Ponce, Emlyn Salting 2009-40891

MuEd 100 Lesson Plan: Teaching the Viola to Grades 4-6

Prof. Jocelyn Timbol-Guadalupe
March 30, 2012
Quarter 1: Lesson One Topic: Learning the Viola Time Frame: Ten 1-hour/week sessions
Stage 1
Goal(s):
-To show familiarity about the instrument
-To be able to sing or read notes and play them
-To develop proper posture when playing
-To develop discipline and confidence
-To enjoy music.
Content Standard: Performance Standard:
-The student demonstrates understanding of -The student shall perform 2-3 memorized short pieces alone and
simple posture and notation with accompaniment with proper posture and intonation.
Essential Understanding: Essential Question:
-Proper playing posture helps develop good tones. -Why is proper posture important?
-Note reading helps widens ones repertoire. -Why is note reading important?
Students will know: Students will be able to:
-The difference of viola from the other string Singing/Reading The student should be able to sing notes in
instruments. strict tempo.
-Practicing makes improvement in ones playing. Playing/Moving The student should be able to play memorized
short pieces in correct posture and intonation.
Evaluating The student evaluates music in the context of modes
(major happy, minor sad)
Stage 2
Product or Performance Task: Evidence at the level of understanding Evidence at the level of performance
( 6 Facets of Understanding) Performance of the Sound Piece
Product: Sound Piece
TOPIC 1 Parts of the Viola -Tone Quality:
Performance: Playing 2-3 -E Describe the parts of the viola and Outstanding - Tone is consistently focused,
memorized short pieces its functions accurately. clear, and centered throughout the range
-I Create analogies of the parts. of the instrument.
criteria: illustrative Impressive Tone is focused, clear and
-A Use the knowledge to improve centered through the normal playing range
performance. of the instrument. Extremes in range
criteria: effective sometimes cause tone to be less
-P Compare and contrast the viola to controlled. Tone quality typically does not
other string instruments. detract from the performance.
criteria: revealing Good - Tone is often focused, clear and
-E Imagine losing or not having a part centered, but sometimes the tone is
of the instrument to realize its uncontrolled in the normal playing range.
importance. Extremes in range are usually uncontrolled.
criteria: sensitive Occasionally the tone quality detracts from
-S Realize the proper care of the overall performance.
instrument. Satisfaction The tone is often not
criteria: reflective focused, clear or centered regardless of the
range being played, significantly detracting
TOPIC 2 Note Reading from the overall performance.
-E Justify the importance of note
reading. -Rhythm:
criteria: justified Outstanding - The beat is secure and the
-I Create analogies of the notes and rhythms are accurate for the style of music
 rests.
criteria: significant
-A Perform and solfege assigned
pieces.
criteria: fluent
-P Compare notes and rests.
criteria: revealing
-E Consider singing the notes while
reading them.
criteria: tactful
-S Recognize note values and pitches.
criteria: wise
TOPIC 3 Posture
-E Describe proper posture and its
importance accurately.
-I Evaluate a proper posture from a
bad posture.
criteria: illustrative
-A Use proper posture when playing.
criteria: efficient
-P Compare proper posture from bad
posture.
criteria: revealing
-E Imagine performing with an
audience.
criteria: sensitive
-S Self-assess ones posture while
playing.
criteria: self-aware
TOPIC 4 Bowing and Fingering
-E Describe the function of the left and with some attention to areas of difficulty.
right hand accurately
-I Illustrate basic tools / techniques of some practice outside of class, but with
the left and right hand.
criteria: illuminating
-A Perform with proper bowing and indicates there is very little practice outside
fingering.
criteria: fluent
-P Analyze and criticize ones
performance based on last lesson.
criteria: revealing
-E Imagine playing in front of a mirror.
criteria: sensitive
-S Be aware of the connection of the
left hand to the right hand.
criteria: self-awareness
Stage 3
Teaching/Learning Sequence:
A. Explore
1. Tell the student the topic of the day (posture, note reading, etc.) and explain the class rubric and what is
expected of him/her after the lesson.
being played.
Impressive The beat is secure and the
rhythms are mostly accurate. There are a
few duration errors, but these do not
detract from the overall performance.
Good The beat is somewhat erratic. Some
rhythms are accurate. Frequent or
repeated duration errors. Rhythm
problems occasionally detract from the
overall performance.
Satisfaction - The beat is usually erratic and
rhythms are seldom accurate detracting
significantly from the overall performance.
-Pitch:
Outstanding Very few errors, most of the
time pitch is accurate and secure.
Impressive - An occasional isolated error,
but most of the time pitch is accurate and
secure.
Good - Some accurate pitches, but there
are frequent and/or repeated errors.
Satisfaction - Very few accurate or secure
pitches.
-Practice:
Outstanding - Student's performance
indicates regular and sustained practice
outside of class, with great attention to
areas of difficulty.
Impressive - Student's performance
indicates regular practice outside of class
Good - Student's performance indicates
little attention to areas of difficulty.
Satisfaction - Student's performance
of class.
 2. Introduce the instrument viola, and its notation and proper playing posture.
3. Present a recording that features the viola as a solo instrument.
B. Firm Up
1. Identify the parts of the viola and its functions. (criteria: accurate)
2. Answer simple exercises and assignments on note reading. (criteria: fluent)
3. Practice proper playing position (bow hold, fingering and posture). (criteria: receptive)
4. Play a scale and strengthen the fingers. (criteria: correct pitch)
5. Play the assigned pieces. (criteria: correct pitch and rhythm)
C. Deepen
1. Focus on producing vowel tones and secure pitch.
2. Perform the assigned pieces from memory and evaluate the performance based on the class rubric. (Stage
2) (criteria: wise, self-aware)
3. Ask the student to answer the EQ, Why is proper posture important? Why is note reading important?
D. Transfer
1. Play in a recital with confidence.
2. Enjoy playing with an audience.
Resources (websites, software, materials, etc.):
-Suzuki for Viola vol. 1, Sevcik Viola Studies part 1, Finale (for notating simple exercises and assignments), white board
and white board marker (for the discussions of notations).