Instrument Families Lesson Plans For Learning Segment

Megan Wendlick
Instrument Families
Lesson 1 - Introduction to Instrument Families and The String Family
4th Grade General Music
Purpose and Central Focus

The purpose of including this lesson is to teach students why we group instruments into families and give them a basic
understanding of the characteristics of string instruments. This unit also includes various opportunities to respond to
music by applying knowledge, skills, and contextual understanding. This is beneficial for students so they can recognize
and identify string instruments when watching and/or listening to performances. Learning about different string
instruments is also beneficial for orchestra recruitment for 5 th grade. If students really like a particular string instrument,
they will have a better chance of choosing that instrument to play in the school orchestra.
Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 9 (responding): Apply criteria to evaluate artistic work.
Anchor standard 7 (responding): Perceive and analyze artistic work.
Social emotional standard 2B.2b: Demonstrate how to work effectively with those who are different from oneself.
Objectives
The learner will be able to:
1. When given information on the characteristics of the string instruments, students will be able to identify at
least 2 different characteristics that each string instrument shares.
2. When given audio examples of different string instruments, students will be able to identify which string
instrument is playing in the audio example with one or zero errors.
Duration
30 minutes
Materials and Equipment

 Projector
 White board or screen
 Computer with internet access to use Google Slides
 Strings Google Slide presentation:
https://docs.google.com/presentation/d/17OrezbQiXaau3I373Rnw6APNiwqZXKBxGd7eJLxcneg/edit?
usp=sharing
 Speakers
 Cards for word sort
 String worksheet
 Any accessible string instruments
Gaining Attention/Introduction/Anticipatory Set (6 minutes)

 Say “Today we will be starting our unit on instrument families. Instrument families are how we group different
instruments together based on how they produce sound, change pitch, and the material they are made of.”
 Begin word sorting activity. Split students into groups of 3-4 and give them each the set of card with instrument
names/pictures on them. Have them work together to arrange the cards into different groups based on shared
characteristics. While students are working, walk around the room and give them any feedback.
 After they are finished, ask each group to share how they grouped the instruments together and why they chose
to group them the way they did.
Inform Learners of Objectives (.5 minutes)

 Open Google Slide presentation and display learning objectives.
 Say “For our first lesson, we will be learning about string instruments. We will focus on one instrument at a time
and learn about the material they are made of, how they produce sound, and we will listen to audio examples.”
Stimulate Recall of Prior Learning (.5 minutes)

 Say “What instrument that I play in class do you think is a string instrument (ukulele)? Why do you think it is a
string instrument?”
Present the Content (15 minutes)
 Use Google Slide presentation
 (2 minutes) Show string quartet cover of music from the “The Greatest Showman”:
https://www.youtube.com/watch?v=7ukJdorYeo8 (Stop around 1:00)
o After the video, ask students what they noticed about the different instruments.
 “What material do you think they are made of?”
 “How do the players produce sound on the instrument?”
 “How do the players change notes?”
 (2 minutes) Overview of violin, viola, cello, and bass
o Discuss material of the instruments
 “The body (point to the body of the instruments on the screen) of string instruments are made
of wood”.
 “Each of these instruments have four strings that are made of steel”.
 “The stick of the bow is made of wood, and the hair of the bow is usually made of horse hair”.
o Discuss sound production
 “Sound is produced by placing the hair of the bow onto the string. A substance called resin is
rubbed onto the hair to create friction. The vibration of the string goes through, or “resonates”
through the body of the instrument, which is how it produces its sound. You can also produce
sound by plucking the strings to cause them to vibrate”.
 “You can change pitch by moving the bow on different strings or moving your fingers on what is
called the finger board”.
 Pizzicato-Polka: https://www.youtube.com/watch?v=3CAXpuPqfv0 (0:30-1:05
 (3 minutes) “We are going to begin with the violin”.
o Describe instrument
 Highest and smallest string instrument
 Played with body of violin underneath chin
 Often plays melody
 Biggest string section in orchestra
o Show video examples of violin:
 Intro: https://www.youtube.com/watch?v=51z84ZkTGoY (0:19-0:47, 1:22-end)
 Vivaldi Spring Solo: https://www.youtube.com/watch?v=e3nSvIiBNFo (1:33-2:05)
 (2 minutes) Viola
 Slightly larger than violin, can play lower and not as high
 Also played with body of viola underneath chin
 Often plays harmony
o Show video examples:
 Intro: https://www.youtube.com/watch?v=MpGTp-uFKW0 (0:17-1:03, 1:30-1:50)
 Stamitz concerto: https://www.youtube.com/watch?v=d_H68LQAnD8 (2:36-3:18)
 (2 minutes) Cello
 Played sitting down with instrument between knees
 Bow is held horizontally
 Intro: https://www.youtube.com/watch?v=a3ZNYcVzk9s (0:12-end)
 Concerto: Concerto with Yo-Yo Ma: https://www.youtube.com/watch?v=7rVW4Z70TfE (0:08-
0:47)
 (2 minutes) Double Bass
 Largest and lowest string instrument
 Played sitting down on stool or standing
 Bow is held horizontally
 Intro: https://www.youtube.com/watch?v=nUUVSxZ4ohI (2:48-3:44)
 https://www.youtube.com/watch?v=bhh_vfHz2Lk (0:36-1:36)
 (2 minutes) Other string instruments: Guitar, ukulele, and harp
o Guitar
 6 steel strings
 No bow, strum or pluck instead
 Usually plays chords
 Short video: https://www.youtube.com/watch?v=inBKFMB-yPg (0:08-0:30)
o Ukulele
 Smaller than guitar
 4 steel strings
 Strum or pluck
 Usually plays chords
 Short video: https://www.youtube.com/watch?v=5bTE5fbxDsc (15:39-15:57)
o Harp
 Played while sitting
 Many steel strings, amount varies based on instrument
 Pluck or strum strings
 Short video: https://www.youtube.com/watch?v=VRAkaE6x1fk (0:00-0:16)
Questions to Use During Lesson

