Name:

Salvador Hernandez & Alec Mendoza

District: El Segundo Unified School District
School: El Segundo Middle School
Subject: Beginning Strings
Grade Level: 6th-7th Grade

National Standards for Music Education:
2. Performing on instruments, alone and with others, a varied repertoire of music.
6. Listening to, analyzing, and describing music

California Visual and Performing Arts Content Standards:
1.0 ARTISTIC PERCEPTION- Processing, Analyzing, and Responding to Sensory Information
through the Language and Skills Unique to Music
2.0 CREATIVE EXPRESSION- Creating, Performing, and Participating in Music

Objectives:










1) Students will learn how to practice on their own through the practice techniques taught in class.

Materials:
1 iPad
1 projector
15 printed copies of the music

Procedures:
Today we are going to teach useful techniques for how to practice on your own. We will start with the
rhythms alone at a slow tempo, gradually increasing the speed. Once the rhythm is learned we will
isolate the pitches and play them one at a time. Then we will put the two elements together and starting
at a slow tempo practice playing the passage that will be projected on the screen. Apps used will be
adobe and a metronome/tuner app.

Rhythm: Students will clap rhythms at a slow tempo, quarter note = 60 BPM, and then gradually increase
tempo. (3 minutes)

Pitch: Students will isolate each pitch and bow to produce each pitch. (2 minutes)

Passage: Students will combine the rhythmic and pitch aspects of the piece and play the piece. (4
minutes and 45 seconds)

Name: Rie Aoyama & Katie Takahashi

District: El Segundo Unified School District
School: El Segundo Middle School
Subject: Music Technology
Grade: 6th, 7th, and 8th Grade

National Standards for Music Education:
Plan and Make - Select and develop musical ideas for defined purposes and contexts
MU:Cr2.1.6b Use standard and/or iconic notation and/r audio/video recording to
document personal simple rhythmic phrases, melodic phrases, and two-chord harmonic
musical ideas
Present - Share creative musical work that conveys intent, demonstrates craftsmanship, and
exhibits originality
MU:Cr3.2.6a Present the final version of their documented personal composition or
arrangement, using craftsmanship and originality to demonstrate an effective beginning,
middle, and ending, and convey expressive intent.

California Visual and Performing Arts Content Standards:
2.0 CREATIVE EXPRESSION - Creating, Performing, and Participating in Music
4.0 AESTHETIC VALUING - Responding to, Analyzing, and Making Judgements About Works of
Music

Objectives:
1. To improvise rhythmic patterns
2. To collaborate with other students to compose a body percussion composition
3. To use technology to share compositions with others

Equipment and Supplies:
1. VGA cord
2. iPhones to record video
3. Laptop to access YouTube
4. Body Percussion video from YouTube: https://www.youtube.com/watch?v=5AhrTeBVW4M

Procedure:
1. Introduce ourselves as UCLA music education students in Ms. Eppss Music Technology class.
2. Ask the class, Does anybody know what body percussion is?
3. Those are all great ideas! Lets watch this video and get some more ideas! Show youtube video
of sample body percussion. https://www.youtube.com/watch?v=5AhrTeBVW4M
4. Separate into two groups, 15 students per group. 1 group will go with Rie and the other group
will go with Katie. Find some space either inside the classroom or outside.
5. Within each group, create a body percussion composition, each person adding a new sound each
time
a. Start with a clapping/snapping ostinato
b. Going around the circle, each student does their sound for eight beats
6. Video tape each group and project on the screen for the entire class to watch

Name: Joel Hernandez and Kate Bacich

District: El Segundo School District
School: El Segundo
Subject: Beginning Strings
Grade Level: 7th

California Visual and Performing Arts Content Standards
2.0 Creative Expression
2.5 Compose and arrange simple pieces for voice and instruments, using traditional and
nontraditional sound sources, including digital/ electronic media.

