Music and Math Lesson Plan West Virginia Symphony Orchestra Young People’s Concert Series Grade Level(s): Lesson Title:

Third, Fourth, and Fifth Every Instrument Has a Place

Focus: (Concept or skills to be emphasized) Graphing, pictographs, tally marks, classifying objects, data analysis Objectives: See end of lesson for objectives and standards achieved. Background Information: Symphony orchestras vary in size according to the needs of specific pieces of music. The composer determines the instrumentation, although the conductor may alter the number of musicians used, depending upon the performance hall. In the Rumpelstiltzkin Young People’s Concert, under the direction of Maestro Grant Cooper, the orchestra will include many, but not necessarily all of the instruments mentioned in Orchestral Instruments section of the WVSO Rumpelstiltzkin CD ROM. Some of the instruments that will be used in the WVSO’s Young People’s Concert are: String Family Violin Viola Cello Double bass

Woodwind Family Flute Oboe Clarinet Bassoon

Brass Family French horn Trumpet Trombone

Percussion Family Crash cymbal Bass drum Snare drum Timpani Triangle Tambourine Castanets

PLEASE NOTE: For the purposes of this lesson, the numbers of instruments are within the usual range of each family. Please tell your students that the actual number of musicians playing each instrument in the concert will probably differ slightly from the examples provided in this lesson. Activities (Procedures): 1. Using the WVSO Rumpelstiltzkin CD ROM, read about the instruments of the orchestra with your students, found under the Structure of the Orchestra in The Performers section. Allow students to listen to each of the instruments on the CD ROM so that they © West Virginia Symphony Orchestra, 2005/2011. Supplemental materials may be duplicated for educational purposes only.

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become familiar with how they sound. List the families of instruments (string, woodwind, brass, and percussion) played by symphony orchestras on a flip-chart, chalkboard, or overhead, and give examples of the instruments that fall within each family (see sample chart format). 2. Ask each student to name the instrument in the orchestra they would most like to play if they performed in a symphony orchestra. If any students are String Family Woodwind Family Brass Family Percussion Family currently learning to play instruments found in the orchestra, be sure to include those in the list. Help each student to identify in which instrument family his or her Sample Chart Format choice belongs. Tally the choices on the chart by instrument families. Once all of the students have made their choices, ask students to add the total number of tally marks for each family. Construct a bar graph showing each of the families and the number of marks each family received. Ask students to come up with a suitable title for the graph (e.g., Instrument Families We Like Best), and to help you properly label the graph. From this bar graph, ask students questions such as: How many people would most like to play an instrument from the _____ instrument family? Which instrument family received the most/least votes? Did more/fewer people like instruments from the _____ (e.g., string) instrument family than the _____ (e.g., brass) instrument family? How many more/fewer people chose instruments from the _____ (e.g., woodwind) instrument family than from the _____ (e.g., percussion) instrument family? How did you find your answer? Was there another type of graph we could use to show this information? (e.g., pictograph) 3. Using pictures of instruments on the Instrument Cutout Sheet (found at the end of this lesson), place the pictures of the instrument families on a chalkboard or wall, aligned so that students can help create a pictograph. Cut out pictures of the individual instruments on the Instrument Cutout Sheet and randomly distribute them among your students (students will each receive several instruments). Ask students to place the pictures of their instruments into the proper instrument families (see sample pictograph). Upon completion of the pictograph, ask students questions about the graph, such as: How many instruments are in the _____ (e.g., woodwind) instrument family? Which instrument family has the most/least number of instruments?

