Vibrato+for+strings

__Lesson Description:__ This lesson focuses on learning and developing the correct vibrato motion on string instruments. This exercise can be used in context with a piece of repertoire, developing the ideal vibrato motion, speed, width, etc. for that specific piece, or it can stand on its own as an introduction to vibrato for younger students and ensembles. Students often have difficulty creating vibrato on string instruments (particularly shoulder instruments), and often this is a result of excess tension from holding the instrument. By removing the instrument from the equation students can focus exclusively on the movement of the left arm and wrist, beginning with larger movement and fine tuning the motion using the subdivision exercise; it will also reinforce the concept of beat subdivision. Once the students are comfortable performing the exercise with a shaker the exercise can be transferred to the instrument, first without the bow, then concluding with a scale played using the smallest subdivision of beats for the vibrato motion. This exercise can be used on a regular basis until students become more adept at producing a natural vibrato motion and sound on their instrument.

__Teacher Name:__ Muriel Huckins

__Subject/grade:__ Intermediate (grades 6-9) string orchestra

__National Standards:__ 2) play, 6) listen, 7) evaluate

__Behavioral Learning Objectives:__ The students will learn the correct vibrato motion for their instrument and apply vibrato to every note of eighth note value or longer. __Materials:__ shaker (can be made from film cannister (plastic Easter eggs also work!) filled partially with rice or beads, students will eventually need their instrument and bow.

__Sequence of Activities:__ 1. Engage students by asking them to come up with a 1 syllable word, followed by 2, 3, and 4 syllable words (using a common theme such as "foods" makes the process go a little faster.)  -(1) grape  -(2) apple  -(3) strawberry  -(4) watermelon 2. Divide students in the ensemble in half- one half will begin exercise with shakers, the other half with instruments (if enough shakers are available for everyone they can all begin with one.) 3. Using a metronome set at or near quarter note=80 begin vibrato motion with a certain number of syllables per beat, beginning with one and subdividing until the students are "playing" sixteenths (or thinking the four syllable word). 4.Once the students have become comfortable with the vibrato motion, switch them from shakers to their instruments (without the bow) and repeat the exercise. (If students were divided in half, students who had instruments first will try with the shakers and then reapply to the instrument)  -Initially the fingers do not need to be pressed to the fingerboard, however, as the exercise progresses encourage them to try the exercise using different fingers only allowing the arm and/or wrist to move. 5. Apply exercise to scale (whichever is being studied by the ensemble at the time) utilizing whole note, half note, quarter note, and eighth values. Students should strive to use four syllables (or 16th note subdivision) vibrato motion throughout the scale. 6. Real context application: use with an excerpt from music selected for concert  -1st excerpt = more lyrical to allow time to develop and maintain correct motion  -#9 Aquarium from The Carnival of the Animals <span style="font-size: 11pt; font-family: 'Arial Narrow','sans-serif'"> -2nd excerpt = shorter note values, challenge to maintain overall motion used in lyrical section but with faster subdivision. <span style="font-size: 11pt; font-family: 'Arial Narrow','sans-serif'"> -Mvt. 3 (Vite) from Telemann Suite

__Assessment__: The students will apply continuous vibrato to notes one beat or longer, for eighth notes they will use vibrato on at least the first note of every beat. They will also demonstrate knowledge of what subdivision (or speed) vibrato is most appropriate for a given excerpt of music.