There are many ways to approach the very first day of studying a string instrument, and I thought it was about time to share the lesson plan that I have been using for several years. To give some context, my district begins orchestra in 5th grade, and I teach small groups of about 3-4 students at a time (grouped by instrument) for 30 minutes, once a week, during the school day on a rotating schedule. We also have full orchestra for 30 minutes, once a week, during recess time, with everyone in 5th grade orchestra all together. Full orchestra begins the third week of orchestra, so the fourth week of school.
We start orchestra the second week of school (the first week I am recruiting--though the formal recruiting happened the previous spring and and an email with an online sign-up form has gone out to all the 5th grade families before Meet the Teacher Night before the school year starts to catch any new students or students who didn't sign up in spring--and creating the first small group schedule).
Before their small group time, I have already labeled spots on the instrument racks, so when students come to drop off their instrument in the morning they have a place to put them. I also ask students if they have their book already and if they need a marker to write their name inside the front cover. Ideally some students drop instruments off the first week of school so I can get a head start tuning them, putting on a rubber band and adding a sponge for violins/violas, and putting on tapes. The very first thing I do when students drop off instruments is check that their name is on their case. If not, I write it on a piece of masking tape with a Sharpie. This happens before I even open the case to tune the instrument (because if there's no name, I will forget where on the rack I pulled the case from, and things will get confusing...). I already also have folders labeled and stuffed with Semester 1 handouts/music and then in order of when I will be seeing students for small groups, so I can just pull the top folders off the pile for each group. I also have name cards printed and in order according to the schedule. Phew!
We also use the book Orchestra Expressions, book 1, along with some supplementary materials I have created. Because I have been in communication with families over the summer and we don't start orchestra until the second week of school, I can assume most students will have their instrument and book for their first small group (and I have spare instruments/books for those who don't have them yet).
Again, there are so many ways to approach beginning a string instrument, but here is one example that has worked in my specific teaching situation. It's a lot of talking on my end, but it covers what I want to cover in a first lesson, it gets students playing right away, and I can get through everything in a 30 minute small group. If students arrive late or unpacking the bass takes super long, we may just mention the C/E string and not actually play out of the Orchestra Expressions Supplement packet.
With all that, here is the script of what I say, pretty much word-for-word, on the first day of orchestra each year.
ON THE BOARD:
- Welcome to orchestra!
- [my name]
- Agenda on screen
ON MUSIC STANDS:
- Name card for each student
ALSO NEEDED:
- Folders for each student with student's name labeled and stuffed with the contents for semester 1
- Week 1 Getting Started handout
- Orchestra Expressions Supplement Packet (white packet)
- Sharpies/markers for students to write name in book
- Keyboard
- CD player with Orchestra Expressions CD
- Violin/viola/cello/bass for me
- Chair for me to demonstrate with
- 2-page Google Doc slightly condensed version of this lesson plan
AS STUDENTS ARE ENTERING:
[Violin/viola] Please grab your case and put it on the left hand side of your chair, with the little end towards the back (or bumpy end away from you--for those with the rectangular cases). [Cello/bass] Let's bring our case over to our chair. Use two hands, one hand on the handle, and one hand on the neck area. Cases go on the left hand side of your chair, on their sides, with the little end towards the back.
Does anyone need to write their name in their book still? Pick a marker, any marker.
WELCOME/EXPECTATIONS
Welcome to orchestra! I'm so excited to see you all! My name is ______, and before we get started, let's go through our orchestra expectations.
In orchestra we are RESPONSIBLE, just like you all brought your instruments and books on your orchestra day, you checked the small group schedule at the beginning of the day so you knew what time to come, and you came all together at your time so we could get started on time. When orchestra is done in a half an hour, I know you will check in with a friend when you get back to class to know what kind of classroom work you might need to do in order to stay on top of your classroom work. Then, at the end of the day, when it's time to get your backpack, I know you'll come back to the orchestra room to grab your instrument so you can take it home to practice for the week.
In orchestra we are RESPECTFUL, just like you are showing me respect right now by listening to me talk. We are also respectful of instruments, so we only touch our own instruments in here. We share this room with a lot of instruments, including band, and it's important that we only touch our own instruments.
In orchestra we are also SAFE. That's why we put cases on the left-hand side of the chair, so everyone has their own space in here. If you ever see a large instrument on the floor, like this cello (or bass), we would walk AROUND the cello or bass, not try to step over it because we could accidentally trip and fall and hurt ourselves or the instrument.