 What material are the body of instruments made of?
 How is sound produced on string instruments?
 How do you change notes on string instruments?
 What characteristics do all of these string instruments have in common?
 How are the guitar, ukulele, and harp different than other string instruments?
Provide Learning Guidance (1 minute)

 Type onto a Google Slide page titled “common characteristics of string instruments”
 Ask students to raise their hand and tell me a characteristic that each string instrument has in common, and
type each of their responses onto the page. Help them out by providing feedback and guiding questions.
Elicit Performance (Practice) (2.5 minutes)

 Give students a short worksheet with questions about string instruments.
 Split students into pairs and have them answer each question together.
 Questions include:
1. What material is the body of a violin made of?
2. In one sentence, describe how sound is produced on string instruments.
3. Describe one way to change pitch on a string instrument.
4. Describe one way the harp is different than other string instruments.
5. List 2 characteristics that all string instruments have in common.
Provide Feedback (2 minutes)
 When students are finished, display the questions on the board and go through each question of the worksheet
as a class. Explain each question thoroughly, give feedback, and answer any questions students have.
Assess Performance (2 minutes)

 Hand out an exit ticket with the numbers 1 to 3. I will play a short audio example of string instruments using the
examples from the lesson, and students will write down what instrument they hear in the correct order.
Students will hand in the exit ticket when they are finished.
Enhance Retention and Transfer (.5 minutes)

 As a class, go over the common characteristics of string instruments (have steel strings, produce sound by
plucking, strumming, or pulling a bow across strings)
 “Pay attention to string instruments next time you listen to an orchestra performance, and think about their
characteristics!”
Lesson 2 - The Brass Family: Trumpet, French Horn, Trombone, Euphonium, And Tuba

The purpose of including this lesson is to give students a basic understanding of the characteristics of brass instruments.
This unit also includes various opportunities to respond to music by applying knowledge, skills, and contextual
understanding. This is beneficial for students so they can recognize and identify brass instruments when watching
and/or listening to performances. Learning about different brass instruments is also beneficial for band recruitment for
5th grade. If students really like a particular brass instrument, they will have a better chance of choosing that instrument
to play in the band.

Objectives
1. When given information on the characteristics of 5 different brass instruments, students will be able to
identify at least 2 different characteristics that each brass instrument shares.
2. When given audio examples of different brass instruments, students will be able to identify which brass
instrument is playing in the audio example with 2 or fewer errors.
Duration
30 minutes

 Projector
 Brass Google Slide presentation:
https://docs.google.com/presentation/d/1EbBl9en_UvGiCcscYdEj8OHnfqNLMpiAbhrH6QlNepw/edit?
usp=sharing
 Speakers
 Brass worksheet
 Trumpet (if accessible)
 French Horn (if accessible)
 Trombone (if accessible)
 Baritone/Euphonium (if accessible)
 Tuba (if accessible)

 Begin with “Hello” song.
 Show brass quintet cover of music from the “Incredibles” https://www.youtube.com/watch?v=MAqLrKdONiM.
While video is playing, set up each instrument and lay them on a table in the front of the class.
 After the video, ask students what they noticed about the different instruments.

