: Parts, Pieces, and Care Activity: Try-Outs! Closing and Teach Back Clean up

10 Minutes 15 Minutes 10 Minutes 10 Minutes 15 Minutes 10 Minutes 2-3 Minutes

Preparation and Space Set up: Meet with the NBPS music teacher and agree on information to be covered this week Talk to apprentices and their guardians ahead of time about this opportunity and what it means (practice outside of Citizen Schools, return the instrument at the end of the semester, etc.)

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Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Instruments: Violin, Viola, Cello Parts of the Instrument: Fingerboard, Strings, Bridge, F-Holes, Peg Box, Shoulder, Neck, Chin Rest, Bow, Frog, Tip Instrument Care: Rosin, Varnish Materials and Equipment Visual with agenda and objectives One violin, one viola, and one cello for students to try out Loan agreement contracts and permission slips to participate in music lessons (NBPS District Requirement) Blank flip chart paper or whiteboard and markers for teach backs Parts of your Instrument Handout

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Lesson # 1

Planning the Lesson

Foreshadowing (A regular opening ritual will be introduced Time: 10 Minutes next week when students have their instruments) Ask students to sit or stand in a circle along with the Citizen Teacher and Team Leader. The goal is for everyone to introduce themselves and share something with the group. Citizen Teacher or Team Leader should specify what each participant should include in his/her introduction (name, grade, team, favorite band, favorite song, why they picked this apprenticeship, etc). After introducing him/herself, the CT or TL tosses the ball to anyone else in the circle. The receiver must thank that person by name and then introduce him/herself. The game ends after everyone has introduced themselves. Set the Context and Review Agenda Time: 15 Minutes Thank students for participating in the opening activity, and ask a volunteer to read todays agenda and objectives out loud. Explain that a lot of what will happen today is an introduction, but that students will have the opportunity to actually try out all of the instruments that are being offered and ultimately select which one they will start with the following week. Although many students may not have had the opportunity to play musical instruments in the past, they may know more than they think about music and instruments. Ask students to line up on one side of the room (the path in front of them should be relatively clear). Explain that this is an activity that will help us figure out how much each of them knows about music the goal (but dont tell them this yet) is to demonstrate that even if you havent had the chance to formally study music, you probably know more than you think. Tell students that you will read out loud a series of I statements. If they feel that the statement is true for them, they should take a step forward. The statements should be geared towards the specific group of students, but might include some of the following: - I have played a musical instrument - I know how to read music - I have a favorite band or artist - I like to sing in the shower - I know about fractions - Someone in my family is a musician - I have taken a music class in school - I have messed around on the piano before - I have heard a string instrument other than guitar in pop/rap/hip hop music before - I can name at least one composer After reading 10 or 12 I statements, ask students to stay where they are to debrief. At this point, it is unlikely that anyone is still at the starting position. Point out to students that even though they may not have answered yes to all of the questions, they still know something about music. Also point out that even though some people may have answered yes to more questions than other people, everyone here will be a beginner on the instrument they choose. If you have past experience, share it with the group to help everyone learn! Page 7 of 70

ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 35 minutes

Activity 1: Instrument Introduction Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. After students are seated in a semi-circle, explain the Objective concept of family as it applies to instruments. Just Be able to identify several key like in families of people, not every instrument in the similarities and differences strings family is exactly the same, but there are some between the violin, viola, and similarities between all of them. Hang a Venn cello diagram on the wall and ask a volunteer to scribe the similarities and differences between the instruments throughout the discussion. Introduce the first instrument, tell students which it is and play a short piece that demonstrates the volume, range, and sound of that instrument. Vocabulary isnt the focus right now rather, students should concentrate on finding their own words to verbalize what they are hearing. Try to fit the sounds into a framework that students are already comfortable with like emotions (does the instrument sound happy, sad, mellow, strong, goofy, etc). Ask students to articulate why they picked the emotions they did (It sounds happy, because the sounds are high, like a bird; It sounds mellow because the sounds are smooth and deep). Then follow up with the other instruments. Be sure to pause and ask student which sounded the most similar, and how they sounded different. Encourage students to think about the range and tone, and try to describe that in words. After students have brainstormed similarities and differences based their observations of the look and sound of instruments, point out some others that they may not have noticed (different strings, different sized bows, etc). Ask students to make an initial assessment of which instrument they think they are most interested in now that they have seen and heard them all they can still change their minds. Activity 2: Parts, Pieces, and Care Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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Note: Before the apprenticeship fair, apprentices and families were notified through a family mailing that string instrument lessons would be an apprenticeship option this semester. Interested apprentices and their families were invited to attend an information session at a Citizen Schools family potluck where guardians learned more about this apprenticeship, where the instruments were coming from, and what expectations there were for instrument care. When apprentices were selected for this apprenticeship after the apprenticeship fair, a Citizen Schools staff member called home to talk with apprentices and their families about the contract they would need to sign with New Bedford Public Schools to be able to bring the instrument home. Both apprentices and their guardians were given the basics of instrument care at that time (do not try to tune the instrument unless you have been taught to by the instructor; if the instrument breaks, do not try to repair it instead bring it to class to have it fixed; always keep the instrument in a warm, dry place; etc). Families were required to sign a contract acknowledging that they knew and understood these guidelines before students started the apprenticeship. Activity: Transition smoothly from the discussion comparing and contrasting the instruments by pointing out that all of the instruments have many common parts. Point out all of the parts of the violin and viola first, noting not only their names, but also what they do. Then ask students to see if they can identify the parts of a cello. Students should come up one by one to point parts out and describe how they are similar and different compared to the violin and viola. Also point out the things that are different on the cello (endpin, larger bow, etc). Pass out the Parts of Your Instrument Handout with the parts blank. Ask students to put it in their agendas for now, and take it out again in a few days. Ask students to fill in as many parts as they can remember as an extra mile or during their free time. This is also a good time to talk about how fragile and delicate string instruments are. Note how thin the bridge is and how the strings can snap easily if over tightened. Explain the care procedures for string instruments a scribe may write these on the whiteboard or flip chart paper if appropriate for the group. Be sure to cover temperature variations, how cleaning products affects the varnish, why its

Objective Identify different common parts on string instruments, Understand how to properly care for their instruments Teach back important instructions for instrument care

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important not to touch the bow hair, and why it is important that only a professional tries to repair the instrument if it breaks. Remind students about the contracts that they and their parents signed agreeing to this. Activity 3: Try-Outs! Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Note: This can be done as a station activity if the Objective instructor to student ratio allows. If there are not Be able to correctly hold their enough instructors available, students can pass instruments, Decide which instruments around one at a time. instrument they like the best Activity: This will be the first time that students will have the chance to actually hold and practice with the various instruments. The instructor should model first with the violin, demonstrating body position and where the instrument sits. Then she should demonstrate how to pluck, and play the first few notes of Twinkle, Twinkle, Little Star. Next, it is each students turn to try it out. In turns and with peer support and suggestions, each student should try holing the violin and plucking those notes. The instructor should be giving as much one-on-one attention as possible to the student who is trying out, coaching him or her through the process. As soon as the student is done, pass the instrument along. Follow the same procedure with the viola and cello. Then go around and ask each student to decide which instrument they will play this semester (write this down). Walk through the process of putting the instruments away, modeling for students how to loosen the bow, clean the strings, and close the case.

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Closing: Mini-Performance Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Objectives: Students will get excited about learning to play a new instrument Activity: To get students excited before they walk out the door today, do a miniperformance of the songs that will be played at the WOW! Introduce the name of each song (and who it is by) and then model how it will sound when students play it at the end of the apprenticeship. After performing, point out that it takes a lot of work to get good at a string instrument you cant just show up every week and expect to be able to play these songs perfectly by the end. To really master the songs, apprentices will need to practice consistently. Ask the group if anyone has a definition of consistent. Wrap up the closing activity by asking student which of the 7 Citizen Schools values will help them be successful in this apprenticeship and why. Push apprentices to link every value into success in this apprenticeship (for instance, teamwork because we will all be playing together, perseverance because we need to keep practicing even when it is hard, joy because we need to have a positive attitude, etc). Clean Up Time: 2-3 Minutes What roles can you designate for each student to build team accountability? Since we packed up the instruments as during the Try-Outs! activity, there will not be much to clean up. Ask students to take care of their own space and have a volunteer take down the flip charts.

