YouTube Lesson Strategy - Instruments of the Orchestra
Learning Objectives:
The student should be able to:
Standards Covered:
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
Massachusetts Standards:
5. Critical Response. Students will describe and analyze their own music and the music of others using
appropriate music vocabulary. When appropriate, students will connect their analysis to
interpretation and evaluation.
9. Inventions, Technologies, and the Arts. Students will describe and analyze how performing and
visual artists use and have used materials, inventions, and technologies in their work.
The student should be able to:
- Identify the major families of instruments
- Identify the sounds of each, alone and in an ensemble context
- Describe how the instruments of the orchestra are used to create different moods and textures
Standards Covered:
National Standards:
6. Listening to, analyzing, and describing music.
7. Evaluating music and music performances.
Massachusetts Standards:
5. Critical Response. Students will describe and analyze their own music and the music of others using
appropriate music vocabulary. When appropriate, students will connect their analysis to
interpretation and evaluation.
9. Inventions, Technologies, and the Arts. Students will describe and analyze how performing and
visual artists use and have used materials, inventions, and technologies in their work.
Lesson Approach:
Students will watch clips from the first and second movement of Benjamin Britten's Simple Symphony and discuss the different ways that stringed instruments can make sound. How would they describe the quality of the sound? What other contexts have the students heard stringed instruments in? Can they imagine any other songs of any style that would accommodate the addition of strings or an all-string arrangement? |
Students will watch Sousa's Stars and Stripes Forever and discuss the instruments they see here and how they produce sound. How could this ensemble be further broken down into families (i.e. winds vs. brass)? How would they describe the quality of the sound? What other contexts have the students heard woodwind or brass instruments in? Can they imagine any other songs of any style that would accommodate the addition of winds or brass or an all-band arrangement?
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Students will watch Burritt's Fandango 13 for percussion ensemble and discuss how these instruments produce sound. What other contexts have the students heard percussion instruments in? Can they imagine any other songs of any style that would accommodate the addition of percussion or an all-percussion arrangement?
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Students will watch Berlioz's Symphonie Fantastique, mvt III, and identify the instruments as they are featured. What might this piece be about? How does Berlioz's use of the orchestra influence your interpretation of this piece. |