 “Today, we will be learning about brass instruments. We will focus on one instrument at a time and learn about
the material they are made of, how they produce sound, and we will listen to audio examples.”
Stimulate Recall of Prior Learning (1.5 minutes)
Help learners make sense of new information by relating it to something they already know or something they have
already experienced.
 “Before we talk about brass instruments, let’s review what we learned yesterday about string instruments”:
o “What material are the body of string instruments made out of? What about the strings?”
o “Someone tell me how string players make sound using the bow.”
o “What is one way to change pitch on a string instrument?”
 What are some ways the brass instruments in the video I showed you are different than string instruments?

 (5 minutes) “We are going to begin with the trumpet”.
o Hold instrument up to show students.
o Describe the material the instrument is made of:
 All brass instruments are commonly made of brass
o Describe how sound is produced:
 “Sound is produced by “buzzing” on the mouthpiece, which is how all brass instruments produce
sound. The mouthpiece is shaped like a cup, and putting your lips against it and blowing air
causes a vibration. This vibration moves through, or “resonates” through the instrument and
produces sound.”
 “To change pitch, you press down different buttons, which are called valves, or change the air
speed.”
o Move to computer, and show audio examples of solo trumpet:
 Marine band: https://www.youtube.com/watch?v=CCTeSjpDsIs
 Mahler trumpet solo: https://www.youtube.com/watch?v=bwQumQpug_E
o Review:
 Ask: “What material are most trumpets made of?
 “How is sound produced?”
 “How do you change notes?”
 (4 minutes) French horn.
 Again, all brass instruments are commonly made of brass.
 Same way as trumpet, buzz into mouthpiece and press valves
 Put your hand inside end of instrument
o Describe instrument/fun facts
 Lots of tubing
 Most common is double horn, which is like two instruments in one (can play in two different
keys)
 One of the most difficult instruments to play
o Move to computer, and show audio examples:
 Marine band: https://www.youtube.com/watch?v=CCTeSjpDsIs
 Tchaikovsky: https://www.youtube.com/watch?v=AUES5PA0ALg
o Review:
 Ask: “How is sound produced?”
 “Tell me one more fact about the French horn.”
 (3 minutes) Trombone
 Buzzing into mouthpiece.
 Change pitch by sliding the “slide”, unlike other brass instruments.
o Fun fact:
 Charlie Brown’s teacher’s voice is made using a trombone.
o Move to computer, and show audio examples of trombone:
 Marine Band: https://www.youtube.com/watch?v=CCTeSjpDsIs
 Korsakov: https://www.youtube.com/watch?v=Lx5weckc7us
o Review:
 Ask: “How do you change note on trombone? How is it different than other brass instruments?”
 What is a fun fact about trombone?
 (4 minutes) Baritone/Euphonium
 Same way as trumpet and horn, buzz into mouthpiece and press valves
o Describe instrument/fun facts:
 Explain difference between baritone and euphonium: baritone has three valves (often used by
beginners) and euphonium has four valves.
 “Euphonium” means “good sound” or “sweet voiced” in Greek. Often plays very melodic,
beautiful pieces.
o Move to computer, and show audio examples of solo euphonium:
 Carnival of Venice: https://www.youtube.com/watch?v=Aqw8v1ILB2g
o Review:
 “What is the difference between a baritone and euphonium?”
 What does the word “euphonium” mean in Greek?
 (4 minutes) Tuba
 Same as trumpet, horn, and euphonium
o Describe instrument/fun facts:
 Biggest brass instrument with the lowest voice.
 Trumpet only weighs about 3 pounds, while tuba weighs about 30 pounds!
 Because tubas are so heavy, the instrument is held on the lap rather than holding it up like the
trumpet.
 Sousaphones are used in marching bands to make it easier to play while marching (show image
on Google Slide)
o Move to computer, and show audio examples of solo tuba:
 Stravinsky “Firebird”: https://www.youtube.com/watch?v=ThO6emVCFzo
o Review:
 “How much does a tuba usually weigh?
 What instrument is used in marching band instead of the tuba?