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How many more/fewer instruments are in the _____ (e.g., percussion) instrument family than the _____ (e.g., brass) instrument family? How did you find your answer? 4. Conclude this lesson by reviewing the location of the instruments on the Structure of the Orchestra chart on the WVSO CD ROM and play the audio examples (found under Instruments in The Performers section) for each instrument. Play audio examples at random and ask students to identify which instrument was used to create the sound. Extension Activity: Work with students to discover sub-groups within each family of instruments. See Lesson 7 - Sound Production and Lesson 8 - Conditions Affecting Timbre of Sound for additional plans related to the various ways that instruments produce their characteristic sounds. With this information and students’ observations of how instruments work, brainstorm ways that instruments could be reclassified. Pictures of instruments from the Instrument Cutout Sheet (found at the end of this lesson) can be used to make the groupings, or a chart could be made. The latter method would permit the inclusion of instruments that are not included in the Instrument Cutout Sheet, such as the English horn, Tuba, and Xylophone. Some examples of possible ways to classify the sub-groups are shown below. Note: Instruments marked below with an asterisk do not appear on the Instrument Cutout Sheet, but information can be found in the Orchestral Instruments section of the WVSO Rumpelstiltzkin CD ROM.

String Family Manners of playing Held horizontally, Held vertically, fingered away fingered close to from the body the body Violin Cello Viola Double bass

Woodwind Family Mechanism that sets the air column into motion Opening Single Reed Double Reed (Aperture) Flute Clarinet Oboe Piccolo* Bass clarinet* English horn* Bassoon Contrabassoon*

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Brass Family Mechanism for changing pitch Valves Slide Trumpet Trombone French horn Bass Tuba* trombone*

Percussion Family Definite pitch Vibrating Vibrating metal membrane or wood Timpani Glockenspiel* Xylophone* Marimba* Temple blocks*

Indefinite pitch Vibrating Vibrating membrane metal or wood Bass drum Crash Snare drum cymbal Tambourine Triangle Notice that the Castanets tambourine is in Tambourine both columns!

Modifications (Special Needs): 1. Visual and auditory impaired students will need special consideration during this lesson with seating and materials adaptations. 2. Learning disabled students may benefit by abbreviating this lesson’s content and length. 3. Varying learning styles will be addressed with the variety of activities in this lesson – tactile, visual and sensory learning styles are utilized. 4. Gifted student needs are provided through the extension activity. Assessment/Evaluation*: 1. Formative Evaluation Plan: The teacher will observe student participation and facilitate questioning to assess understanding of the lesson concepts. The teacher will observe student classification of correct placement of instruments into families. The teacher will observe student classification of sub-categories of instruments in the extension activity. 2. Summative Evaluation Plan: Teacher observation notes and evaluation of the completed class tally chart, bar graph, and completed pictograph, will show the teacher if the concepts introduced were processed by the students. A follow-up to this lesson can be assumed by the extension activity.

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Supplemental Materials and Equipment Needed: Every Instrument Has a Place Instrument Cutout Sheet Masking tape or non-marking adhesive Resources: WVSO Rumpelstiltzkin CD ROM – Instruments section References: Van de Walle, John. Elementary School Mathematics, 5th ed. Allyn and Bacon. Boston, MA. 2004.

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Pictograph of Instruments in Rumpelstiltzkin 26 25 24 23 22 21 20 19 18 17 16 15 14 13 12 11 10 9 8 7 6 5 4 3 2 1 0 String Family

Woodwind Family

Brass Family

Percussion Family

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Sample Pictograph

National Music Standards Achieved: Listening to, analyzing, and describing music. National Mathematics Standards Achieved: Count with understanding and recognize "how many" in sets of objects Use multiple models to develop initial understandings of place value and the base-ten number system Connect number words and numerals to the quantities they represent, using various physical models and representations Sort, classify, and order objects by size, number, and other properties WV Content Standard Objectives: GM.3.2.10 distinguish between an orchestra and a band. MA.3.5.1 collect data from observation, surveys, and experiments, and construct and label a graph. MA.3.5.4 analyze data represented on a graph using grade level appropriate questions. GM.4.2.7 MA.4.5.5

identify aurally and visually instruments of the orchestra. determine mean, median, mode and range from collected data.

GM.5.2.8

listen to instrumental music and identify the instruments and/or families of instruments.