2.6 Improvise melodies and harmonic accompaniments.

Objectives:
1. Introduction to playing Pentatonic scale
2. Introduce ostinato material for the class to perform and improvise over
3. Record a class song that is made through recording into a music production software

Equipment and Supplies
1. String Instruments from the students
2. Slide show containing ostinatos and other slides
3. Recording technology and audio engineering software

Procedures
1. Start off playing the D major scale warm up from essential strings excercise
2. Then play the scale degrees of D major in the pentatonic scale
3. We will then have the class learn an ostinato together
4. Then have students improvise new pentatonic material if willing
5. Record material that students play and create a class song

Names: Maddison Sperry, Tyler Hsieh

District: ESUSD
School: El Segundo Middle School
Subject: Beginning Strings
Grade Level: 6, 7

California Visual and Performing Arts Content Standards
4.0 - AESTHETIC VALUING

4.1 Develop criteria for evaluating the quality and effectiveness of musical performances
and compositions, including arrangements and improvisations, and apply the criteria in personal
listening and performing.

4.3
Identify
aesthetic
qualities
in
a
specific
musical
work.

5.2 Identify career pathways in music.

Objectives:
1. To be able to play good classical repertoire with the understanding that very difficult works are
accessible to all levels of skill
2. To watch the cues of the conductor and understand that conductors form their own
interpretations of the music that can change the sound
3. To expose students who have experience limited to string orchestras, to larger ensembles
composed of many different families of instruments

Materials:

1. one iPad for the teachers

2. Projector with connection cables for the iPad

3. Beethovens 9th application for the iPad

4. string instruments

5. student copies of Ode to Joy (available in the student books)

6. Youtube access

Procedure:

1. Introduce students to Beethovens 9th and give a very brief background on the piece

2. Open the Beethovens 9th app and briefly show students how to navigate the app, and then

have them choose a conductor

3. Briefly discuss the role of the conductor and his/her importance to the performance
4. Play a small portion of the symphony and then have the students choose a different
conductor.
5. After playing a small segment with the new conductor, pause and ask the students to select
the differences between the two conductors styles


-was it faster or slower?


-were there different dynamic elements?

-were the conductors physical cues smoother or more choppy?
6. Choose one final conductor and after playing a brief section, ask the students once again what
the differences and/or similarities are between the third conductor and the two previous.
7. Explain that the fourth movement of the 9th symphony involves the Ode to Joy melody, and
then ask the students to take out their books and play through the piece once.
8. Ask for a volunteer to come up and conduct the piece while their peers play. Ask them to
create their own interpretation and give them the freedom to take it as fast or slow as they want
and add whatever dynamic/texture elements they desire.
9. Ask for another volunteer and repeat previous step.
10. Ask the students what the differences were between the two conductors.
11. If time permits, explain that artists can use their own interpretations and create modern
arrangements of classical pieces that interest them. Play the Ode to Joy modern arrangement

by The Piano Guys on Youtube. https://www.youtube.com/watch?v=17GLE-16_3g

Names: Nick Garcia, Juan Rivera

District: ESUSD
School: El Segundo Middle School

Subject: Beginning Strings
Grade Level: 6, 7

California Visual and Performing Arts Content Standards
1.0 - ARTISTIC PERCEPTION
1.2 Read, write, and perform rhythmic and melodic notation, using standard symbols for
pitch and meter in duple and triple meters.

2.0 CREATIVE EXPRESSION
2.3 Perform on an instrument a repertoire of instrumental literature representing
various technical accuracy, tone quality, and articulation, by oneself and in ensembles (level
of difficulty: 1 on a scale of 1-6).

Objectives:
1. To discriminate correct and incorrect intonation on string instruments.
2. To make necessary adjustments for correct intonation using fine tuners.