 What material are the instruments made of?
 How is sound produced on each instrument?
 How do you change notes on each instrument?
 What characteristics do all of these brass instruments have in common?
 How is the trombone different than other brass instruments?
 What is the difference between a baritone and euphonium?
Provide Learning Guidance (2 minutes)
 Type onto a Google Slide page titled “common characteristics of brass instruments”
 Ask students to think of characteristics each instrument has in common, and type them onto the page. Help
them out by providing feedback and guiding questions.
Elicit Performance (Practice) (2 minutes)

 Give students a short worksheet with questions about brass instruments.
1. What material are all instruments in the brass family made of?
2. In one sentence, describe how sound is produced on brass instruments:
3. What are the “keys” on brass instruments called?
4. How is the trombone different than other brass instruments?
5. List 2 characteristics that all brass instruments have in common:

 Hand out an exit ticket with the numbers 1 to 5. I will play a short audio example of brass instruments using the
Enhance Retention and Transfer (1 minute)

 As a class, go over the common characteristics of brass instruments (made of brass, produce sound by buzzing
on mouthpiece)
 “Pay attention to brass instruments next time you listen to an orchestra or band performance, and think about
their characteristics!”
Lesson 3 - The Woodwind Family: Flute, Clarinet, Alto Saxophone, Oboe, And Bassoon

The purpose of including this lesson is to give students a basic understanding of the characteristics of woodwind
instruments. This unit also includes various opportunities to respond to music by applying knowledge, skills, and
contextual understanding. This is beneficial for students so they can recognize and identify woodwind instruments when
watching and/or listening to performances. Learning about different woodwind instruments is also beneficial for band
recruitment for 5th grade. If students really like a particular woodwind instrument, they will have a better chance of
choosing that instrument to play in the band.

Objectives
1. When given information on the characteristics of 5 different woodwind instruments, students will be able to
identify at least 2 different characteristics that each woodwind instrument shares.
2. When given audio examples of different woodwind instruments, students will be able to identify which
woodwind instrument is playing in the audio example with 2 or fewer errors.
Duration
30 minutes

 Projector
 Google Slide presentation:
https://docs.google.com/presentation/d/18894Oj_Le7454H4Dkgus8Lv2NBhQxo4DX2JVz-amjZw/edit?
usp=sharing
 Speakers
 Flute (if accessible)
 Oboe and reed (if accessible)
 Clarinet and reed (if accessible)
 Alto Saxophone and reed (if accessible)
 Bassoon and reed (if accessible)

 Begin with “Hello” song. Teach it to the class in a round, then sing it together.
 Show wind quintet cover or “Fireflies” (Stop around 1:48): https://www.youtube.com/watch?v=sL8hgKkzXFA
 While video is playing, set up each instrument and lay them on a table in the front of the class.
 After the video, ask students what they noticed about the different instruments.

 “Today, we will be learning about woodwind (WW) instruments. We will focus on one instrument at a time and
learn about the material they are made of, how they produce sound, and we will listen to audio examples.”
 “Before we talk about WW instruments, let’s review what we learned yesterday about brass instruments”:
o “What material are brass instruments made out of?”
o “Someone tell me how brass players make sound using their mouthpiece.”
o “How do you change pitch on a brass instrument?”
 Ask “did you see a brass instrument in that video? What instrument was it?”
 “French horns do play in a traditional woodwind quintet. It’s a bit odd, and there is not really a clear answer
why, but the French horn plays in woodwind quintets mainly because its warm, mellow sound blends well with
woodwind instruments.”

