RPO Primary Concert
Lesson Title: Instruments of the Orchestra
CONCEPTS/SKILLS
_ Rhythm
_ Singing
_ Form
_ Movement
_ Tone Color
_ Expression
_ Melody
X Listening
_ Harmony
_ Creating
X Instruments
_
NYS LEARNING STANDARDS
_ #1 Creating
X #2 Knowing
_ #3 Responding
X #4 Understanding
BLOOM’S TAXONOMY
X Knowledge
X Comprehension
X Application
_ Analysis
_ Synthesis
_ Evaluation
DIFFERENTIATED LEARNING
X Auditory
X Kinestethic
_ Verbal/Ling.
_ Interpersonal
X Visual/Spatial
X Logical/Math
X Musical
_ Intra-personal
CLASSROOM STRATEGIES
X Technology
_ Writing/Reading
X Cooperative Groups
X Problem Solving
X Group Activity
_ Learning Centers
_ Individual Practice
CCLS CORRELATION
ELA
_ Reading: vocabulary, analyze sources,
synthesize information
_ Writing: arguments, support, use
vocabulary
_ Speaking/Listening: prepare, express,
integrate, evaluate, present, adapt
_ Language: conventions, effective use,
vocabulary
MATH
_ Make sense and solve problems
X Reason abstractly and quantitatively
_ Construct & critique arguments
_ Model
_ Use tools strategically
_ Attend to precision
_ Look and use structure
_ Look and express regularity in
repeated reasoning
MATERIALS
Audio examples of instruments
Instrument Family Chart
Instrument Cutouts
LEARNING TARGETS
I can identify the instruments of the orchestra.
I can describe the four instrument families and sort instruments by family.
STUDENT OBJECTIVES
Students will know the instruments of the orchestra.
Students will know and understand the standard classification system for
instruments and be able to categorize instruments accordingly.
PROCESS
1. As a class, brainstorm every instrument you can think of and record the
list on easel paper, a chalkboard, or via Smart Board. Circle the
instruments on this list that are traditionally orchestral instruments and
play audio or video examples of: violin, cello, flute, clarinet, trumpet,
trombone, percussion.
2. Discuss different ways instruments can be classified or grouped. In
small groups, ask students to create their own classification system and
sort instruments. For example: by size, by color, by material, etc.
3. Explain that in music, instruments are divided into Four Instrument
Families: strings, woodwind, brass, and percussion. Discuss the unique
qualities of each family, play audio examples of orchestral instruments
and complete the description section of the Instrument Family Chart.
4. In small groups, or individually have students sort the Instruments of the
Orchestra into the Four Instrument Families.
5. As a whole group check for understanding by reviewing which
instruments belong to which families. Make sure to highlight the special
instruments that at first glance may not be in the correct family (i.e.
piano, saxophone, etc.).
6. In closing, review the orchestral instruments they will see during the
RPO Primary Concert and show a seating chart of the orchestra or short
video clip or an orchestra performing.
ASSESSMENT
 Formative Assessment: Teacher observation of participation in
discussion and response to questions to assess understanding and
comprehension.
 Summative Assessment: Completion of the Instrument Family Chart and
new classification of instruments.
EXTENSION
 Continue classifying instruments that are not traditionally in the
orchestra.
 Identify ways the instrument families can be sub-divided (single reed vs.
double reed, valves vs. slides, pitched vs. un-pitched)
Name: ___________________________________
RPO Primary Concert
Instrument Family Chart
STRING FAMILY
Description:
WOODWIND FAMILY
Description:
BRASS FAMILY
Description:
PERCUSSION FAMILY
Description:
Name: ___________________________________
RPO Primary Concert
Instrument Family Chart – sample Answer Sheet
STRING FAMILY
Description: made of wood, has four strings, played pizzicato or
with a bow
BRASS FAMILY
Description: has a mouthpiece, played by buzzing your lips, has
valves or slides
WOODWIND FAMILY
Description: has a reed (single or double), played with air, has
buttons or keys, made of wood or metal
PERCUSSION FAMILY
Description: played by hitting, striking, shaking, etc.