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Lesson # 2 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Play Twinkle, Twinkle, Little Star 2. Complete note duration Memory game Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Demonstrate correct body position when playing instrument 2. Identify the names and rhythmic values of notes and rests 3. Play a complete song 4. Commit to a regular practice schedule Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Opening Ritual Review Agenda and Set Context Activity: Body Position Review Activity: Twinkle, Twinkle, Little Star Activity: Pack It Up Activity: Rhythm Part 1 Activity: Note Duration Memory Game Closing and Teach Back Clean up

15 Minutes 2-3 Minutes 5 Minutes 15 Minutes 5 Minutes 10 Minutes 15 Minutes 10 Minutes 2-3 Minutes

Preparation and Space Set up: Make sure all instruments are ready to go home with students (check strings, tuning, rosin, etc.) Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Notes: Eighth Note, Half Note, Quarter Note, Whole Note Rests: Eighth Rest, Quarter Rest, Half Rest, Whole Rest Materials and Equipment Agenda and objectives Twinkle, Twinkle, Little Star handout for all apprentices (copyrighted material not included in lesson plan) Note values flip chart Cards for Memory game Note duration worksheet for groups that finish quickly Practice logs Practice Tracking System Includes tracker and explanation of rewards Page 12 of 70

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Lesson # 2

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 15 Minutes

Students will receive their instruments today (as long as they returned their permission slips and loan agreements). Although instrument care was covered last week, students need to be reminded about how to care for their instruments. The instructor should review the Dos and Donts of instrument care before handing them out. After reviewing care instructions, the instructor can hand out instruments to students. Before students even start to open the cases they need to listen closely to the instructions. The instructor should model and talk through EVERY SINGLE STEP, and ask students to do unpack their instruments at that time. Apprentices should focus on how/where to attach the shoulder rest, tightening the bow, and rosining the bow. (This will be the opening ritual in subsequent lessons.) Set the Context and Review Agenda Time: 2-3 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 50 minutes

Activity 1: Body Position Review Time: 5 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask a volunteer to demonstrate how to correctly hold Demonstrate correct body the instrument and bow. Ask other students to critique position when playing it and chime in with suggestions. After the volunteer instrument has achieved perfect body position based on his/her own memory and the suggestions of peers, ask all students to hold their instruments correctly. The instructor should give feedback and make corrections to all students. Activity 2: Twinkle, Twinkle, Little Star Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Instructor should pass out Twinkle, Twinkle, Little Play Twinkle, Twinkle, Little Star handout and explain to students that it is a guide Star for helping to remember how to play the song, so that they dont have to memorize it handout is a fingering guide for each of the notes in Twinkle, Twinkle and is not written on a staff or using notes. Instructor Page 14 of 70

should tell students about how to read the guide (each line gives the string and fingers down for one note) and model how to play each note. As a large group, apprentices should play through the entire song slowly and with plenty of pauses for the instructor to give directions and help students. Play through the song a couple of times until students are confident. Activity 3: Pack It Up Time: 5 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask students to think about the steps they will need to Teach back about instrument go through to pack up their instruments safely. Have care (objective from lesson 1) apprentices teach back different steps that they may remember from last week or that they infer based on their knowledge of instrument care. Apprentices should follow all of the steps they just talked about whenever packing up their instruments. After all of the instruments are safely packed away, have students set the cases to the side and transition to chairs/desks for todays theory activity. Activity 4: Rhythm Part 1 Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective After students are settled in a semi-circle of desks or Identify the names and rhythmic chairs, instructor should explain that musicians need to values of notes and rests have a way to write down their different melodies and rhythms on paper so that they can remember how to play songs and share their pieces with others. Just like we have whole system of reading and writing using letters, words, and punctuation, musicians have a system so that they can write down songs on paper. The first thing that we will learn about is how musicians write rhythm. In music writing, a note is the same as a letter in English. Just like there are different letters, there are different types of notes that mean different things. When talking about rhythm and beats, musicians use eighth notes, quarter notes, half notes, and whole notes. Explain the beat value of each note, using the flip chart as a guide. Explain that in addition to notes, there are rests, which are like spaces and punctuation in between words. Whenever there is a rest in written music, it means that the musician should pause. Just like different notes last different numbers of beats, rests tell you how long the Page 15 of 70

pause should be. Make sure that students understand that they are not expected to know and understand all of this right now. It will take some practice to really understand how all of these pieces fit together, and for now, they just need to familiar with the basic vocabulary and information on the flip chart. Activity 5: Note Duration Memory Game Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Now that students have learned about the rhythmic Identify the names and rhythmic values of notes and rests, they are going to play a values of notes and rests game where they will have to remember not only where to find things, but also all of the stuff we just talked about. Ask students if they have every played the game Memory or Concentration (this is where there is a deck of cards in a grid face down, and players take turns trying to find pairs the winner is the person with the most pairs of cards at the end). A student should teach back the rules, or if no one is familiar with the game, the instructor can outline the rules. This game of memory is a little different, because the pairs of cards dont look exactly the same. On one card of the pair is a picture of a note, rest, or other symbol. On the other card in that pair is the name of the note, rest, or symbol. In pairs, apprentices should take turns trying to find pairs of cards, but there is a twist: in order to keep the match, the player must also tell how many beats long the note or rest is, or what the other symbols mean (i.e. This pair is a quarter note and quarter notes are worth one beat; This pair is a bar line and bar lines tell where measures start and end). If a pair of students finishes the game really early, they can fill out the note duration worksheet attached below for extra credit.

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Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Note: During the information and phone conversations with apprentices and families preceding the apprenticeship, expectations for practice were outlined. Participants understood that they would have spent some time outside of Citizen Schools practicing every week to be successful. Families committed to providing space and time to children for practice as well. Activity: Instructor should relate a story to students about how much practice it takes to get good at the violin or viola. Convey that self-efficacy (remember School Navigation?) is at work here: the more that students practice, the better they are going to get. As an added bonus, apprentices will be able to see and hear the progress they are making immediately! Apprentices have an awesome opportunity to get really good at their instruments because they get to bring them home. In addition to the benefit of getting better with practice, students will also be competing for prizes. Every week they will take a practice log home and fill out important information every time they practice. They should note the day that they practiced, how long they practiced for, and which songs or drills they practiced. For every hour of practice that apprentices complete, they will earn a quarter note on the practice tracker. There will also be other ways to earn notes throughout the apprenticeship. The person with the most complete measures at the end wins a prize! Instructor should collect practice logs every week (and hand out new ones) and update the tracker so that students can view their progress compared to others. This week, students should practice as much of Twinkle, Twinkle as they can remember and just experiment with the instrument, getting used to the sound and feeling of it. Clean Up Time: 2-3 Minutes What roles can you designate for each student to build team accountability? Students should already have their instruments cleaned up and put away (from the Pack It Up activity). Each group of students needs to put away their memory cards and clean up their own space. Curriculum Analysis (Tips for the teacher) I cut out a significant amount of the vocabulary in this lesson in response to suggestions that it might be overwhelming for students. For instance, I had originally included dotted notes, time signature, bar lines, etc. The students in my group quickly picked up all of the new vocabulary, and if your group is doing well with the notes and rests, I would recommend introducing some of the other concepts this week.

Cards for Memory Game (Print and Cut Out)

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Quarter Rest

Eight Rest

Eight Note

Quarter Note

Half Rest

Whole Rest

Half Note

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Whole Note

Pair of Eight Notes

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Note Durations Extra Credit Worksheet

1) Assume for now that a whole note = 4, half note = 2, quarter note = 1, and eighth note = . Add up the numbers in each equation and write one note that represents the resulting number:

a) 1 + 1 _______

d) 1 + + ________

b) 2 + 1 + 1 _______

e) 1 + 1 +1 + + _____

c) 0.5 + 1 + _______ 2) Complete the following:

f) 4 - 2 _______

a) How many eighth notes equal one half note: ________. b) _____ quarter note(s) equal 2 half notes. c) Four ___________ notes equal one whole note. d) Two eighth notes equal one ____________ note. e) One whole note can be made up of one half note and ______ quarter note(s). f) Two whole notes is the same length as ________ quarter note(s). g) ________eighth note(s) is the same length as two quarter notes. h) Three eighth notes is the same as a quarter note plus _______ eighth(s).

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Weekly Practice Log

Name:____________
Day/Date Total Time: I Practiced: :

Day/Date Total Time: I Practiced: :

Day/Date Total Time: I Practiced: :

Day/Date Total Time: I Practiced: :

Day/Date Total Time: I Practiced: :

Day/Date Total Time: I Practiced: :

Day/Date Total Time: I Practiced: :

Total Practice Time This Week:________

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Practice Tracker

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"Lesson # 3 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Play Massachusetts Up Down and Alligator, Alligator, rhythms that help develop bow control 2. Clap several written rhythms of varying difficulty 3. Complete musical arithmetic problems Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Develop bow control and play consistent rhythms 2. Demonstrate understanding of note durations by clapping out rhythms Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7. 8.