 (3 minutes) “We are going to begin with the flute”.
o Play short video of performance, then ask students how the player produced sound, how they changed
pitch, and what material the instrument is made of.
 Originally made of wood (which is why it is considered a WW). “You can still buy flutes made of
wood, but most flutes today are made of silver. Flutes can also be made of metal like gold and
platinum, but most are made of silver.”
 Ask students if they have ever blown across a soda bottle to make a sound. “This is similar to
how flutes produce sound. To make sound, air is blown across the hole in the headjoint, which
creates a column of air that comes out of the body of the instrument.”
 “To change pitch, you press down different keys or change the air speed.”
o Move to computer, and show audio examples of solo flute:
 Peer Gynt’s “Morning” (0:22-0:53). https://www.youtube.com/watch?v=Vj7vHmejrPA
 My senior recital – briefly discuss extended technique on flute (sing while play, roll tongue while
play, and blowing puffs of air across instrument): https://www.youtube.com/watch?
v=_3Kr8kQrcAA&t=1677s
o Review:
 Ask: “What material are most flutes made of?
 (3 minutes) Clarinet.
 Most clarinets are made of wood. Inexpensive clarinets are made of plastic, but good quality
clarinets are made of wood.
 “The clarinet uses a single reed. The player puts the mouthpiece with the reed on it between
their lips and blows. The vibration of the reed causes the sound, and the sound resonates
through the body of the instrument. To change pitch, you press down different keys, cover
holes, or change the air speed.”
o Move to computer, and show audio examples of clarinet:
 Marine band intro (4:28-5:30): https://www.youtube.com/watch?v=CCTeSjpDsIs
 “Rhapsody in Blue” opening (stop at 0:40): https://www.youtube.com/watch?v=s5RnxMyjhfA
o Review:
 Ask: “What material are most clarinets made of?”
 (3 minutes) Alto Saxophone (Sax).
 Alto saxes are made of brass
 “The way sound is produced is the same as the clarinet. The reed vibrates against the
mouthpiece, creating sound. To change notes, you press down different keys or change the air
speed.”
o Move to computer, and show audio examples of solo sax:
 Marine Band intro: (6:00-6:57) https://www.youtube.com/watch?v=CCTeSjpDsIs
o Review:
 Ask: “What material are saxes made of?
 While the last video is playing, put the instrument away.
 (3 minutes) Oboe.
 Most oboes are made of wood. Inexpensive ones are made of plastic, but good quality ones are
made of wood.
 “The oboe has a double reed (show them reed). There are two pieces of cane ties together.
Sound is produced when the double reed is placed between the lips and blown into, causing the
two reeds to vibrate against each other. The reed can make a sound by itself, unlike the clarinet
and saxophone reeds. When attached to the instrument, the vibration of the reed resonates
through the instrument. To change pitch, you press down different keys or change the air
speed.”
o Move to computer, and show audio examples of solo oboe:
 Marine Band (1:55-3:23): https://www.youtube.com/watch?v=CCTeSjpDsIs
 Peter and Wolf (2:50-3:30): https://www.youtube.com/watch?v=oX9ww0C1fN0
o Review:
 Ask: “What material are most oboes made of?
 (3 minutes) Bassoon.
o Explain what the material the instrument is made of:
 Bassoons are made of wood
 Also uses a double reed, similar to the oboe. Two reeds to vibrate against each other to make a
sound. To change notes, you press down different keys, cover holes, or change the air speed.
o Move to computer, and show audio examples of solo bassoon:
 Marine Band (7:10-8:25): https://www.youtube.com/watch?v=CCTeSjpDsIs
o Review:
 Ask: “What material are most bassoons made of?

 What instruments are made of wood?
 What characteristics do all of these woodwind instruments have in common?
 How is the flute different than other woodwind instruments?
 What do the oboe and bassoon have in common?

 Type onto a Google Slide page titled “common characteristics of woodwind instruments”

 Give students a short worksheet with questions about woodwind instruments, or have them take out a sheet of
paper to write their answers on and display the questions on the board.
1. What material are saxophones made of?
2. List one characteristic the oboe and bassoon have in common:
3. How do we change notes on woodwind instruments?
4. List one way the flute is different than other woodwind instruments:
5. List 2 instruments that are commonly made of wood:
 Students may have trouble with:
o Listing two instruments that are commonly made of wood. They may write flute, which is incorrect since
most flutes are made of silver.
o Students may forget to write “cover holes” when describing how to change notes.

 Hand out an exit ticket with the numbers 1 to 5. I will play a short audio example of WW instruments using the

 As a class, go over the common characteristics of WW instruments. (originally made of wood (except sax), blow
air into or across instrument to make sound, change pitch by pressing keys and/or covering holes, and use
reeds (except flute)).
 “Pay attention to the woodwind instruments next time you listen to an orchestra or band performance, and
think about their characteristics!”
Lesson 4 - The Percussion Family

The purpose of including this lesson is to give students a basic understanding of the characteristics of percussion
contextual understanding. This is beneficial for students so they can recognize and identify percussion instruments when
watching and/or listening to performances. Learning about different percussion instruments is also beneficial for band
recruitment for 5th grade. If students really like percussion, they will have a better chance of choosing to play percussion
in the band.

Objectives
1. When given information on the characteristics of different percussion instruments, students will be able to
identify at least 2 different characteristics that each percussion instrument shares.
2. When given audio examples of different percussion instruments, students will be able to identify which
percussion instrument is playing in the audio example with one or zero errors.
Duration
30 minutes

 Projector
 Google Slides presentation: https://docs.google.com/presentation/d/1BSefKRM8sUY6qTYGn04xluXUe5DU-
rbSnBSRPy8SYDs/edit?usp=sharing
 Speakers
 Any accessible percussion instruments

 Watch percussion ensemble video https://www.youtube.com/watch?v=f4RsPerAMJs (0:45-4:45)
 After the video, ask students what kind of instruments they saw and how they produced sound.

