String Method Unit Project

This unit teaches the techniques and knowledge needed to play the cello at a beginner
level. The goals of this unit are to efficiently teach and foster students in their musical growth
with their instrument. This will happen with positive instruction and guidance through effective
instruction and explanation of material.
The instructional objectives for the first lesson are to teach basic hand and instrument
positions along with placement of the bow and how to correctly hold it. Tuning will also be
covered and students will learn on the open strings. The second lesson plan will cover the
fingerings and first hand position along with correct bow strokes. The last instructional objective
that will be covered by the third lesson is the second position fingerings.
Resources for these lessons can be obtained from a few different places. You can possible
rent an instrument from your school if they offer that option or you may rent from a music store
such as Marshall Music or Shar Music. Any extra musical exercises or materials will be handed
out in class suck as scales and short beginner exercises.
Assessment tools include periodic playing tests of short musical material. Also this
includes the basic understanding they have with their instrument, the appearance they have in
playing it, and the fluidity of which they pick up new methods, techniques, and material. At the
completion of a unit a short playing exam will be given that ranks the students understanding and
execution of tasks such as hand position, bowings, finger placement and first and second position
differentiation.

Students will be walked through different levels of material during the first lesson in
order to assess where they are at in their ability levels. This includes areas such as reading sheet
music, aural skills, and playing abilities.

Lesson Plan #1

Objective: To learn hand position and placement for instrument and bow and also how to tune.
Materials: Instrument and provided handout
Instruction: First, explain the instrument and body position needed to hold the cello correctly.
The stand, or rod, at the bottom of the cello should be extended to an appropriate length
determined by your comfort and the height it may need to be adjusted to for playing position.
When in playing position the instrument should be at an angle leaning towards you. It would rest
between your knee and somewhat against your chest. However, the range of motion of the bow
should not be affected by the placement of the instrument against your legs. When placing your
hand on the neck first start by extending your arm straight out to your side parallel with the
ground. While maintaining this angle bring your hand and forearm in by bending your elbow.
Your hand should rest at a comfortable position on the neck near first position. Your elbow
should not neither too high nor too low. When resting your hand on the neck your thumb should
remain on the back side of the instrument and perpendicular to the neck. If you were to remove
the neck and close your fingers to your thumb it should rest somewhat in the middle of them.
Next is the bow hand position. When holding the bow your thumb should rest on the
bottom of the bow in the nook of the frog. Your thumb should line up to support under your
middle finger. Your fingers should curve around to touch the flat side of the frog while staying
spread out for support. You need to keep your knuckles angled in towards the instrument and the
tip of the bow. When moving the bow it should move perpendicular to the instrument and play
only between the fingerboard and bridge.

Next, take the student through the steps of tuning. First, start with the lowest string which
is the C string. The strings should be tuned in perfect fifths. After making sure the C string is
in tune proceed by playing the C and the next highest string, the G string, together. Focus on
hearing the tuning of the fifth and adjust the G string accordingly. Work your way up the
strings using the string before as you base pitch each time. For example the tuning combinations
would be C and G, G and D, and lastly D and A.
The students should practice maintaining the hand position for the bow as they stroke at
the open strings. The arm should flow straight through the wrist to the hand while playing. The
bowing motion should come from bending at the elbow and should appear smooth and fluid. The
top of the bow should be tilted towards you so you play with the edge of the strings instead of the
full flat area.
Assessment: The students will be provided with a sheet of open string exercises. They
are expected to run through the page each time in order to practice. They should focus on correct
hand and bow positions. They will be asked to play through one of the lines during the next
lesson to assess their progress and grasp of the previously taught material.

Lesson Plan #2

Objective: To teach fingerings for first position along with bow strokes.
Materials: Instrument and provided handouts
Instruction: Will begin to learn fingerings by first starting on the lowest string and working
their way up. The beginning hand position closest to the end of the finger board is called first
position. Starting on the C string the students will learn to use their four fingers to walk up the
C scale. All three fingers should be equally spacing during playing positions in order to get the
correct interval between each position. The student will be given a sheet of exercises that focus
on fingering combinations for each string one at a time. The exercises will work through not only
moving by half steps but full steps and using different combinations. One string at a time will be
walked through until the student can correctly mimic the positions needed to play a beginner C
scale. Students will be assigned to work on correctly playing through the scale which will

be review as a playing test the following lesson.

As a second part to the lesson the student will learn about bow strokes. A V denotes a
downward stroke and a sideways bracket such as denotes and upward bow stroke. For the
most part you should look at beats 1 and 3 being down strokes while beats 2 and 4 are up strokes.
Notes slurred together should flow with the same stroke. For the most part strokes should evenly
alternate giving equal use to both upward and downwards motion. The student will be given a
short etude to write in the bowings. The sheet will be talked over during the next lesson to
explain and possibly correct some of the questions the student may have.
Assessment: Students will be assigned to work on correctly playing through the scale which will
be review as a playing test the following lesson. The bowing etude will be also be assigned.

Lesson Plan #3

Objective: To teach third position fingerings.

Materials: Instrument and handouts
Instruction: The previous lessons bowing assignment will be reviewed and necessary
corrections will be discussed. If the student still needs work on the first position then this lesson
will further explain skills and techniques needed. If the student has adequately progressed
through understanding of the first position they will then move on to learning the third position.
For the third position your hand moves and interval down to where normally your fourth finger
would be playing on a single string. This is not where your first finger position will be in relation
to the third hand position. In this position the fingerings are the same as the first position. The
students will work through provided material and will be instructed on things they are still
lacking in such as posture, bow, and instrument positions. They will also work at combining first
and third position.
Assessment: The students will be given an etude to work through that combines first and second
position. They will need to write in the finger combinations and bowings that they see best fit
and are most comfortable. They will be expected to play through the first few lines during the
next lesson.