Opening Ritual Review Agenda and Set Context Activity: Twinkle, Twinkle Teach Back Activity: Two New Rhythmic Songs Activity: Review Note Durations Activity: Clap Out Rhythms Closing and Teach Back Clean up

5 Minutes 5 Minutes 10 Minutes 15 Minutes 15 Minutes 15 Minutes 10 Minutes 2-3 Minutes

Preparation and Space Set up: Coordinate with NBPS music teacher to align goals of instrument and theory lessons Write in a rhythm for the last section on the quiz before making copies Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Notes: Eighth Note, Quarter Note, Half Note, Whole Note, Dotted Notes Rests: Eighth Rest, Quarter Rest, Half Rest, Whole Rest Materials and Equipment Agenda and objectives Instrument for each apprentice Flip chart with note durations Rhythm lines for clapping activity Copies of quiz and rhythm to clap One partial deck of memory cards from last week (with only cards that picture notes and rests)

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Lesson # 3

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) This is the first week that students will need to set up their instruments on their own. Instructor should walk students through the steps of getting the instrument out of the case, attaching the shoulder rest, and tightening/rosining the bow. After all instruments are ready, apprentices should play open strings individually so that the instructor can tune instruments as needed. Set the Context and Review Agenda Time: 5 Minutes Ask a student to read the agenda out loud (agenda below only includes activities for the theory portion of the lesson, but activities for the instrumental portion of the lesson could be included as well). The theme for today, just like last week, is rhythm. Both the songs students will learn to play as well as the new concepts they will learn will all help build on the rhythm concepts that were covered last week. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities) Time: 55 minutes

Activity 1: Twinkle, Twinkle Teach Back Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask if there is one brave volunteer who would be Review last weeks lesson and willing to take a positive risk and play the portion of transition into learning a new Twinkle, Twinkle that they practiced over the last song week. After one student performs and jogs everyone elses memory, play through the passage a few times as a group. Encourage students to keep practicing Twinkle, Twinkle both by plucking and using the bow, because this will be one of the WOW! songs. Activity 2: Two New Rhythmic Songs Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Before actually starting the activity, the instructor Develop bow control and play should explain that we will learn two short rhythm consistent rhythms patterns that will help students get better at using their bows. Begin this activity with a review of how to grip the bow. Instructor should model a good bow grip and then ask apprentices to demonstrate theirs. Instructor should coach students, giving feedback for improvement. After everyone is all set with their bow grips, the instructor should model the rhythm for Alligator, Page 24 of 70

Alligator on an open string (say the words out loud and play down and up bow strokes in time with the syllables). Then apprentices try out the rhythm on their own instruments. As students are playing Alligator, Alligator the instructor should watch bow strokes very carefully, and give tips when needed so that students can begin building a strong muscle memory. After all of the students can confidently play Alligator, Alligator on an open string, move onto Massachusetts Up Down. The instructor should model this rhythm for apprentices and give an explanation of the difference between a down stroke and an up stroke. Ask apprentices to try it on an open string, and again the instructor should be coaching students to success. After students have mastered both rhythms on a single open string, they should try it on other open strings, and finally using fingerings. Practice Assignment (post on whiteboard): Practice Alligator, Alligator and Massachusetts Up Down on open strings and with different fingers down every day. Students should pack up their instruments at the end of this activity. Most beginner string instrument players cannot practice for more than 20-30 minutes at a time because it is difficult to maintain correct body position for that long. Ask a volunteer to lead the class through pack up, teaching back step-by-step instructions for putting the instruments away. Activity 3: Review Note Durations Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Review flip chart from last week about note durations, Activate prior knowledge about asking students questions about how many beats each note durations and rhythm note or rest is and what all of the different notes are vocabulary called. Then, take down or cover the flip chart. Using the partial deck of memory cards from last week (only cards with notes and rests), go around to each apprentice and ask him/her to draw a card. After the apprentice draws the card, he/she must identify the note or rest by name and tell how many beats it is worth. If an apprentice doesnt answer both parts correctly, that card is up for grabs and another student Page 25 of 70

can volunteer to answer the questions. If an apprentice answers both parts correctly, he/she keeps the card. The apprentice with the most cards at the end is the winner and earns a half note on the practice tracker. Activity 4: Clap Out Rhythms Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective The instructor should ask students to think back to the Demonstrate understanding of two rhythms they learned to play today. We used note durations by clapping out words to help us sound out those rhythms, but we rhythms can also write those rhythms using the different notes we have learned about last week and today. Also, we can practice rhythms even if we dont have our instruments out by using our hands to clap. Instructor should demonstrate the Alligator, Alligator and Massachusetts Up Down rhythms with clapping. Explain that there is a very similar system that we can use where we combine words and claps to create different rhythms. Instructor should model how to clap different written notes and rests (the beginning of each note gets a clap and every subsequent beat in that note gets a pulse with hands together; rests get pulses with hands open; eighth notes are counted with 1 and, 2 and, 3 and, 4 and). Ask students to look at the three rhythm lines posted on flip chart paper. First, the instructor should model how the first line is clapped using the system he/she just explained. Then, invite the students to join in and clap the rhythm line as a group. Do the same with the next two (and increasingly harder) rhythm lines. Finally, split students into three groups and put each group in charge of a different rhythm line. Students should practice their groups line a few times in small groups. After ample practice time, the groups should come back together and in unison, all groups clap out their rhythms.

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Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Students will demonstrate what they have learned today by passing a short quiz about musical mathematics, slurs and ties, and clapping rhythms (can be done with partners if appropriate). Explain that if everyone who gets a 90% or above on the quiz will get a bonus eighth note added to their practice tracker (worth 30 minutes of practice time). Apprentices should answer written questions and then practice rhythm at the bottom with clapping technique learned today to be performed for the instructor. Practice Assignment: Before students leave, remind them of what songs they have learned so far: Twinkle, Twinkle, Alligator, Alligator, and Massachusetts Up Down. They should be using their practice time in the next week to get better at these songs. Also, briefly point out how far different individuals are on the practice tracker. Ask students to consider whether they have heard and felt themselves getting better with practice. Clean Up Time: 2-3 Minutes What roles can you designate for each student to build team accountability? Instruments are already put away, so all that is left for students to do is clean up their space and help take down flip charts/erase the whiteboard.

Curriculum Analysis: Tips for the teacher Be sure to read through all activities very thoroughly and think about potential questions or problems that may come up with your particular group of students. Also, make sure that all small groups include students with various ability and experience levels this will help group activities go more smoothly and prevent some groups from falling behind while others finish quickly. Finally, set very clear expectations for the time that apprentices have their instruments out, like No playing while I am talking, etc. If you dont, students will be much more interested in messing around on their instruments than listening to your directions.

See Newby, Lesson 3 Attachments for all Visual Aids and Handouts

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Lesson # 4 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Create a funny or interesting acronym to help remember note order on the staff 2. Play a new song for the WOW! Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Establish a forum for students to share their experiences with practicing 2. Play Ode To Joy and the D-Major Scale 3. Relate prior knowledge of reading words to reading musical notes 4. Identify notes on a treble or alto clef Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7. 8.

Opening Ritual Review Agenda and Set Context Activity: How Was Practice? Activity: Ode To Joy and the D-Major Scale Activity: Musical Alphabet Activity: Note Acronyms Closing and Teach Back Clean up

5 Minutes 5 Minutes 5 Minutes 25 Minutes 10 Minutes 10 Minutes 15 Minutes 2-3 Minutes

Preparation and Space Set up: Think of ways to smoothly transition from the instrument component to the theory component of this lesson Coordinate with NBPS music teacher to make sure that note reading will be a focus of both the instrumental and theory components of this lesson Print staff paper with the treble and alto clefs from an online staff paper generator such as http://www.8notes.com/school/theory/musictheory/files/utilities/html/id96_en.html Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Pitch, Musical Alphabet, ABCDEFG Acronym Staff, Treble Clef, Alto Clef

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Materials and Equipment Agenda and Objectives Instruments for each apprentice Copies of Ode To Joy with fingering guide written in (copyrighted material not attached in this lesson plan) Musical Alphabet visual with treble and alto clefs Blank flip chart paper for acronyms Flip chart with game instructions Staffs on flip chart paper (2 treble clef and 2 alto clef) Quarters (1 for each student) Staff paper for scoring in game

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Lesson # 4

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 5 Minutes

Apprentices should follow the same procedure for setting up their instruments that they used last week. Instructor should supervise as apprentices get the instruments out of cases, attach shoulder rests, and tighten/rosin bows. After all instruments are ready, apprentices should play open strings individually so that the instructor can tune instruments as needed. Set the Context and Review Agenda Time: 5 Minutes

Instructor should ask a volunteer to read the agenda and objectives aloud. Emphasize that apprentices will start working on Ode To Joy today, which is one of the pieces they will perform at the WOW! This song is written differently than Twinkle, Twinkle, Little Star was: it is on a musical staff with notes instead of as numbers and letters. Along with learning this new song, apprentices will have to build their note reading skills because from now on, all songs are going to be written using musical notations. (Agenda pictured in the attachments document does not include Ode To Joy or the D-Major scale activities it only features activities from the theory component). ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 50 minutes

Activity 1: How Was Practice? Time: 5 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Take about 5 minutes to debrief on how practice went Establish a forum for students to last week. What was difficult? What was rewarding? share their experiences with How did you overcome challenges like not practicing remembering exactly how to play something? Did you get tired while you were practicing? This should be a time for students to share their experiences with each other and ask questions of each other and of the instructor. Activity 2: Ode To Joy and the D-Major Scale Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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Instructor should introduce Ode To Joy and tell a little bit about the pieces history, and then pass out copies of the piece written in regular musical notation with a fingering guide written in. Instructor should model the song by playing it and then explain how to read the fingering guide, relating it to how students read the notes for Twinkle, Twinkle, Little Star. Then the students should work through the entire song, measure by measure, with the instructors help and guidance. After each small piece of the song is solid, students can put the whole piece together any play it as a group. After playing Ode To Joy a few times, the instructor can introduce the D-Major scale. First, apprentices should play the scale straight through without any rhythmic variation to focus on finger position. After they can play the scale as is, students can start applying the rhythmic variations that they learned last week (Alligator, Alligator and Massachusetts Up Down) to the scale. When the instrumental activities are over, students should follow the same pack it up procedure that they have in previous weeks. One student leads the group through the step-by-step process for putting instruments away safely.