 “Today, we will be learning about the percussion family. We will focus on different percussion instruments and
learn about the material they are made of, how they produce sound, and we will listen to audio examples.”
Stimulate Recall of Prior Learning (.5 minutes)

 “What do you think an example of a percussion instrument we have played in class is? (bucket drums)”.
 “Why do you think this is a percussion instrument?”

 Keyboard instruments (5 minutes)
o Pitched
o Use mallets to strike bars
o Vibration from bars resonates through the instrument
o Bells/glockenspiel, xylophone, marimba, and vibraphone
 Bells/glockenspiel: https://www.youtube.com/watch?v=CCTeSjpDsIs (19:55-20:07)
 Xylophone: https://www.youtube.com/watch?v=FR1G9zFJDL8&feature=emb_logo (0:56-1:05)
 Marimba: https://www.youtube.com/watch?v=esnBp5yxfCs (0:18-0:28)
 Vibraphone: https://www.youtube.com/watch?v=b0qffO4dF0o (1:22-1:33)
 Snare drum (1.5 minutes)
o Non-pitched
o Drum sticks
o Video demonstration (explains more about snare drum): https://www.youtube.com/watch?
v=CCTeSjpDsIs (18:45-19:36)
 Bass drum (2 minutes)
o Non-pitched
o Largest and deepest sounding drum
o Mallet has a felt head
o Keeps the tempo steady
o https://www.youtube.com/watch?v=-lJctvybAJ8 (6:09-6:41)
 Timpani (2 minutes)
o Pitched
o Change pitch with pedal (usually one pitch is set for each piece)
o 2 to 5 drums used
o https://www.youtube.com/watch?v=40k3AAbA7tM (0:40-0:49, 3:08-3:16 (tuning))
• Cymbals: https://www.youtube.com/watch?v=-lJctvybAJ8 (11:15-11:37)
 Accessories (3 minutes)
o Each have own playing technique, wide variety, small
o Triangle: https://www.youtube.com/watch?v=-lJctvybAJ8 (13:18-13:42)
o Tambourine: https://www.youtube.com/watch?v=-lJctvybAJ8 (15:40-16:10)
 Piano (.5 minutes)
o Technically a percussion instrument
o The keys cause mallets to strike bars

 What are common characteristics of percussion instruments?
 What percussion instruments are pitched and what percussion instruments are not pitched?
 What are different keyboard percussion instruments?
 How is sound produced on the snare drum?

 Type onto a Google Slide page titled “common characteristics of percussion instruments”
 Give students a short worksheet with questions about woodwind instruments, or have them take out a sheet of
paper to write their answers on and display the questions on the board.
1. Name two different keyboard percussion instruments:
2. Identify one example of a pitched instrument:
3. Identify one example of a non-pitched instrument:
4: Describe how sound is produced on the snare drum:
5. What is one characteristic all percussion instruments have in common?
 When students are finished, go through each question of the worksheet as a class. Explain each question
thoroughly, give feedback, and answer any questions students have.

 Hand out an exit ticket with the numbers 1 to 3. I will play a short audio example of percussion instruments
using the examples from the lesson, and students will write down what instrument they hear in the correct
order. Students will hand in the exit ticket when they are finished.

 As a class, go over the common characteristics of percussion instruments and the names of percussion
instruments.
 “Pay attention to the percussion instruments next time you listen to an orchestra or band performance, and
think about their characteristics!”
Lesson 5 - Choir and Vocal Parts

The purpose of including this lesson is to give students a basic understanding of the characteristics of woodwind
contextual understanding. This is beneficial for students so they can recognize and identify woodwind instruments when
watching and/or listening to performances. Learning about different woodwind instruments is also beneficial for band
recruitment for 5th grade. If students really like a particular woodwind instrument, they will have a better chance of
choosing that instrument to play in the band.

Objectives
1. When given information on the characteristics of 5 different woodwind instruments, students will be able to
identify at least 2 different characteristics that each woodwind instrument shares.
2. When given audio examples of different woodwind instruments, students will be able to identify which
woodwind instrument is playing in the audio example with 2 or fewer errors.
Duration
30 minutes

 Projector
 Presentation on Google Slides:
https://docs.google.com/presentation/d/1rhCPThVHUjHoYnkBn676DXKvKghalk9yCtea8mPvPvE/edit?
usp=sharing
 Speakers

 “Today we will be talking about choirs”
 “Down in the River to Pray” Balcony Video: https://www.youtube.com/watch?v=mulxxoAKf20
 “Were there any instruments in that video?” “Choirs only use voice, and sometimes have instrumental
accompaniments.”

