MSOE First Violin Sectional Lesson Plan Week 4

Ms. Polanco and Ms. Lindahl

Objectives:
1. SWBAT play through measures 45 through the end of Luminescence with
accurate pitch and rhythm when the quarter note equals 100 on a metronome.
2. SWBAT articulate how each piece makes them feel to their stand partner and
then share what their partner said about it with the whole group. They will also
be able to translate those feelings into the music.
3. SWBAT play through measures 30-50 of Why They Fight with accurate notes,
rhythms, and bowings when the quarter note equals 68.
4. SWBAT play measure 47-57 of Lullaby to the Moon with note and rhythmic
accuracy when the quarter note equals 60.
5. SWBAT play measures 17-25 and 33-41 of Burst with accurate pitch and rhythm
when the quarter note equals 100.

Rationale:
There are many notes and rhythms from each part that work together to form the
melodies and harmonies of the piece. The piece is not up to its full potential unless
each player knows how to play his/her part accurately. It is also important for the
players to relate to the piece they are playing because it will allow them to play it with
their heart, which makes the piece that much stronger.

Setting:
This lesson will have 12 first violinists in grades 6-8 with a variety of skill levels. The
lesson will take place in the Music Therapy room at 7:00. There will be two teaching
artists present: Xareny Polanco and Tabitha Lindahl.

Materials:
● Stands
● Pencils
● Music
● Camera
● SD card
● Chain link worksheet
● Metronome

Anticipatory Set:
The teacher will ask students to share with their stand partner a random act of kindness
that someone did for them. Then the students will share what their partner said with the
whole group. Then the teacher will ask the students to play the Lesher Warm-Ups to
make sure they are all in tune and to practice using a full bow. Before the students
begin playing the music, the teacher will make sure each student has a pencil.

Procedure:
The teacher will begin by having the students play all the way through Luminescence,
only stopping if the students get lost completely. The teacher play the part of the piece
they will be working on and will ask the students to share what they think of when they
hear the part of the piece we are working on to their stand partner, and then ask one or
two to share with the group. Do all this for each piece. Try to have them incorporate
this into the way they play the music. The teacher will then ask the students what
makes measures 45-end difficult, if anything. Should the students do well on those
measures, the teacher will work on other parts the students feel they have trouble with.
The teacher will move on to Why They Fight, beginning as before. Remind them to pay
attention to dynamics. Teacher will ask students what they think is hard about
measures 30-50 and proceed to help them with the unusual rhythms and bowings.
Move on to Lullaby to the Moon as before. Double check that the students know what
“div.” means. Ask them what makes that tricky, and why it is important to make sure all
the notes are in tune. Play through those measures, focusing on holding the half notes
all the way and playing their parts in tune.
Move to Burst. Proceed as before. Once again, the teacher will focus on rhythmic
accuracy and intonation on the divisis in measures 17-25 and 33-41.

Assessment:
Diagnostic:
The teacher will evaluate what needs work based on the run throughs.
Formative:
The students will evaluate each other on the performances of each section by using
thumbs. The teacher can divide the divisi sections by stand and have those not playing
evaluate those who are.

Closing:
The teacher will ask the students to practice their parts before the next meeting, making
sure they take note of what was discussed that day. The teacher will also remind them
to fill out their chain link worksheets so we can meet our goal of wrapping it around the
UCA.
Standards:
1994 NAfME:
2. Performing on instruments, alone and with others, a varied repertoire of music.
5. Reading and notating music.
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.

Colorado Standards:
1. Expression of Music
2. Perform music accurately and expressively at the minimal level of 1
to 2 on the difficulty rating scale at the first reading
3. Demonstrate contrasting modalities through performance
4. Aesthetic Valuation
of Music
1. Evaluation of musical performances and compositions using
advanced criteria
2. Articulation of music’s role and cultural tradition in American history
and society

Common Core:
Perform
Respond
Connect