Christa Cook

March 25, 2015

Lesson Plan 7
Tone Production, Dynamics, and Bow Lanes
Grade: 7th
Concepts: Tone
Dynamics
Bow lanes/ placement (contact or sounding point)
Bow weight
Bow speed
Objectives/Assessment: The students will identify and describe the three variables of tone
production.
The students will identify the necessary conditions of each tone variable required to produce a
characteristic tone quality on their instrument at a variety of dynamic levels.
The students will perform the dynamic markings as written in Arlington Sketches and El Toro,
using appropriate bow placement, weight, and speed.
Standard: S1C5PO203: playing expressively on pitch and in rhythm, dynamicsencountered in
the repertoire.
Materials: Instruments and bows
Essential Technique for Strings book pg. 14
Arlington Sketches by Elliot Del Borgo
El Toro by Don Brubaker
Pencils
Whiteboard and marker
Dynamics handout
Anticipatory set: 2 minute setup and tuning. Students stand and bring their instruments into
playing position when 2 minute timer goes off.
Process:
1.
2.
3.
4.
5.

Open string warm up

Chromatic scale
Nine 2-octave scales in circle of fifths order
Essential Technique for Strings book pg. 14, 2nd position on the D string
Please get out Arlington Sketches. What is the key of this piece? Play one octave d
minor scale to review key. Play mp, then play again and add cresc. and decresc.

6. Yesterday we talked about the elements of tone and how we can manipulate them to
change our dynamics. Take a moment to review the three variables with someone sitting
next to you.
7. Review variables of tone and dynamics; students fill in answers on handout. Discuss
concept of bow lanes. Students practice playing in different lanes.
8. You will be working with a partner or in a group of three. I will assign you a section of
Arlington Sketches. Your task is to identify the dynamics in your section, and then
experiment on your instruments to find the best combination of bow placement, weight,
and speed for those dynamics. Write down your findings, and then you will share with the
other members of your section. Model expectations to class using m. 3-10.
9. Divide class into small groups and allow them to spread out across the room to work.
Monitor students work and assist them as needed.
10. Small groups combine to share their findings with others in their section. Students write
down this information on their handout.
11. Bring class back together and share out findings.
12. Play m. 31-41 and m. 113-126 as a class, paying careful attention to the dynamics.
13. If time allows, start at m. 1 (D.C.), take coda, and play to end. Observe all dynamics.
14. Get out El Toro. What is the opening dynamic? Choose your bow lane accordingly.
Play through piece, focusing on dynamics. Rehearse sections if time allows.
Closure: You did a great job of making dynamic contrasts today. Continue exploring the
different bow lanes and work on keeping your bow parallel to the bridge as you move to
different lanes.