 “A group of singers is called a choir. Today we will be learning about the different voice parts, and we will be
learning about different kinds of choirs that are usually performed in high schools.

 “You all have performed in a choir, since we sing as a group in class and perform for others during our
programs.”
 “Choirs are different than instrumental ensembles because the performers use their voice rather than
instruments. Can someone tell me something that choirs and instrumental ensembles have in common?
(different parts, create harmony, etc.)”
 Introduce voice types (SATB) (2 minutes)
o “A voice type is a singing voice identified by the vocal range of the singer.”
o “Having a many different voice types in a choir adds a wider range and more depth.”
o Four main voice types, SATB
 Soprano: Highest voice, high female voice
 Alto: Low female or boy’s voice
 Tenor: High adult male voice
 Bass: Lowest voice, low adult male voice
 Types of school choirs (12 minutes)
o Mixed choir
 Most common type
 Usually uses SATB voice parts
 All genders
 https://www.youtube.com/watch?v=WFeFcWHlU98 (0:04-1:19)
o Women’s choir
 Choir of women with high voices only
 Two soprano parts and two alto parts
 https://www.youtube.com/watch?v=WUQdyKhu91Y (0:00-1:17)
o Men’s choir
 Choir of men with low voices only
 Two tenor parts, one baritone part (between tenor and bass), and one bass part
 https://www.youtube.com/watch?v=VIZqpIHImkY (0:36-2:10)
o Show choir
 Combines singing and dance
 Competitve
 Costumes
 Sometimes uses sets and different lighting
 https://www.youtube.com/watch?v=fOEUgUxGPtI (0:00-2:20)
o Acapella groups
 Only uses voices, no instruments
 Can create percussive effects with the voice
 Similar to show choir, combines singing and dancing, but only uses voices, no sets
 Costumes, more casual
 Modern songs
 https://www.youtube.com/watch?v=UJCXdlweBSM (0-2:06)

What is the highest voice part?
What is the lowest voice part?
What is a mixed choir?
What type of choir uses only voices, and never uses accompaniments?
 Review material on the slides and ask students questions, such as “what are the different voice parts” and “what
type of choir uses only voices, and never uses accompaniments?”
 Give students a short worksheet with questions about choirs, or have them take out a sheet of paper to write
their answers on and display the questions on the board.
1. What is the highest voice part?
2. What is the lowest voice part?
3. Describe a mixed choir
4. Fill in the blanks: “Show choir combines ___ and ____”
5. What type of choir uses only voices, and never uses accompaniments?
 When students are finished, go through each question of the worksheet as a class. Explain each question
thoroughly, give feedback, and answer any questions students have.

 Hand out an exit ticket with the numbers 1 to 3. I will play a short audio example of different types of choirs, and
students will write down what type of choir they hear in the correct order. Students will hand in the exit ticket
when they are finished.

 As a class, go over important concepts. “What are the four main voice parts?” “Tell me one type of choir and
describe it to me.”
 Next time you listen to a choir piece, try to pay attention to the different voice parts.
Lesson 6 - Review and Summative of Instrument Families and Choirs

The purpose of including this lesson is to give students a basic understanding of the characteristics of each instrument
family and choirs. This unit includes various opportunities to respond to music by applying knowledge, skills, and
contextual understanding. This is beneficial for students so they can recognize and identify instruments and vocal parts
when watching and/or listening to performances. Learning about different instruments is also beneficial for band,
orchestra, and choir recruitment for 5 th grade. If students really like a particular instrument, they will have a better
chance of choosing that instrument to play in the band. If students are interested in choir, they will have a better chance
of choosing to join the choir in 5th grade.

Objectives
1. When given information on the characteristics of different instrument families, students will be able to
identify at least 2 different characteristics that each instrument family shares.
2. When given audio examples of different instruments, students will be able to identify which instrument is
playing in the audio example with 2 or fewer errors.
3. When given information on the different types of choirs, students will be able to identify two different types
of choirs and describe two of their characteristics with one or zero errors.
Duration
30 minutes

 Computer with internet access to use YouTube
 Speakers
Gaining Attention/Introduction/Anticipatory Set (2.5 minutes)

 https://www.youtube.com/watch?v=O6g8kkx7C-c (1:34-2:20)
 “This performance combines all of the instrument families we discussed during this unit, as well as a choir.”
 Today we will review what we have learned during this unit then take our summative assessment. We will
review the different instruments in each instrument family and some characteristics of each instrument. We will
also review the different types of choirs and vocal parts.
Stimulate Recall of Prior Learning

 (This will be covered in the “Present the Content” section)

