Bow - a wooden rod with horsehair stretched from end to end that is used to play a string instrument
Pizzicato - plucking the string with a finger
Vibration - moving back and forth rapidly
Pitch - indicates highness or lowness of sound
Rosin - a resin substance that is used on the bow so the bow hair slightly sticks to the string to vibrate it
High pitch - sound made by a smaller, shorter, or thinner instrument (string)
Low pitch - sound made by a larger, longer, or thicker instrument(string)
Display pictures of instrumental families.
Review what an “ instrument family” is (from grades 1 and 2).
Review string orchestral instruments (from grade 2) using pictures and/or available instruments.
Demonstrate a high sound and a low sound by using a violin and a cello.
Explain that the string bass is the largest instrument in the string family
Which instrument produces the highest and lowest sounds? Why? (violin, smallest; string bass, largest)
What changes occur to cause the pitch to change? (make the string shorter for a higher pitch)
Demonstrate two ways to play the string instruments (bowing and pizzicato).
Demonstrate vibration by placing the ruler half on/half off a table edge. Push the free end down and watch it vibrate.
Using the larger rubber band: Stretch the larger rubber band so that when you pluck it all can see the vibrating of it. Listen to the sound.
Stretch the smaller rubber band and pluck it. Listen to the sound. (higher sound than the larger rubber band)
How does the sound get to our ears? (it moves, or vibrates through the air)
Place the string section puzzle piece on the orchestra outline and explain to students that the whole orchestra will be filled in as we study each family of the orchestral instruments.
Listen to: “Carnival of the Animals”, “The Swan” (cello) and “The Elephants” (string bass).
Give the students the opportunity to play available instruments.
Play Vivaldi, “The Four Seasons”, movement 1, as the students prepare to leave class. To review today’s lesson on string orchestral instruments, ask questions on the material, such as: What instruments do you hear? How do you change the pitch on these instruments? How is the sound produced? Assess through teacher observation.
Lesson Two: PERCUSSION FUN
The students will review the names of the orchestral families.
The students will identify by sight and sound the percussion family.
The students will review how sound is produced.
Review the percussion instruments as learned in grade two and add to the knowledge of this family
Discover how sound is produced on these instruments.
The Music-Science Connection, Music (Gr. 3)
2002 Core Knowledge® Conference