UNPACKING
Okay, you look like you are all ready to begin! [Violin/viola] Pull the handle of the case in towards you to set the case flat on the floor. Undo the latches or unzip the case to open the top of the case. [I am modeling all of this too]
[ALL] The first thing we are going to take out of the case is the BOW. Turn the dial or flap [violin/viola] or unzip the pocket with the bow or open the velcro flap [cello/bass] and then hold on the black frog end and gently slide it out of its case. [ALL] We hold on to this black frog end, and we do not touch the bow hair. I'll say that again--we do not touch the bow hair. Our skin and hands have oil on it that would stick to the bow hair and make it not work, so we do not touch the bow hair.
That is all we are going to do with the bow this week. [Cello/bass] Set your bow on your music stand in front of you. [Violin/viola] Gently slide the tip of the bow back into your case just how your found it, and turn the dial or switch or latch to hold the bow in place. [Check that all the bows are put away correctly]
[Cello/bass] The next thing we are going to take out is the rock stop/rock stop strap. You'll find it in a zippered pocket. Let's set the rock stop strap under the foot of the chair (or rock stop on the floor out in front).
Now let's take the instrument out of the case by holding onto its neck (and corner [cello/bass]).
[Violin/viola] We're going to put the sponge on next. If you have a green sponge, we're going to put it on the back of the instrument so it makes a straight line across the top. If you have a gray sponge, we want the thicker end towards the middle [I assist each student]. If you have a shoulder rest, we want it to look like a smile, not a rainbow. Line the feet up at the top and then shove down both ends equally until it's in place [I pretty much do it for them this first day].
[Cello] Looking out for the people and instruments around you, set your cello on your lap so we can pull out the end pin. Loosen the screw just a tiny bit, then pull out the end pin about as long as your elbow to your wrist. Now tighten the screw back up.
[Bass] Let's roll the bass on its side so we can pull out the end pin. Loosen the screw just a tiny bit, then pull out the end pin about as far as your pinkie to thumb. We want to catch the screw right in the notch of the end pin, so using two hands, one hand is going to wiggle wiggle wiggle the end pin (in and out) while the other hand is tightening the screw until you can feel that you have caught the screw in that groove. Then it should be easy to tighten the screw the rest of the way.
REST POSITION/PLAYING POSITION
[Violin/viola] Let's find REST POSITION. We're going to hug the instrument under the right elbow so the scroll is pointing kind of up and the bridge is pointing out. The bridge is the most delicate part that we are careful to protect since it's not glued down--just held in place by the strings pressing down--so we are careful not to bump the bridge. And the bridge is being protected in rest position because it's not getting squished. What's also nice about rest position is both of our hands are free. In rest position, we are also sitting tall in our chair with feet flat on the floor, about shoulder-width apart, so that at any moment--without moving our feet--we could stand up [stand up].
From rest position, let's find PLAYING POSITION. Take your free left hand and put it underneath the instrument. Now hold it way up high. Can you see the end button? Aim the end button right at your neck and come in for a landing on the left shoulder. The jaw, not the chin, sits on the chin rest. [Go around and make adjustments, as needed]
[Cello] Let's find REST POSITION. Let's stand up first and make sure the end pin is in the rock stop strap, about an arm's length in front of us. Feet are about as wide as the feet of the chair. We're holding onto the neck of the cello with the left hand. Now, let's sit down on the front part of the chair and pull the cello in towards us. We want this top part to rest against our chest area and the peg to sit behind our left ear. [Readjust end pin length if needed]
For cello, rest position and playing position are the same thing :)
[Bass] Let's find REST POSITION. We want to stand tall, with feet about shoulder-width apart. Hold the neck of the bass with the left hand, about an arm's length in front of us. See this shoulder part of the bass? We want this part to lean against our stomach area. [Readjust end pin length if needed]
For bass, rest position and playing position are the same thing :)
OPEN STRINGS
How many strings are on your instrument? With the right hand, make an "L" shape. Place the thumb [violin/viola] on the corner of the black fingerboard ([cello/bass] near the end of the fingerboard). Pointer finger is going to reach about an inch over the black fingerboard [violin/viola]. With the pointer finger, find the lowest, thickest string and give it a pluck. This is called the G [C/E] string. Next is the D string [all pluck], then A, then E.