Objective Play Ode To Joy and the DMajor Scale

Activity 3: Musical Alphabet Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Instructor should start this activity by asking students Relate prior knowledge of how they could have figured out how to play Ode To reading words to reading Joy if the fingering guide hadnt been written in for musical notes them. Explain that just like we write and read using a system of letters in our regular lives, musicians have a system of reading and writing to help them communicate. This week apprentices are going to start learning how to read notes on a musical staff they already covered rhythm, and this week they will focus on pitch. Using the flip chart visual, the instructor should explain that pitch is the highness or lowness of a note (giving a vocal demonstration of high vs. low). A note that sounds higher to the ear is written higher up on the musical staff. Page 31 of 70

Point out that reading notes is like reading words; after you read a note on a staff you can translate it into sound if you know what it is and what that means, just like you can say a word out loud that you read on paper. After learning how to read the pitch of notes, apprentices will be able to read a note on a musical staff and know how to make that pitch on their instruments. Unlike our alphabet which has 26 letters, the musical alphabet only has 7 letters that continuously repeat: A B C D E F G. After you get to the letter G, you start over again at the beginning (A) this means that there are high, medium, and low versions of the same note. Every note has an assigned spot on the musical staff, and the different clefs indicate which range of notes it will represent. Violinists read music on the treble clef staff; violists read music on the alto clef (the two cover different ranges of notes because the two instruments cover different ranges of notes). Instructor should use the flip chart with treble and alto clef staffs to point out where each note (A-G) is written on the musical staff. Activity 4: Note Acronyms Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Instructor should transition into the acronym activity Create a funny or interesting using the Musical Alphabet visual. Point out that acronym to help remember note some notes fall on lines, while others are in spaces order on the staff this is important because it can be a good memory tool. On the treble clef, the notes on the lines go E G B D F and the notes in the spaces go F A C E

On the alto clef the line notes go F A C E G and the space notes go G B D F

Many people use acronyms to remember which note names match with the places on the staff; for instance, people use Every Good Boy Does Fine to remember Page 32 of 70

the line notes and the word FACE for the space notes on the treble clef. In small groups, apprentices need to come up with an easy and fun acronym to remember the notes on the clef that they use (remember acronym from school navigation?). Students should take about 5 minutes to think of a clever phrase that they will teach back to the big group. After time is up, the instructor should ask groups for the acronyms they thought of and write them onto a piece of flip chart paper (or ask a volunteer scribe to do it). This flip chart can be brought to future lessons to help students jog their memories as they are trying to read notes.

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Closing & Teach Back Time: 15 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Objective: Identify notes on a treble or alto clef Instead of filling out a worksheet today, students will demonstrate what they have learned through a game called Quarter Note Toss. Before students begin, the instructor should read ALL rules aloud and model how to play the game. Groups of 2-3 apprentices need to collect the following supplies: the appropriate staff for their instrument on flip chart paper (treble clef for violin, alto clef for viola), a quarter for each person, and a staff paper sheet for each person to keep score. The goal of this game is to create a song using every note on the staff at least once. Apprentices take turns tossing or sliding their quarters (to symbolize a quarter note) onto the flip chart paper staff that is on the floor in front of them. After tossing the quarter, the player should identify the name/letter of the note where the quarter landed on the staff paper (use your best judgment) and then mark it with a quarter note and the note letter on your score sheet. Whoever uses every note on the staff first (from the bottom line to the top line) first wins. If some groups finish earlier than others, have them complete the bonus task: select a time signature (2/4, 3/4, or 4/4) and add bar lines to the appropriate spots. Award an option eighth note to the winner in each group to be added to the practice tracker. Clean Up Time: 2-3 Minutes What roles can you designate for each student to build team accountability? Groups should return the materials they used for the quarter-note toss and take down flip charts from the wall. Curriculum Analysis: Tips for the teacher This is a really confusing concept for a lot of children be prepared and willing to answer A LOT of questions throughout this activity. Pausing for questions, even if they are unrelated, may disrupt the flow of the lesson but will ultimately be beneficial for student learning especially because this is a foreign concept for a lot of kids. See Newby, Lesson 4 Attachments for visual aids and handout materials

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Lesson # 5 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Play Ode To Joy and the D-Major scale well 2. Play half and whole steps on instruments Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Confidently play Ode To Joy and the D-Major scale 2. Correctly identify whole and half steps in the D-Major scale 3. Teach back how sharps and flats affect notes Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7. 8. 9.

Opening Ritual Review Agenda and Set Context Activity: Practice Last Weeks New Material Activity: Introduce New Song IF TIME PERMITS Activity: Note Reading Part Two Intro Activity: Sharp Pins, Flat Tires Activity: Halves and Wholes Closing and Teach Back Clean up

5 Minutes 5 Minutes 15 Minutes 10 Minutes 5 Minutes 10 Minutes 15 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: Select another song for a WOW! (must be appropriate for the group) make copies and write in fingering guide (this song will only be taught if students have mastered the current material and there is extra time) Create all visual aids Check in with students one-on-one outside of the apprenticeship time about how practice has been going follow up with family phone calls if necessary (Some students said they werent allowed to practice at home; upon talking with their parents, I discovered that they were very much on board and didnt know about the practice expectations) Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Sharp, Flat Whole Step, Half Step

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Materials and Equipment Agenda and objectives Copies of Ode To Joy from previous week Copies of a new song (to be taught only if there is time and students are ready for new material) Flat/Sharp Visual Notes on a staff (flip chart), Sharp and Flat slips of paper with note names on back D-Major Scale Visual Whole Step/Half Step Visual Copies of Speed Quiz Instrument for each apprentice and instructor

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Lesson # 5

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 5 Minutes

Ask students to begin leading the opening ritual. Have a volunteer or two walk everyone through the steps of setting up instruments out loud. Other students should chime in if the leader forgets something. In future weeks, have different students lead the ritual so that all of the students will be prepared to give a verbal teach back during workshop time at the WOW! Set the Context and Review Agenda Time: 5 Minutes

This weeks lesson is largely a follow-up to last week's activities. Apprentices will practice Ode To Joy and the D-Major scale which were introduced last week, and then participate in a second note reading lesson. Instructor should have a volunteer read the agenda out loud. Then ask apprentices to get ready for the start playing. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 60 minutes

Activity 1: Practice Last Weeks New Material Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Instructor should engage students in a discussion about Confidently play Ode To Joy how practice went the previous week. What were and the D-Major scale some successes and challenges in practicing Ode To Joy? Did anyone have trouble reading the music after they got home and didnt have the visual aids to help them? Did you enjoy practicing this piece? Did anyone in your family comment on how you are doing with it? Students should raise their hands or respond popcorn style. Be sure to address any statements that students make about their family reacting negatively to their practicing. Brainstorm with those students alternative practice venues or times that would disrupt others less (for instance, some students decided to practice in their basements where they wouldnt bother anyone). Conclude with a reminder that you dont get good at the violin just by showing up to lessons every week: the amount you practice directly affects how good you will become. After gauging where students are at with the song based on their comments about practicing, the Page 37 of 70

instructor should initiate a large group run through of the song. Students should play the song together and according to the cues given by the instructor (such as when to start, how fast to go, etc). During the first and second run through, the instructor should be evaluating student performance and looking for weak points in the piece. Ask students to take a few minutes with their stand partners to identify some of the hardest parts of the song. Have them circle or underline those passages on their music. After each group has had some to identify difficult passages, ask for each stand to share their thoughts. Point out commonalities between the groups, and make sure students understand that there are parts of the song that are hard for everyone, not just them. Practice the hard passages together a few times and encourage students to do the same when they are practicing. The instructor should pay special attention to how correctly students are playing these difficult passages to keep students from continually practicing their mistakes. Ask for comments from students about whether they got better since the first time they played it today. Why do you think the last time was better than the first time? Were you better at the parts that you struggled through the first time? Why? Did it help you to break up the hard parts and practice certain measures a few times? Do you think you could do this when you are practicing at home? Transition away from Ode To Joy and begin practicing the D-Major scale. Ask students what they remember about playing the D-Major scale from last week. Which string does it start on? How many notes long is it? Have students play through the scale as a large group once with no rhythm variations. Then remind them of the rhythm variations that they learned earlier in the class (Massachusetts Up Down and Alligator, Alligator). The next time playing the scale students will use one of the rhythm variations. Practice a few times with the rhythm variations, modeling first, and then asking students to mimic. Activity 2: Introduce New Song IF TIME PERMITS Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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If students speed through Ode To Joy and the DMajor scale and are ready for new material, introduce a new song for the WOW! Instructor should model the song by playing it all the way through and then have students work through it measure by measure as a large group.

Objective Introduce a new song for the WOW!

