LeBruce-+3rd+grade+Instrument+Families

This lesson was one of the first lessons I taught that went really well. Even though it did not cover many national standards, the lesson was very effective. The third graders can still identify instruments and their families!


 * ** Teacher Name: ** || ** Whittney LeBruce ** || ** Date: ** || January 29, 2009 ||

|| The student will be able to identify the string, brass, woodwind, and percussion families 75% of the time. ||
 * ** Subject/Grade: ** || 3rd Grade General Music ||
 * ** Focus Concepts/Skills: ** || Instrument Families ||
 * National Standards (put X before all that apply): **
 * || ** 1. Sing ** || || ** 2. Play ** || || ** 3. Improvise ** || || ** 4. Compose/Arr. ** || || ** 5. Read/Notate ** ||
 * ** x ** || ** 6. Listen ** || || ** 7. Evaluate ** || ** x ** || ** 8. Related Arts ** || ** x ** |||||| ** 9. History/Culture ** ||
 * ** Learning **
 * Objectives: **
 * ** Sequence of **
 * Activities: **

|| # Have an orchestral piece (the National Anthem) playing while the students arrive. || Can the student identify characteristics of the families of instruments? Can they identify instruments by sound and sight? Do they know which instruments belong to which family? || //Dear Whittney: What a great idea of introducing instrument families! I think that this was always one of my favorite things to learn when I was in elementary. The grade level you specified for is a great level to start learing the families at...great choice. One question I did have was if the students knew anything before this lesson...maybe you had already introduced band instruments or voices or something? Within your lesson, I really like that you made it fun for the student by inserting a game in the mix of things. It seems that students seem to learn a little more when they are having fun, don't you think? For your assessment, did you use it on the last part where the student had to listen and write it down? How many questions/listenings did you have them listen to in order to get your 75%? Within your lesson, I think there are many things in which you can assess, it is just a matter of what you are assess. Also, you could add some tags so more people can view your page. I think it would be great if I could happen upon to your lesson by a tag. Maybe some words like "instrument families", "orchestra", or even "3rd grade" would work. I enjoyed reading your lesson and hope that you have enjoyed working with your class. ~Jill Witkowski~// Whittney, I thought this lesson was a great way to get kids really listening for the sounds of the different families! (the basketball game would of course be extremely motivating). I thought of a few suggestions based on things I've tried in the past. First, I try never to assess them (at least for a grade) until we have reviewed a topic at least once or twice after introducing it. This may not apply as much in this case since you spent the entire lesson on one topic, but it is something to consider. Also, a great way to assess concepts that involve listening is to use small cards. Print out one card that designates each of the families (so, a card with a flute and clarinet and saxophone for the woodwinds, a card with trumpet, horn, tuba, and trombone for brass, etc), and then give each kid their own "deck" of cards. The kids sit in rows, and whichever family they hear, they hold up that card. If it's high in the air they are unable to cheat (or, it's really easy for you as the teacher to see who is cheating). This is an easy to way to see who "gets it" and who doesn't, and can be used simply as a review, or as an actual graded assessment. It also saves you the trouble of grading papers, and is more exciting for the kids since they are DOING something the entire time and not needing to use paper and pencil. I hope this helps you! All in all, very well-structured lesson. It was fun to read! ~Terri Morin
 * 1) Have them sit on the rectangle carpet facing the back of the room.
 * 2) Introduce each instrument family and characteristics of each.
 * 3) During each instrument family, display instruments that fall in that category and play sound clips of the sounds.
 * 4) Have the students cover their eyes with their left hand and raise their right hand when they hear the designated family. Mix up the sound bites and play three clips per instrument family. Only one or two will be correct.
 * 5) Separate the students into 4 teams to represent each instrument family. When they hear a sound clip of the family they represent, they will take one step. The final destination will be for the entire team to take a shot at musical basketball.
 * 6) Repeat until all teams have won.
 * 7) Pass out paper and pen. Play sounds of each instrument, and have students identify them on the paper with family and instrument name. ||
 * ** Assessment: **

Whittney - What a fun lesson to read! I really like that you were able to introduce the instrument families and allow the students to have some fun with it. One suggestion may be to play the clothespin game. Our students love it! Each student is handed one clothespin (make sure to make some rules before you hand these out!) and a treble clef card that has all of the instruments on it. You could make other cards that have the instrument families on them. The student listens to an instrument (or family) and puts the clothespin on the corresponding instrument. You could also try playing another game - "Little Bo Peep". The students chant this poem: "Little Bo Peep has lost her sheep and doesn't know where to find them. Leave them alone and they will come home, wagging their tails behind them. You can help her find her sheep. You don't have to look around. For one of them has an instrument just listen to the sound." Then pick one student to go behind the teachers desk where there are pictures of instrument families laying on the floor. Have them pick up a card and you (the teacher) can play an example on the CD player. The other students will each have a deck of cards laying in front of them. Once they hear "the sound", have the students pick out the card of the family they thought it was, and have them hide it in their laps. On the count of three, have the students hold their card high up in the air so everyone can see it. The students really have fun with this. Plus they are excited to pick an instrument! Another idea is to use Benjamin Britten's "The Young Persons Guide to the Orchestra". This book contains a detailed description of all the instrument families. These are just a few suggestions. Hopefully this helps! - Beth Cheyney