 Review strings (2 minutes)
o “Tell me the name of a string instrument”. Go around the room until all string instruments we discussed
in class are listed.
o “What material are the body of the violin, viola, cello, and bass made of?”
o “What are two ways to produce sound on a string instrument?”
 Review brass (2 minutes)
o “Tell me the name of a brass instrument”. Go around the room until all brass instruments discussed in
class are listed.
o “What material are brass instruments made of?”
o “How is sound produced on brass instruments?”
o “What are two ways to change pitch on a brass instrument?”
 Review woodwinds (2 minutes)
o “Tell me the name of a woodwind instrument”. Go around the room until all woodwind instruments
discussed in class are listed.
o “What material are clarinets and oboes made of?”
o “How is sound produced on woodwind instruments?”
o “What is one way to change pitch on a woodwind instrument?”
 Review percussion (2 minutes)
o “Tell me the name of a percussion instrument”. Go around the room until a few percussion instruments
are listed.
o “How do we produce sound on percussion instruments?”
o “Give me one example of a pitched percussion instrument.”
 Review choirs (1 minute)
o What are the four voice parts?
o “Tell me the name of different types of choirs”. Go around the room until all types of choirs discussed in
class are listed.
 Hand out written summative assessment. Start with the listening portion, then have students individually work
on the assessment until the last 2 minutes of class (16 minutes)

 What instruments are made of wood?
 What characteristics do all of the instruments in each family have in common?
 What are the four different voice parts?
Provide Learning Guidance

 Covered in the “Present the content” section during review.
Elicit Performance (Practice)
 Students practice when they take the summative assessment.
Provide Feedback
 I will provide feedback on each test after I collect them and hand them back to each student during the next
class period.
Assess Performance
 Student performance is assessed in the summative assessment.
Enhance Retention and Transfer (2 minutes)

 Have a short class discussion about the unit. Ask students questions such as what they learned, what their
favorite part of the unit was, and if they are interested in joining band, orchestra (if it is an option), or choir next
year.

Instrument Families Lesson Plans For Learning Segment

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Instrument Families Lesson Plans For Learning Segment

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Megan Wendlick

Purpose and Central Focus

Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 7 (responding): Perceive and analyze artistic work.

Materials and Equipment

Gaining Attention/Introduction/Anticipatory Set (6 minutes)

Inform Learners of Objectives (.5 minutes)

Stimulate Recall of Prior Learning (.5 minutes)

Questions to Use During Lesson

Provide Learning Guidance (1 minute)

Elicit Performance (Practice) (2.5 minutes)

Assess Performance (2 minutes)

Enhance Retention and Transfer (.5 minutes)

Purpose and Central Focus

Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 7 (responding): Perceive and analyze artistic work.

Materials and Equipment

Gaining Attention/Introduction/Anticipatory Set (3 minutes)

Inform Learners of Objectives (.5 minutes)

Present the Content (20 minutes)

Questions to Use During Lesson

Elicit Performance (Practice) (2 minutes)

Assess Performance (2 minutes)

Enhance Retention and Transfer (1 minute)

Purpose and Central Focus

Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 7 (responding): Perceive and analyze artistic work.

Materials and Equipment

Gaining Attention/Introduction/Anticipatory Set (3 minutes)

Inform Learners of Objectives (.5 minutes)

Present the Content (15 minutes)

Questions to Use During Lesson

Provide Learning Guidance (2 minutes)

Elicit Performance (Practice) (2 minutes)

Assess Performance (2 minutes)

Enhance Retention and Transfer (1 minute)

Purpose and Central Focus

Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 7 (responding): Perceive and analyze artistic work.

Materials and Equipment

Gaining Attention/Introduction/Anticipatory Set (5 minutes)

Inform Learners of Objectives (.5 minutes)

Stimulate Recall of Prior Learning (.5 minutes)

Present the Content (14 minutes)

Questions to Use During Lesson

Provide Learning Guidance (2 minutes)

Assess Performance (2 minutes)

Enhance Retention and Transfer (1 minute)

Purpose and Central Focus

Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 7 (responding): Perceive and analyze artistic work.

Materials and Equipment

Gaining Attention/Introduction/Anticipatory Set (5 minutes)

Inform Learners of Objectives (.5 minutes)

Stimulate Recall of Prior Learning (1.5 minutes)

Questions to Use During Lesson

Assess Performance (2 minutes)

Enhance Retention and Transfer (1 minute)

Purpose and Central Focus

Illinois Learning Standards/Common Core Standards/Content Area Standards

Anchor standard 7 (responding): Perceive and analyze artistic work.

Materials and Equipment