Materials:
1. Violin with bow
2. iPad (TonalEnergy Tuner, Rhythm Cat)
3. Projector screen
4. Essential Elements (one copy for each student)

Procedures:
1. Introduce class to concept of tuning. (Nick)
a. Describe how two notes out of tune will create bumps
b. Play a note out of and in tune for violin and ask class if they can hear the difference.
c. Explain how to use fine tuners.
d. Use TonalEnergy to tune strings of orchestra.
2. Play Essential Elements exercise (Juan)
a. Play smaller chunks of exercise. Isolate key note to tune with TonalEnergy (i.e. cadence)
b. Explain to class that fingers can be used to tune on the fingerboard
c. Choose a few spots to stop and tune in addition to first note.
d. After hitting hot spots, run entire exercise.
3. (Optional) Run Rhythm Cat exercise
a. Run through same steps as Step 2 using Rhythm Cat excerpt projected on screen

Keith Cerrato & Justin Klotzle

Beginning Strings (Violin, Viola, Cello, Bass)

El Segundo Middle School
332 Center Street
El Segundo, CA 90245

Duration of Lesson: 10 Minutes

CA State Standards:

1.0 ARTISTIC PERCEPTION
Processing, Analyzing, and Responding to Sensory Information Through the Language and Skills
Unique to Music
1.1 Read, and perform intervals and triads.
1.2 Read, and perform rhythmic and melodic notation, using standard symbols for pitch, meter,
rhythm, dynamics, and tempo in duple and triple meters.
1.4 Sight-read simple melodies in the treble clef or bass clef.

Materials: Macbook (App: Sight-Reading Factory), Strings

Lesson Plan:

Step 1
Discuss Sight Reading: Why do we sight-read?
To build a familiarity with the musical notation
To test musicianship
Develop ability to play new music at sight

Step 2
App Function: Describe and Demonstrate how to-
Create individual parts
Create Ensemble parts
Use the playback/play-along function

Step 3
App Usage
Teacher generates an ensemble part
Ensemble sight reads the piece generated
Discuss (review rhythms, fingerings, etc.)
Ask class to evaluate the effectiveness of the app
If time allows, competition between the different sections



Conclusion:

This lesson will expose the class to effective ways to sight-read. It will provide them with
interactive and engaging tools (Sight-reading Factory) to do so. This also provides the students with a
cost effective method to access sight- reading materials. With this app they have access to unlimited
musical examples from which to learn and build skills from. This will supplement paper music books
which have a set number of excerpts. The potential for future lessons is unlimited. It is all built into the
app with progressive levels of difficulty.

Technology Lesson Plan

Ellyn King
Mackenzie Dimler
2/23/16

California Visual and Performing Arts Content Standards:
2.0 CREATIVE EXPRESSION Creating, Performing, and Participating in Music:
Students apply vocal and instrumental musical skills in performing a varied repertoire of music.
They compose and arrange music and improvise melodies, variations, and accompaniments,
using digital/electronic technology when appropriate.

National Standards for Music Education
Performing: MU:Pr4.2.7a Explain and demonstrate the structure of contrasting pieces of music selected
for performance and how elements of music are used

Materials:
sightreading.com
projector
computer

Objective:
1. Use sightreadingfactory.com as a tool to help to isolate the components of sight-singing (ie.
rhythm, melody, phrasing)
2. Practice subdividing in the 5/4 time signature and improve ability read rhythms in this meter
accurately the first time
3. Perform melodic and rhythmic content simultaneously while sight reading
4. Be able to identify musical phrasing while sight reading and appropriately place breaths

Procedure:
1. Open sightreadingfactory.com and set up a rhythm only exercise in 5/4.
2. Give students 1 minute to look over the exercise.
3. Sight read exercise 1
4. Facilitate open discussion on what areas were difficult
5. Identify difficulties and discuss methods of quickly improving accuracy in a sight reading
situations
6. Perform exercises to improve these skills as a class
7. Re-read exercise 1
8. Present exercise 2 and ask student to apply techniques from exercise 1 to exercise 2
9. Repeat process with increasing levels of difficulty