Activity 3: Note Reading Part Two Intro Time: 5 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask students to set their instruments down in their Activate prior knowledge about cases, but they do not have to pack them up note reading and transition into completely. Last week we learned how to read notes theory lesson on a musical staff this week we are going to take it a step further and learn how to translate the note letters we learned to read last week to fingerings on our instruments. In order to do that we will learn four new vocabulary words sharp, flat, whole step, and half step. Activity 4: Sharp Pins, Flat Tires Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Using visual aid as a guide, introduce the concepts of Teach back how sharps and flats sharps and flats. A "sharp" looks like a number or tic- affect notes tac-toe sign (#) and means to go one half step higher in pitch. On the fingerboard "higher" means moving toward the musician and away from the scroll. Instructor should model on her instrument the difference between a regular note and a sharp note, asking students if they heard and saw the difference. A "flat" looks like a squished letter b and means to go one half step lower in pitch. (Toward the scroll approximately one finger's width) Instructor should model this as well and ask students if they can hear the difference between sharps and flats by playing a series of 2 notes and asking which was flat and which was sharp. You can remember that sharp means going up in pitch if you think about what you do when you sit on a SHARP pin; you can remember that flat means going down in pitch if you think about what happens to a car when it has a FLAT tire. Sharps and flats can be written in two different places o Key Signature: At the beginning of the song after the time signature (the sharp Page 39 of 70

or flat falls on the same line or in the same space as the note of the same letter would) o Accidentals: Right before the note that is supposed to be flat or sharp Before starting the guided practice activity, ask students to think back to last week when they came up with their acronyms review the note order on the staff. After students can confidently identify notes on a staff, give students small slips of paper with a flat or sharp written on one side, and the letter of a note on the other. Ask students to write their names on the same side as the flat or sharp; one by one invite students up to tape their flats or sharps onto the flip chart in front of the note written on the back, and ask students to identify whether they symbol they placed in front of the note makes it higher or lower in pitch. Activity 5: Halves and Wholes Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective During the last two weeks we have learned how to Correctly identify whole and play a D-Major scale this is the scale the goes from half steps in the D-Major scale the open D string all the way up to having 3 fingers on the A string. Today, we will use our knowledge of the D-Major scale to learn about half steps and whole steps. Referring to the visual aid, the instructor should explain the concept of whole and half steps, using fingering patterns on string instruments as a concrete example of how students can actually see the difference between whole and half steps. Then use the D-Major scale as an example. First, look at the D-Major scale written on flip chart paper. Ask students if they can tell just by looking at the scale which notes are half steps apart and which ones are whole steps apart. Then, all students should take out their instruments again, but no one is to play until instructed. On string instruments we can tell if notes are half steps or whole steps apart based on how far apart our fingers are. If there is space between our fingers it means that it is a whole step, but if there is not, it is a half step. As a group, play the D-Major scale from last week students will use the stickers on their finger boards to help them place their fingers in the right spots. Ask students to answer the following questions: Page 40 of 70

o Which of the notes have half steps between them (Hint there are two pairs of notes that only have a half step between them) Students can tell which order half and whole steps occurred at this point o Refer to the D-Major scale written on flip chart paper Where are the notes with half steps on the staff? (Ask student to come up draw them in green brackets for whole steps and red carrots for half steps) What are the names of those notes? o Remind students of how sharps and flats are indicated Are either of those notes sharp or flat? Point out to students that even though they couldnt tell half steps from whole steps just by looking at the scale, when they played the scale it was pretty obvious. Finally, use the visual with the piano keyboard to point out the exact same note can have two different names: B-flat is the same as A-Sharp. What other example can you see where one note can have two different names?

Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Objective: Demonstrate understanding of flats, sharps, half steps and whole steps Activity: Apprentices should form groups of 2-3 to complete a speed quiz the group that correctly answers all the questions first gets extra eighth notes added to their practice tracker. After quiz is complete and there is a winner, go over all the questions and ask for teach backs and questions from various groups about how they found the answers. Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Students should follow the same pack it up procedure that they have in previous weeks. One student leads the group through the step-by-step process for putting instruments away safely. As students are putting their instruments away the instructor can take down flip charts Page 41 of 70

and erase the board.

Curriculum Analysis: Tips for the teacher At this point in the apprenticeship you should have a pretty clear sense of which students are excelling because of their practice efforts and natural talent, and which are lagging behind. If you have the staff resources (like 2 CTs and a TL), you may want to consider splitting students into smaller groups to more effectively develop each students strengths. In addition, be sure to carefully evaluate where students are at before assigning any new material the focus at week 5 should be preparing for the WOW! and if new songs wont be ready in time or would only distract student from practicing their WOW! pieces, then hold off. Obviously, lack of practice is going to be an issue for some apprentices. Try as hard as you can to motivate students to practice outside of the apprenticeship time by pointing out the self efficacy angle and using the practice tracker as a reward. Also engage parents in conversations about how important practice is for their children to be successful as violinists and violists. If students face genuine barriers to practice at home, be prepared to set up alternative arrangements. For instance, invite those students to practice in the Citizen Schools office on Friday afternoons or ask the school music teacher if those students can use a practice room during Celebration Time. See Newby, Lesson 5 Attachments for photos of visuals (Speed Quiz below)

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Speed Quiz! Directions: In your group answer the following questions correctly as fast as possible 1. Of the following note pairs, which is only a HALF STEP apart? a. A G b. E F c. C D What is another way to write C? _________ 3. What is it called when a sharp or flat is written right before the note? (Hint: You dont do it on purpose!) _________________ 4. If you have three fingers on the D string, what note are you playing? __________
2.

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Lesson # 6 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 4. Create a fingering guide for an easy song Learning Objectives: What will the students learn today? By the end of the lesson, the students will have learned: 1. Play two songs to be performed at the WOW! 2. Identify how to finger various notes on their instruments 3. Write fingering guides for themselves on sheet music Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5.

Opening Ritual Review Agenda and Set Context Activity: Group Practice Activity: Note Reading Review Activity: Create Your Own Fingering Guide Teacher Directed Portion 6. Activity: Create a Fingering Guide Guided Practice 7. Closing and Teach Back/Clean-Up

5 Minutes 5 Minutes 25 Minutes 10 Minutes 15 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: Make all necessary copies Find two easy pieces to add fingering guides to Check in with NBPS music teacher about readiness for WOW! Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Ledger Lines Fingering Chart Fingering Guide Materials and Equipment Instruments for apprentices and instructor Copies of Ode To Joy and Twinkle, Twinkle, Little Star from previous weeks Agenda and objectives Copies of new song (if applicable) WOW! Program on flip chart paper (songs listed in order they will be played) Copies of Treble Clef and Alto Clef Ledger Line handouts Ledger Line flip chart Copies of Violin and Viola Fingering Charts Page 44 of 70

 Fingering Chart flip chart Copies of two easy pieces in treble and alto clefs to add fingering guides to Flip chart with one easy piece in alto and treble clef to add fingering guides to Flip chart instructions for writing fingering guides Treble/Alto Clef flip chart from previous week Acronym flip chart from previous week

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Lesson # 6

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 5 Minutes

Apprentices should follow the same procedure for setting up their instruments that they used last week. Instructor should supervise as apprentices get the instruments out of cases, attach shoulder rests, and tighten/rosin bows. After all instruments are ready, apprentices should play open strings individually so that the instructor can tune instruments as needed. Set the Context and Review Agenda Time: 5 Minutes

So far apprentices have only been given music with fingering guides already written in. This week they will take their note reading and fingering skills a step further by creating their own fingering guides for new songs that they have never seen before. In addition, they will polish some of the songs they have learned already, and possibly learn a new one (if not done last week). Instructor should go over agenda and objectives out loud and then ask students to take their seats or places standing to start playing. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 65 minutes

Activity 1: Group Practice Time: 25 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask a student volunteer to read through the WOW! Play two songs to be performed Program. Students should understand that they will at the WOW! play Ode To Joy first and then Twinkle, Twinkle with four rhythm variations (these should also be listed in order). As a large group, students should run through Ode To Joy with sheet music visible. The instructor should then focus on problem passages (like last week) practicing those first as a group and then each student or pair of students individually. Run through the entire song again a few more times. Then, move onto Twinkle, Twinkle with the fingering cheat sheet from the first lesson. Practice this song once or twice as written and then introduce different rhythmic patterns. Explain that even though this is a pretty easy song, we will play it at the WOW! with rhythmic variations that demonstrate our bow Page 46 of 70

skills. If a third song was introduced last week, practice that as a group as well, paying special attention to problematic passages. If a third song was not introduced last week, and students are now ready, pass out copies of that song. Instructor should model the song first so that students know how it is supposed to sound, and then play through the song slowly and as a group several times. Assign this piece as homework. Students should set their instruments aside in their cases, but not fully disassemble them yet. Activity 2: Note Reading Review Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Using visual aids and handouts from previous classes Activate prior knowledge of remind apprentices of some of the topics covered in note reading, sharps and flats, the theory component of lessons thus far. Ask and fingering musical passages students questions about Note reading and acronyms to help remember note order on a musical staff Flats, sharps, half steps, and whole steps Rhythm and note durations Tell students that they will need to call up all of the information and skills they have learned so far to successfully complete todays activity. There is one new piece of information that students need to be successful today. Using the flip chart visual, explain what ledger lines are and how to figure out which notes are on the ledger lines. Activity 3: Create Your Own Fingering Guide Teacher Time: 15 Minutes Directed Portion Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective In this activity, the instructor will guide students, step- Identify how to finger various by-step, through creating fingering guides for new notes on their instruments songs. First ask students to pull out Ode To Joy and look at the fingering guide that was written in for them. Ask them to identify the different parts of the fingering guide (string, which finger is down, whether Page 47 of 70

finger is high or low, etc.). As students are naming off characteristics of the fingering guide, instructor should be writing them on a flip chart or whiteboard. After students have identified several characteristics, explain that all of these thing combined help students play songs even though they arent super good at reading music yet. Next, turn to the flip chart outlining the step-by-step process for creating fingering guides. Step 1: Identify names of notes be sure to include whether they are sharp, flat, or natural Step 2: Reference your fingering chart to find out which string each note is played on, how many fingers you use, and whether it is high or low Step 3: Write in a fingering that MAKES SENSE TO YOU include whatever information you need to help you find that note when you are playing Using the three steps, create a fingering guide for the easy song that is on flip chart paper. Pass out copies of the song so that students can follow along and write in the fingering guide on their own copies. Ask students to give you the information for each step and write it in. Encourage students to think back to the acronyms the created a few weeks ago and use the fingering chart as a reference. After creating the fingering guide on the flip chart, practice clapping out the rhythm of the song using the clapping method from several weeks ago. After students can confidently clap beats, invite them to take out their instruments and play the song through slowly. Congratulate students on this huge step in their music educations: for the first time they were able to take music and independently translate it into something that they could play on their violins and violas. Activity 4: Create a Fingering Guide Guided Practice Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives.