The way I like to remember that is "Good Dogs Always Eat." Let's try. "Good Dogs Always Eat." Rest position, under the right elbow, and have a seat. [viola/cello: Cats Go Down Alleys; bass: Eagles Always Do Great]
[I place folders on each student's stand]
Inside your folder you will find a purple [yellow/green/blue] sheet. Take out the purple sheet. On the top of the sheet it has some pages in your book you can read this week that tell about how to take care of the instrument and the bow and how to find rest position and playing position.
Below that are the names of our open strings and my sentence "Good Dogs Always Eat." But you are creative people--I bet you could come up with another way to remember G, D, A, E, and if you do, you can write it on your purple sheet at home this week.
Next, say "pizzicato." Pizzicato is the Italian word which is telling us to pluck.
Then below that is our first piece of music: Barcarolle by the French composer Jacques Offenbach. It starts on open G, then does anyone know what that next musical symbol is? A rest. Good, then comes open D, rest, D again, rest, back to G. Let's play.
Playing position: left hand underneath, way up high, end button aimed at the neck, coming in for a landing on the shoulder, jaw bone on chin rest. Right hand: "L" shape, thumb on the corner on the black fingerboard, pointer finger about an inch over the fingerboard to find the G string, "Good" [viola/cello: "Cats Go;" bass: "Eagles Always Do Great"].
Ready, play. G, rest, D, rest, D again, rest, G.
Does anyone know what that musical symbol at the the end with the two dots is? Repeat sign--play it again. Let's play it again, but this time I'm going to play the melody while you play the same part as before.
Rest position. That was lovely! Our first duet together!
Turn the purple sheet over to the back side. Here you will see lots of rhythm patterns--quarter notes and quarter rests. I bet you have seen those in music class before--all one-beat notes and rests. Does it tell us which open strings to pluck? No? You get to make it up at home--you get to pluck whichever strings you would like to pluck.
Congratulations, you are ready to play the pieces on pages 8 and 10 in the book! Let's open our books to p. 8. [I help crease books to keep them open]
Let's look at "Rockin' on D." First you will see a treble clef [alto/bass clef]. All of our violin [viola/cello/bass] music starts with a treble [alto/bass] clef at the beginning of the line so we know we are playing the violin [viola/cello/bass]. After that I see the 4/4 time signature, telling us 4 beats in a measure. Above that is the abbreviation pizz. Does anyone think they know what that stands for or what it's telling us? Say "pizzicato"! Pizzicato is the Italian word telling us to pluck. In this piece we need the D string. We'll find the D string just below the staff [on the third space/on the middle line]. All of these are open Ds.
Okay, we should be in rest position right now, sitting tall, feet flat on the floor. Now let's find playing position, left hand underneath, way up high, end button towards the neck, jaw bone on the chin rest. L shape, thumb on the corner of the black fingerboard, pointer finger over the black fingerboard. We need the D string, "Good Dogs" ["Cats Go Down"/"Eagles Always Do"]. Give D a pluck once you've found it. You'll hear 4 clicks and then we play "Rockin' on D."
[Play with CD track 4; I say letter names while plucking; I keep an eye out for any student whose eyes are not tracking along on the page or who looks lost and point along in their book]
"Rockin' on A." The A string is a higher string on the violin, so we'll find it higher up on the staff, on the A string. Let's find the A string, "Good Dogs Always." Give A a pluck once you've found it. Let's play "Rockin' on A."
[Play with CD track 5]
"Two String Salsa" uses notes on two different strings. Which two strings do you see? Yes, D and A. We start on...D. Plant the thumb, "Good Dogs"
[Play with CD track 6]
And Rest Position. You are ready to play all of these pieces at home this week including "Les Toreadors." Turn the page to page 10.
The G string is the lowest string on the violin, and it is so low it doesn't fit on the staff. The G string has two ledger lines below the staff, so anytime you see the note with the ledger lines below, you know it's open G.
Let's look at "Two String Reggae." Which two strings do we need? Which note do we start on? We should be in Rest Position right now, check our feet, sitting tall. Playing Position. Left hand underneath, way up high, jaw bone on chin rest. Is this feeling easier the more we're practicing it? L shape, thumb on the corner, "Good."
[Play with CD track 10]
And Rest Position. You are ready to play all these pieces at home this week too.
Which string have we not yet played together today? [E/C] In your folder you will find a white packet. Take out the white packet. Let's look at "Plucking Open E." The E string is the highest sounding string on the violin, so we'll find it way up high on the top space of the staff. Notice that the E string is the only open string with a down stem, down to the left. I see the treble clef, so I know we're playing violin music. Next is the 4/4 time signature, telling us four beats in a measure. Above that is the pizz. Do we remember what that is telling us? Say "pizzicato." Pizzicato is the Italian word that tells us to...pluck.