Kentucky Program of Studies

Third-Grade

M-P-NC-2 Students will M-P-NC-5 Students will M-P-GM-15 Students will M-P-PS-1 Students will M-P-PS-2 Students will M-P-PS-3 Students will M-P-PS-4 Students will M-P-PS-5 Students will M-P-PS-6 Students will

order groups of objects according to quantity. order and compare numbers from 0-10, using physical models. compare and order by size (e.g., large/small). make a graph using manipulatives. read data displayed on concrete graph. display data on a pictograph. read data displayed on pictographs (a display of information using symbols or pictures). display data on a bar graph. read and compare data on bar graph.

Fourth-Grade

M-4-GM-2 Students will investigate geometric relationship (e.g., similarity, congruence) through manipulatives and drawings. © West Virginia Symphony Orchestra, 2005/2011. Supplemental materials may be duplicated for educational purposes only.

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M-4-A-1 Students will compare and contrast number patterns. M-4-A-5 Students will represent and describe relationships through the use of variables, ordered pairs, lists in tables, plots on graphs, and patterns. M-4-PS-2 Students will choose appropriate means to collect and represent data. M-4-PS-4 Students will pose questions, collect, organize, and display data. M-4-PS-5 Students will draw conclusions based on data.

Fifth-Grade

M-5-PS-2 Students will pose questions; collect, organize, display data; and choose an appropriate way to collect and represent data.

Ohio Academic Content Standards Analyzing and Responding K-4 B. Identify the sounds of a variety of instruments including orchestra, band and classroom instruments. Math 3-4, A. Apply and justify the use of a variety of problem-solving strategies; e.g., make an organized list, guess and check. Patterns, Functions and Algebra Standard 3-4 A. Analyze and extend patterns, and describe the rule in words. 3-4 B. Use patterns to make predictions, identify relationships, and solve problems. 3-4 F. Construct and use a table of values to solve problems associated with mathematical relationships. Data Analysis and Probability Standard 3-4 B. Read and interpret tables, charts, graphs (bar, picture, line, line plot), and timelines as sources of information, identify main idea, draw conclusions, and make predictions. 3-4 C. Construct charts, tables and graphs to represent data, including picture graphs, bar graphs, line graphs, line plots and Venn diagrams. 3-4 D. Read, interpret and construct graphs in which icons represent more than a single unit or intervals greater than one Patterns, Functions and Algebra Standard 5-7 A. Describe, extend and determine the rule for patterns and relationships occurring in numeric patterns, computation, geometry, graphs and other applications. Mathematical Processes Standard 5-7 H. Use representations to organize and communicate mathematical thinking and problem solutions. Data Analysis and Probability Standard 5-7 B. Interpret data by looking for patterns and relationships, draw and justify conclusions, and answer related questions. 5-7 E. Collect, organize, display and interpret data for a specific purpose or need.

*All Assessments are to be at the expected state assessment standard; in West Virginia this is mastery level; in Ohio this is benchmark level; and, in Kentucky, this is academic expectations level.

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Every Instrument Has a Place Instrument Cutout Sheets

PLEASE NOTE: For the purposes of this lesson, the numbers of instruments are within the usual range of each family. Please tell your students that the actual number of each instrument used in the concert will probably differ slightly from the examples provided in this lesson. The number of instruments from each instrument family used in this lesson is as follows: Percussion Family 1 Crash cymbal 1 Bass drum 1 Snare drum 1 Timpani 1 Triangle 1 Tambourine 1 Castanet Total: 7

String Family 16 Violins 6 Violas 4 Cellos 2 Double basses

Total: 28

Woodwind Family 2 Flutes 2 Oboes 2 Clarinets 2 Bassoons

Total: 8

Brass Family 4 French horns 2 Trumpets 3 Trombones

Total: 9

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Percussion Family

Crash Cymbal

Bass Drum

Snare Drum

Timpani

Triangle

Tambourine

Castanet

String Family

Violin

Violin

Violin

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Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

Violin

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Viola

Violin

Viola

Viola

Viola

Viola

Viola

Cello

Cello

Cello

Cello

Double Bass

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Double Bass

Woodwind Family

Flute

Flute

Oboe

Oboe

Clarinet

Clarinet

Bassoon

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Bassoon

Brass Family

French Horn

French Horn

French Horn

French Horn

Trumpet

Trumpet

Trombone

Trombone

Trombone

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