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Ask students to set their instruments aside again. Split students into small groups of 2-3 and make sure they are armed with the fingering guide and ledger line handouts. Give them a second easy song (similar to the one in the teacher directed activity) and instruct groups to create a fingering guide following the same steps we just used as a group. Instructor should float between groups, checking on progress, giving feedback and suggestions, and helping students along. When students have completed their fingering guides, collect them (look over guides after class to make sure they are accurate and bring them to next weeks class). Again, congratulate students on taking this huge step and tell them that next week they will test out their fingering guides to see just how well they did in creating them.

Objective Write fingering guides for themselves on sheet music

Closing & Teach Back/Clean Up Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Ask one student to lead clean up. This student should talk the group through the steps of disassembling the instruments, cleaning them, and packing them safely away in their cases. Curriculum Analysis: Tips for the teacher What roles can you designate for each student to build team accountability? When I actually taught this lesson, most students werent ready by the end to create fingering guides independently. I could tell that they would be frustrated if I sent them off into small groups to work on it. Instead, we created the second fingering guide as a large group, but students directed the process each pair of students was responsible for 1 measure which they figured out and taught back. There was immediate feedback for students who were on the wrong track, and students who excelled had the opportunity to use the tools they were given to figure out the answers on their own. See Newby, Lesson 6 Attachments for all Visual Aids and Handouts

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Lesson # 7 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Practice final song selection for WOW! straight through and as a large group 2. Test the quality of last weeks fingering guides by practicing and critiquing them 3. Cover the basics of sight reading Learning Objectives: What will the students learn today? By the end of the lesson, the Students Will Be Able To: 1. Play, almost perfectly, the songs for the WOW! 2. Sight read a new song with the fingerings written in 3. Use their new sight reading and fingering skills to solve a sheet music mystery Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7.

Opening Ritual Review Agenda and Set Context Activity: Large Group Practice Activity: Sight Reading Basics Activity: Fingering Feedback Closing and Teach Back Clean up

5 Minutes 5 Minutes 25 Minutes 10 Minutes 20 Minutes 5 Minutes 5 Minutes

Preparation and Space Set up: - Reserve 1 room for class today students will be participating in activities in one large group rather than two smaller lesson groups today - Make follow up phone calls to students who forgot their instruments last week Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. Sight Reading

Materials and Equipment All handouts from last week (fingering charts, sheet music, etc) Agenda and objectives Sight Reading Basics flip chart Instructions for feedback activity on a flip chart Copies of Twinkle, Twinkle in musical notation without fingering guide and without the title written at the top (copyrighted material not included in lesson plan)

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Lesson # 7

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Time: 5 Minutes Apprenticeship and this session if possible) Apprentices should follow the same procedure for setting up their instruments that they used last week. Instructor should supervise as apprentices get the instruments out of cases, attach shoulder rests, and tighten/rosin bows. After all instruments are ready, apprentices should play open strings individually so that the instructor can tune instruments as needed. Set the Context and Review Agenda Time: 5 Minutes Provide Apprentices with a visual agenda written on flipchart paper and taped up in the classroom This week, we are going to put together our entire WOW! performance for the first time. In addition to that, we will have some time to experiment with the fingering guides that apprentices created last week, and solve a sheet music mystery. ACTIVITIES Time: 60 minutes

Activity 1: Large Group Practice Time: 25 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Have students stand or sit approximately how they Play, almost perfectly, the songs will on stage during dress rehearsals and the WOW! for the WOW! performance. Students should put their sheet music for both Twinkle, Twinkle and Ode To Joy on the stand in front of them (students should probably share stands and music). Remind students of the program order from last week and set expectations for how each song should be played (straight through, no stops, order of rhythmic variations, etc). The instructor should count down to get students started and then play along with exaggerated bow strokes to keep students on beat. After the first song is finished, transition immediately into the second song, again counting down to start and playing along. Students should practice taking their bows (bend over, say hi to your feet, and count to 5). Then the instructor should engage students in a debrief discussion about how that practice went. Was it weird to go straight from song to song without stopping? Was it difficult not to stop when you made mistakes? Did you get tired after playing for so long? This is how we are going to play at the WOW!, so we need to Page 51 of 70

practice getting used to it. After debriefing, the instructor should lead students through practice as it has been done in previous weeks, where the group plays the songs several times and repeats weak spots. Then, repeat the first part of this activity, and again practice the songs straight through without pauses or repeats. Ask students to set aside their instruments in the open cases, but not pack them up yet. Transition into a semi-circle of chairs for the theory activities. Activity 2: Sight Reading Basics Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Start this activity by talking about what it means to Objective sight read music playing a song from written Cover the basics of sight music without ever practicing or hearing it before. reading Explain that this is an important skill for violinists and violists in orchestras because often they will show up for a rehearsal and will be expected to play a brandnew song right away. Outline the Sight Reading Basics using the flip chart as a guide 1. Look for major clues before you get started key signature, time signature, etc 2. If there is a fingering guide, look to see which strings you will be playing on 3. If there isnt a fingering guide, quickly review your note reading acronyms and fingering chart 4. Try clapping out the rhythm using the technique we learned if you arent sure about the beat 5. Play nice and slow if you start the song playing fast you are more likely to stumble later on 6. If you make a mistake or miss a note, just move on it might be hard the first couple of times not to stop, but it is better if you just keep going Transition into the next activity in which students will practice sight reading Activity 3: Fingering Feedback Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Page 52 of 70

Ask students to reform the groups they were in last week when they wrote the fingering guide. This activity will test both the quality of the fingering guide you wrote last week and let you practice sight reading. Each group will give receive the fingering guide they wrote last week, try it out, and then critique their own work. Outline instructions for this activity: 1. Either taking turns as individuals or as a small group, follow the Sight Reading Basics to play the song on your instrument 2. After you have sight read it once, go back to the spots where you had trouble and practice them a few times 3. Think about what you will do differently next time you write a fingering guide for yourself. Answer the following questions on a piece of scrap paper. Was the hand writing clear enough to read? Did the fingerings make sense? What was one thing that you did very well when you wrote the fingering guide? What is one thing that you could improve next time? Student groups should split up throughout the room, staying away from each other so that they wont get distracted. Students should be trying to play the song and giving encouragement to each other. Throughout this activity the instructor should also be floating between groups giving encouragement to the students who are sight reading and making sure groups stay on task. Try to get students to let go of mistakes and move on this is often the hardest thing for beginners to learn to do. After students have had some time to try sight reading, ask groups to answer the critique questions. Give groups a few minutes to critically evaluate their work. Ask for a teach back from each group about one plus and one delta that they identified for their fingering guide.

Objective Sight read a new song with the fingerings written in Test the quality of last weeks fingering guides by practicing and critiquing them

Closing & Teach Back

Time: 5 minutes

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Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Option 1: Ask students for teach backs about one thing that they think they have improved on in the last week. This could be something from todays lesson like sight reading or bowing for long enough, or it can be something that they got better at because they practiced at home like holding the bow so that it doesnt squeak against the strings. Option 2 (if there is extra time): Solving the Sheet Music Mystery Hand out a copy of Twinkle, Twinkle in musical notation, but without a fingering guide and without the title written on the top. Tell students that you accidentally cut off the song title, and you need to figure out which one it is. Have students write in a fingering guide using their fingering chart and then sight read the song. Does it sound familiar? The first team to identify the song correctly wins an eighth note on the practice tracker. Clean Up Time: 5 minutes What roles can you designate for each student to build team accountability? Ask one student to lead clean up. This student should talk the group through the steps of disassembling the instruments, cleaning them, and packing them safely away in their cases. See Newby, Lesson 7 Attachments for all visual aids and handouts

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Lesson # 8 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Play WOW! pieces in unison as a large group 2. Work out any problem passages with individual apprentices 3. Motivate students to practice at home to prepare for the WOW! Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Follow the instructors lead 2. Teach back about what and how to practice in the next two weeks 3. Demonstrate body position, composure, and presence appropriate for performance Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6. 7. 8.