Okay, break time is over. From Rest Position, let's find Playing Position. "Plucking Open E/C."
[I play piano, I and IV chords along with C or E]
[If more than 5 minutes of the small group left; otherwise, skip to packing up]
Let's look at the next piece, "Waltzing Up High/Down Low." I see the treble clef telling us this is violin music. Next there's a 3/4 time signature, so only three beats in a measure this time. And above that is the pizz. Which two strings do we need? Which note do we start on? Playing Position, L shape, Good Dogs Always Eat.
[I play piano]
[If more than 5 minutes left for violin/viola groups, may take a request of something we've already played today or something else on p. 8 or 10 or first page of white packet. Cellos/basses will take a long time to pack up this first day--don't play anything extra]
PACKING UP
Believe it or not it is time to pack up.
[Violin/viola] At the beginning we put on the sponge/shoulder rest, so now we need to take it off. The rubber band stays on, but the sponge comes off. Holding on to the neck of the instrument, set it flat in its case. Let's find a good spot for the sponge [generally over the scroll/pocket part of the case]. Now, close the top of the case and fasten the latches to secure the case.
[Cello] At the beginning we pulled out the end pin, so now we need to push it back in. Looking out for the people and instruments around you, put the cello on your lap, loosen the screw just a tiny bit, push the end pin all the way in, and then tighten the screw.
[Bass] At the beginning we pulled out the end pin, so now we need to push it back in. Roll the bass gently down on its side. Loosen the screw just a tiny bit, push the end pin all the way in, and then tighten the screw.
[Cello/bass] As we pack up, notice the case has a flat back pocket and the instrument has a flat back [I know it's not really flat, but in comparison to the front with the bridge, it is...]. The cello/bass was the last thing to come out of the case, so it's the first thing to go back in. Lay the flat back of the cello/bass against the flat back of the case. We hold onto the neck and corner parts of the instrument. This might be a two-person job today :) Zip up the zipper until you get to the end pin, then zip up the other side, so the end pin can poke out. The bow was the first thing to come out of the case, so it's the last thing to go back in. Holding on to the black frog end of the bow, gently slide the tip of the bow into the sleeve in the case. Rock stop straps/rock stops can go back in the pocket of the case too.
PRACTICE ASSIGNMENT
All your papers and your book can go in your orchestra folder. Let's look at the practice assignment. First, we have our Getting Started purple/yellow/green/blue sheet. This is the sheet that has "Barcarolle" on the front and all those rhythm patterns on the back. Then, you are ready to play everything on pages 8 and 10 in the book. And finally, in the white packet, you are ready to play everything on the first page.
Do you know we have a Canvas page for orchestra? Let me show you a few things on Canvas. If you scroll down a bit, you'll see our small group schedule. We are the [letter name] group in here. The next time I'll see you for small groups is next [day] at [time], so bring your instruments and folders back to school next [day].
Then, if you scroll down a bit more, you'll see a button that says "All Instruments." That will take us to what we did today. On there, if you scroll down a bit, you will see our violin resources [or past the violin, viola, and cello resources to find the bass resources]. There's a picture of what the different open strings look like on the staff, and there are links where you can play along with audio files for our different pieces.
Okay, it is time to put cases back on the rack. Folders can either go back on the rack by your case or right into your backpack, whichever makes the most sense for you. [Cello folders can go in the big back pocket on the case]. I'll see you at the end of the day--when it's time to get your backpack, come back to the orchestra room to grab your instrument so you can take it home and practice this week. Congratulations on your first day in orchestra! Next up should be [names of students], so if they're in your class, you can send them on in if they're not already on their way to orchestra.
[As students are leaving, I grab the name cards off the stands and put the next set on]
And that is one 30-minute small group! It's a lot of talking all day for me, but I don't see another way around it. I approach these small groups as a pretty immersive experience--we jump right into to playing and reading music right away, rather than spending time doing worksheets about instrument care and instrument parts, etc. Students are there because they want to play, and in my teaching situation, students should all have their instruments by our first day (or will be getting them within the week and can use a spare while at school). The second week we'll do lots of review, a bit of improvisation, and find bow holds for the first time, and the third week students are writing their first open-string pizzicato composition already. Then, the fourth or fifth week, while students are unpacking, we go over the instrument parts and see how many students have picked up on, just from hearing me say them during previous small groups.
Hope this helps to see how one orchestra teacher starts off the year with beginning students!
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