Instrument ID

Instrument ID

Teaching Objective
Students will demonstrate an understanding that orchestral instruments are grouped into families based on their similarities and differences.

Resources
Pictures of orchestral instruments projected from dsokids.com

Pre Assessment
Show students a picture or a seating chart of an orchestra. Be sure that the chart shows pictures of the instruments of the orchestra (a chart from the Internet at dsokids.com). Ask students to look at the chart and tell you what they know about the orchestra. Answer the following questions:
-What are some of the instruments?
-Who leads the orchestra?
-Is the orchestra divided in any way?

Teaching Sequence
1. Tell or remind students that orchestral instruments are divided into four groups or
families based on how their sounds are generated. Brass instruments are played by
'buzzing', or vibrating one's lips into a mouthpiece; woodwind instruments are played by
blowing into a mouthpiece with a reed or across a hole; percussion instruments by shaking, scraping or striking the instrument; and string instruments by plucking or pulling a bow across a string. Listen to examples of each instrument (For a more in-depth explanation and listening examples, visit DSOKids.com.)
2. Tell students that, even though each instrument has distinct characteristics, it also
resembles the other instruments in its family- much like you resemble the other members of your family. Have students take turns describing similarities and differences between themselves and the other members of their families.
3. Show students pictures of the families of the orchestra. As pictures of each family are
displayed, have students take turns describing similarities and differences they see in the instruments in that family, especially noting the size of the instrument in relationship to the sound.
4. Show each student or team of students, a picture of an orchestral instrument or a sound of an instrument (pictures and sounds can be downloaded from DSOKids.com). Ask the students or teams to identify their instrument and determine the family to which their instrument belongs.

Culminating Activity
Play short excerpts of symphonic music as the students move into instrumental family groups. Designate a place for students to stand in the room for each family (set up like an orchestra), otherwise allow students to work that out on their own. This game can be played several times until students become proficient with all instruments.

Evaluation
Did students demonstrate an understanding that orchestral instruments are grouped into families based on their similarities and differences? Can students identify instruments by sound and sight.

Extension Activities
Instrument "Who Am I" game - Tell students that they are to pretend that they are the
instrument pictured on the SMART board. Have students take turns giving clues to the
other students or teams in the class. Remind students that they are pretending to be that instrument. Some examples of clues could be, "My family has very long necks. Although my family gets played two different ways, they are mostly very similar in appearance. I am the smallest member of my family. I have the highest voice in my whole family, etc." Answer: violin. Allow students to play until everyone has shared their clues.
Co-Curricular Connections
English Language Arts and Reading: 110.5 3.3C, 3.4; 110.6 4.23B; 110.7 5.23B; 110.21 6.22B
Social Studies: 113.5 3.16A,B,E; 113.6 4.22B,C; 113.7 5.25B,C; 113.22 6.21B,C
Music/Fine Arts: 117.12 3.1A, 3.1B; 117.15 4.1A, 4.1B; 117.15 5.1A, 5.1 B; 117.33 6.1A, 6.1B