Opening Ritual Review Agenda and Set Context Activity: One-on-One Extra Help Activity: D-Major Scale and Follow the Leader Activity: Switch it Up! Activity: Ode To Joy Closing and Teach Back Clean up

5 Minutes 5 Minutes 5 Minutes 15 Minutes 15 Minutes 15 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: - Set up enough stands in a line for all of the students (two students per stand) - Secure practice room for students to take turns working one-on-one with the instructor - Remind students to bring their instruments Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. - Stage Presence - Rest Position Materials and Equipment Agenda and Objectives Instruments Music Stands Practice Room

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Lesson # 8

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 5 Minutes

Apprentices should follow the same procedure for setting up their instruments that they used last week. Instructor should supervise as apprentices get the instruments out of cases, attach shoulder rests, and tighten/rosin bows. After all instruments are ready, apprentices should play open strings individually so that the instructor can tune instruments as needed. Set the Context and Review Agenda Time: 5 Minutes

Today we will rehearse for our WOW! There are only a couple of weeks left for us to work together and get these songs to the level where we can perform them for an audience. Everyone needs to be on the ball today, paying attention to instructions and participating. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 60 minutes

Activity 1: One-on-One Extra Help (Outline Expectations) Time: 5 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Even though practice today will be as a large group, Work out any problem passages apprentices will have the opportunity to get some one- with individual apprentices on-one help if they think they need it. While Daniela is working with the large group, apprentices can take turns practicing with Kate in the adjoining practice room. Outline expectations for one-on-one practice: - Come prepared: Think ahead of time about what you need extra help with - Stay on Task: Only student who demonstrate that they are staying on task both in the large group and in one-on-one practice time will have this opportunity - Be Considerate: Remember that there are probably a lot of people who need extra help come and practice what you need to and then go back to the large group Practice sessions will last 10-15 minutes. Ask for a couple of volunteers who need some extra help to come first. After they are finished ask if any other students would like to come spend some one-on-one time practicing. One instructor should always stay Page 56 of 70

with the large group while small groups of apprentices take turns either until the end of the session or until everyone is satisfied. During the one-on-one or small group practice sessions students should bring their instruments and the pieces that they want to practice. Depending on how comfortable and confident students are, they should play their problem songs or passages first for the instructor. After that the instructor can identify problems and help students work through the difficult passages with some combination of modeling, practicing together, talking students through the steps, and establishing practice techniques. Students will only have a short amount of time getting one-on-one help, so they need to make the most of it. Activity 2: D-Major Scale and Follow the Leader Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Begin the large group session today with the D-Major Follow the instructors lead scale. Ask students to stand in rest position at their stands. Then, when given the cue, students should get Demonstrate body position, into correct playing position (in our case, the cue composure, and presence was the instructor doing it herself). The instructor appropriate for performance should verbally remind students of how they should be standing and give feedback to individual apprentices when necessary. Then, the instructor should model the scale for students, reminding them of the fingering. Then, students should play along. After students have finished the basic D-Major scale, instructor should incorporate rhythm variations (Massachusetts Up Down, Alligator Alligator) through a follow the leader game. The goal of the game is for students to mimic the rhythm the instructor plays the rhythms will be ones that they have already learned, but they will not be told which one it is. Students need to remain totally silent with their bows off the strings while the instructor is playing so that they can hear which rhythm they need to mimic. Students who break this rule will be asked to sit out. Instructor should start with a practice round by playing a rhythm on the open D-string. Then give the cue for apprentices (could verbal or an action) to follow the leader. Ask if anyone could identify that rhythm just from hearing it. Play the game a couple more times on a single note. Page 57 of 70

Then, add another component to the game. Instead of just playing back the rhythm once on one note, students will need to play the rhythm on each note in the D-Major scale. Instructor should play the rhythm once on the D-String, and then students should copy it on every note of the scale. Try it out with a few different rhythms. After students have gotten the hang of mimicking the instructor, move onto the next activity. Activity 3: Switch it Up! Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Take a quick break from Follow the Leader, but let Follow the instructors lead students know that they will return to the game in just a little bit. Ask students to take out their sheet music Play WOW! pieces in unison as for Twinkle, Twinkle. Instructor should model how a large group the song looks and sounds on her instrument, and then ask students to play along. Play through the song a Demonstrate body position, few times, making sure that students are playing the composure, and presence right notes and in-tune. appropriate for performance Then, ask students to incorporate Twinkle, Twinkle into the Follow the Leader activity. Just like we did with the D-Major scale, students will be playing this familiar song, but will have to pay attention to the instructor to figure out which rhythm to play with it. Instructor should tell students which rhythm she will play first and then model how the song will sound with a different rhythm. Then ask students to play along with the instructor, paying special attention to the rhythm. This is the way that we will play Twinkle, Twinkle at the WOW! For the next rhythm, the instructor should just model (dont tell which one it is), and then students should mimic. Keep running through different rhythms until students are really paying attention to the instructor and following along. End with a run through of Twinkle, Twinkle using all of the rhythm variations without any pauses (Instructor models, students play, instructor models, students play, etc). During the time the instructor is modeling the rhythm, students should be poised to play (in playing position with a good bow grip, but the bow not on the strings). Activity 4: Ode To Joy Time: 15 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to Page 58 of 70

your learning objectives. Take a quick break from playing by asking students to teach back facts that they know about Ode To Joy and Beethoven (there is a paragraph about the song and its composer on the sheet music). Students should Demonstrate body position, be standing in rest position as they teach back a few composure, and presence facts. Ask for one or two volunteers who would be appropriate for performance willing to write a summary of these facts to present at the WOW! as an introduction to the song. Instructor should follow up with these students after class to get them started on the project, potentially as an extra mile activity. Ask students to get their sheet music set up on their stands. Instructor should outline the procedure for playing Ode To Joy out loud, and then model how it will go. (In our case, the instructor played the first 4 measures as an intro and then everyone started at the beginning and played all the way through.) Have students get into playing position, making sure that they are following cues and paying attention to each other. Instructor should play the intro and then kids should join in. Play the song all the way through, even if kids mess up or get lost. At the end, indicate to kids that they should go into rest position (tell them and model it), and then practice your bows (say hi to your feet and count to 5). Follow the same procedure a few more times until kids are used to playing the piece straight through without stops. Any students who are still struggling with certain passages should take this opportunity to go into the practice room for one-onone coaching. Objective Play WOW! pieces in unison as a large group

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Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Students will probably be tired from practicing for so long today (most of the kids in this apprenticeship could only go about 20 minutes until they started complaining non-stop about being tired). Instead of making kids do a teach back today, the instructor will. Students should put their instruments away and find a seat on the floor or in a desk. (Students who still need extra help are welcome to go for one-on-one coaching during this time instead.) The instructor should play some of the solo pieces or other fun pieces that she has learned over the years. In our class, the kids made requests and Daniela did the best she could. This should be a chance for kids to sit back and just enjoy the music: they have worked hard so far in the semester and will have to set it up in the next two weeks for the WOW!, but this is a time for them to just have fun. Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Most students should have put their instruments away before the Teach Back, but any who were still getting extra help need to pack up with others make sure the room is clean.

Curriculum Analysis/Tips for Teacher Throughout this apprenticeship kids complained of being too tired to play after only 15 or 20 minutes of playing because it takes quite a bit of endurance build up to be able to maintain correct body position for any longer than that. This was particularly true in this lesson when kids had an even longer practice session than they ever had before. One really useful way to combat complains and whining from the kids is to plan a few 5 minute activities that you can throw in as mini-breaks when the kids need it. For instance, students could do teach backs about the history of the pieces they have learned, they could review note reading by identifying the different notes on their sheet music, or they could shuffle stand partners (this transition always takes a while).

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Lesson # 9 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Play WOW! pieces on stage 2. Motivate students to practice at home to prepare for the WOW! 3. Set each student up for success at the WOW! Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Demonstrate strong stage presence 2. Enter and exit the stage like it will happen at the WOW! Agenda based on the lesson plan. Post in the room for the students to see.

1. Opening Ritual 2. Review Agenda and Set Context 3. Activity: Warm-Up and Stand Partner Selection 4. Activity: Transition to Stage 5. Activity: WOW! Selection Run Through 6. Closing and Teach Back 7. Clean up

10 Minutes 5 Minutes 15 Minutes 10 Minutes 20 Minutes 5 Minutes 10 Minutes

Preparation and Space Set up: - Make sure there are enough stands for each pair of students - Secure stage for the afternoon - Remind students to bring their instruments - Assign stand partners for WOW! performance Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. - Stage Presence - Rest Position Materials and Equipment Agenda and Objectives WOW! Program (songs in order that they will be played) on flip chart Instruments Music Stands Stage

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Lesson # 9

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 10 Minutes

Ask one or two apprentices to lead the group through the Opening Ritual. In the front of the room with other students in a semi-circle around them, the leaders should walk everyone through the steps of setting up instruments. The job of the audience is not only to follow along setting up their own instruments, but also offer feedback in the form of suggestions and guiding questions. This can be done popcorn style or with raised hands depending on the group. Set the Context and Review Agenda Time: 5 Minutes

Today we will rehearse for our WOW! on the stage. There are only a couple of weeks left for us to work together and get these songs to the level where we can perform them for an audience. Everyone needs to be on the ball today, paying attention to instructions and participating, especially because we are going to be in a new space. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 60 minutes

Activity 1: Warm-Up and Stand Partner Selection Time: 15 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Throughout the apprenticeship students have rotated Set each student up for success stand partners, but for the last two weeks everyone is at the WOW! going to need to remain with the same person. Instructor should assign student pairs as stand partners based on their strengths, weaknesses, and needs. Explain to students that stand partner assignments were selected so that they will be the best performers possible. Also assign students to specific stands in the lineup. After students have settled into their stand assignments, check to make sure that each stand has a copy of all of the music on the program. Review the program with apprentices, asking volunteers to read the song order out loud. Students should stack their sheet music in the order that the songs will be played. Warm-up today will be the D-Major scale. As they are playing, students should be paying attention to how their instruments sound (are they playing the right Page 62 of 70

notes, are they on the right string, are they playing in tune) and to how everyone else sounds (are they playing at the same speed as everyone else, do their notes sound the same as their stand partners). After Warm-up is complete, get ready to transition to the stage. Everyone should keep their instruments safely in rest position, and one student at each stand should carry the sheet music, while the other carries the stand. Activity 2: Transition to Stage Time: 10 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Walk slowly through the hall to the auditorium/stage, Enter and exit the stage like it making sure students are carefully transporting their will happen at the WOW! instruments and stands carefully. Ask students to set up their stands in the same order that they were assigned in the classroom. Make sure that stands are evenly spaced and well situated on the stage. Then, students should exit the stage with just their music and instruments. Have students line up in order so that they can practice entering the stage. Ask students to brainstorm some of the dos and donts of stage presence walk confidently, dont talk to your friends, smile, dont be silly, stay in the correct order, pay attention to the person in front of you, etc. Consider acting out mistakes to get students to think about how to enter the stage like professional performers. Have students walk onto the stage in the manner they just discussed, asking them to behave in the exact way they would at the WOW! If students cant take the exercise seriously or arent paying attention, have them repeat their entrance until they get it right. After students are on stage at their stands, they should arrange their music and remain in rest position. Activity 3: WOW! Selection Run Through Time: 20 minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Even though we are on the stage today, the run Play WOW! pieces on stage through of our WOW! songs will be just like last week. Review the order of songs from the program, Demonstrate strong stage and check to make sure everyone still has all of their presence sheet music. Start with Ode To Joy. The instructor should play the intro like in previous weeks and then Page 63 of 70

students should join in. After Ode To Joy, everyone should take a bow, and then get set up for Twinkle, Twinkle. Instructor should remind the students that she will play the rhythm first, and then they will join in. Run through all four Twinkle, Twinkle variations without stopping. Take a bow again, and practice exiting the stage quickly and quietly. Use the remaining time in this activity to run through the program a few more times, taking breaks to bow, enter and exit. Closing & Teach Back Time: 5 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. While still on the stage, ask students to teach back some things they learned and practiced today. Have students raise their hands to answer. Did playing on the stage make you feel nervous? Are you nervous to perform in front of an audience because you dont think you are good enough? Point out that there is still plenty of time for students to practice and get better if they didnt feel completely confident when they were on stage today. Clean Up Time: 10 Minutes What roles can you designate for each student to build team accountability? Transition back into the classroom with instruments, music and stands, making sure that students are carefully carrying their things as they walk through the halls. Have students put their instruments away and re-stack the stands.

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Lesson # 10 Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Polish WOW! pieces 2. Review stage presence expectations Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Confidently and professionally perform several pieces for an authentic audience 2. Sit quietly in the audience with instruments and music Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6.

Opening Ritual Review Agenda and Set Context Activity: Warm-Up Activity: WOW! Performance Run Through Closing and Teach Back Clean up

10 Minutes 10 Minutes 10 Minutes 30 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: - Set up enough stands in a line for all of the students (two students per stand) - Secure stage for dress rehearsal - Remind students to bring their instruments Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. - Stage Presence - Rest Position Materials and Equipment Agenda and Objectives WOW! Program (full campus dress rehearsal) Program for Strings group on flip chart paper Instruments Music Stands

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Lesson # 10

Planning the Lesson

Opening Ritual (It should be tied to the focus of your Apprenticeship and this session if possible) Time: 10 Minutes

Apprentices should follow the same procedure for setting up their instruments that they used last week. Instructor should supervise as apprentices get the instruments out of cases, attach shoulder rests, and tighten/rosin bows. After all instruments are ready, apprentices should play open strings individually so that the instructor can tune instruments as needed. Set the Context and Review Agenda Time: 10 Minutes

Todays dress rehearsal will be with the entire campus all of the performance apprenticeships will take turns practicing on stage in the order that they will appear at the actual WOW! This means that apprentices not only need to practice performing, but they also need to practice being good audience members. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 60 minutes

Activity 1: Warm-Up Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective After all of the students have set up and tuned their Warm-up and review body instruments, and the agenda and expectations have position, etc. been covered, have students warm up as a group with the D-Major scale. As students play the D-Major scale Review stage presence as they have in previous weeks, the instructor should expectations make sure that student are correctly holding their instruments. If there is time, warm up with Twinkle, Twinkle and Ode to Joy as well. Also, be sure to review expectations for entering and leaving the stage before sending students to their seats in the audience. Activity 2: WOW! Performance Run Through Time: 30 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Seat students in the audience in the same way they will Confidently and professionally be seated at the WOW! They should also be sitting in perform several pieces for an the same order that they stand on stage so as to authentic audience facilitate a smooth transition onto the stage. Strings students should be holding their instruments in rest Sit quietly in the audience with position or across their laps at their seats. Run through instruments and music Page 66 of 70

the entire WOW! performance with all of the apprenticeship groups. When it is the strings groups turn, apprentices should walk quickly and quietly on stage, set their sheet music up on the stands, and stand in rest position waiting for the instructors cue. A student speaker or team leader should introduce the group. Students should follow the cues of the instructor, getting into playing position. Students should play through their WOW! songs as they have rehearsed in previous weeks. After students have taking their final bow, they should put their instruments in rest position, pick up their music, and file off stage back to their seats. Finish with the WOW! dress rehearsal. Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Congratulate the entire campus on their hard work and success. Remind music students to bring their instruments to the WOW! and remind everyone to wear their Citizen Schools t-shirts.

Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Students should pack up their instruments independently, and get ready for closing circle.

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Reflection Lesson Name of the Apprenticeship: Citizen Teacher: Orchestra Apprenticeship

Pre-Planning
Lesson Objectives: What do we need to get done today? By the end of the lesson, the students will: 1. Reflect on the apprenticeship 2. Identify a few of their favorite parts of the apprenticeship 3. Write short essays about their experience Learning Objectives: What will the students learn today? By the end of the lesson, the students will be able to: 1. Think more intentionally about their own strengths and weaknesses Agenda based on the lesson plan. Post in the room for the students to see.

1. 2. 3. 4. 5. 6.

Review Agenda and Set Context Pluses/Deltas of Apprenticeship Identify Successes and Challenges Reflection Essay Hand in instruments Clean up

10 Minutes 10 Minutes 10 Minutes 15 Minutes 10 Minutes 5 Minutes

Preparation and Space Set up: - Create Visuals Vocabulary What terms or concepts will you introduce in this session? Post these for the students to see. - Reflection - Successes and Challenges - Pluses/Deltas Materials and Equipment Agenda and Objectives Plus/Delta Flip Chart Instruments Reflection Essay Prompt Paper for reflection essay and successes/challenges Checklist for handing in instruments

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Reflection Lesson

Planning the Lesson

Set the Context and Review Agenda Time: 10 Minutes Todays lesson is a wrap up of the entire apprenticeship we will be reflecting on the successes and challenges of our work together and you can give you suggestions for improvement. ACTIVITIES (Please factor a 5 minute break in the middle of 1 activity or in between 2 activities)

Time: 45 minutes

Activity 1: Pluses/Deltas of Apprenticeships Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Ask apprentices if they can remember what pluses and Identify a few of their favorite deltas are (think back to one of the very first school parts of the apprenticeship navigation lessons). Review that deltas are not only things that were bad, but that they also have to be Reflect on the apprenticeship phrased in a way that we can think of a solution. Begin by reviewing some of the specific activities from throughout the apprenticeship. Think way back to the very beginning. Select a scribe to write apprentice ideas on the flip chart. Set an expectation that for every delta, students must think of a plus as well. Ask for raised hands and have the scribe record ideas.

Closing & Teach Back Time: 10 Minutes Review what you covered in this session and tell them what is coming for the next session. Be sure students learned by having one or more of them teach back. Congratulate the entire campus on their hard work and success. Remind music students to bring their instruments to the WOW! and remind everyone to wear their Citizen Schools t-shirts. Activity 3: Reflection Essay Time: 15 Minutes Page 69 of 70

Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective The last reflection activity before we hand in our Identify a few of their favorite instruments for the semester will be writing a short parts of the apprenticeship essay about some of our experiences in this apprenticeship. This essay is really important because Reflect on the apprenticeship we will send them to the Massachusetts Cultural Council, which is the organization that gave us the Write short essays about their money to help pay for this apprenticeship. Post the experience reflection essay prompt and read it out loud. (Example: Write at least 5 paragraphs about something that was fun, interesting, or challenging about this apprenticeship.) Remind students that this is an independent, silent activity, and that they need to take it seriously so that we can have another instrumental apprenticeship next semester. Give students about 10 minutes to write, and then collect essays. Activity 4: Hand in Instruments Time: 10 Minutes Includes demonstration, guided practice, individual or group practice. Be sure and link to your learning objectives. Objective Pass out checklists for students to use to make sure Hand in instruments their instruments are in order to hand in. Checklist should include things like instrument, bow, rosin, and a space for writing anything that is wrong with the instrument (like a broken string). Ask students to open their cases and make sure that everything is in order, complete checklists, and turn in their instruments. Clean Up Time: 5 Minutes What roles can you designate for each student to build team accountability? Students should help take down any visuals, put desks back where they belong, and line up to go to circle.

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