Tara Foley

Dr. May
MUS-M344
Batchelor Middle School method book lesson plan
All for Strings: Comprehensive String Method Book 2
by Gerald Anderson and Robert S. Frost
Exercise no. 104: Oh Dear! What can the matter be?
Class Setting:
Middle school orchestra; some students have played since they were three and this is the
first year with their instruments for others. It is a heterogeneous group of strings.
Goals:
National Standards:
MU.IN7.2 2007 - Performing Music: Playing an instrument alone and with others
MU.IN7.5 2007 - Responding to Music: Reading, notating, and interpreting music
MU.IN7.6 2007 - Responding to Music: Listening to, analyzing, and describing music
Objectives:
The goal is for the students to be able to play the song Oh dear! What can the matter
be? The student will also be able to explain a question and answer phrase. The students
will be able to create a musical roadmap (with or without the D.C. al Fine).
Materials:
1. Instruments for all students
2. Method book for each stand of students
3. Whiteboard
Procedure:
1. Have another instructor or advance student play the exercise do not have the students
open the method book yet
a. Highlight m. 2 (have the measure played for the class possibly twice if
necessary)
b. Instruct the students to raise their hand when they hear that measure
2. Ask the class how many times the measure was played (Play without Fine; 4 times
without Fine)
3. Have the students play mm. 1-8
a. Ask the class how many phrases are in this first section (2)
4. First ask if anyone knows what a question-answer phrase is
a. If not, explain by playing mm. 1-4 and ask if it sounds like the piece is over
b. Play mm. 5-8 and have the students discover that it is the end of the phrase
5. Give the question phrase the ID A (or a simple picture that the students choose) and the
answer phrase the ID B.
a. Have the students play each section individually and be able to identify the
phrases independent of each other
6. Play mm. 1-8 as a full group
a. After m. 5, pause the orchestra and ask what ID it is and draw on board
b. After m. 8, pause the orchestra and ask what ID it is and draw on board
7. Play through to the end of the piece
a. Continue to pause after every two measures to ask ID
b. Finish at double bar without the Fine
8. Ask the students if the second section sounds different
a. It is different, but sounds essentially the same
b. Explain A (A-prime) the phrase has the same function (is a question or answer
phrase) but the dotted quarter notes are filled out with other notes
c. On the board, add a prime sign to the musical roadmap
9. Ask students how this could help individual practicing
a. Able to find similar sections so that you can practice a two measure phrase rather
than the whole piece
b. Knowing the form can help if you lose your place, but if you know the individual
sections you can find our place again
10. If time, play with D.C. al Fine and finish roadmap on board
Assessment:
Evaluate the ability of the students to hear different sections of piece through questioning
and indicating phrase identifications
Evaluate the ability of students to identify a musical form while playing instruments
Instruction Strategies to Consider:
Questioning to facilitate student discourse
Guided learning

102. THANKSGIVING
OJ
,., . ...-. . .-..... .-.... .-.... :----.
p n 1 r H P 1 r vr v 1 r P r
103. I'D RATHER BE SAILING
'r:

.- v
,-...., .,_,

-
.... ..:..._ . . .
thf
,..
4
4
4
r-. ,.,

-

:.. if-
,.,
. . .
-
mf
I
-(1;9

..... _.-..
.:;::----_ -A:'
.,.. .
. .
f
4
4

,., 4_
--
l1J":

.
,.,
-
_II!.
-
-.&..J
-
I
104. OH DEAR! WHAT CAN THE MATTER BE? Memorize
29
Round
Frost-Duet
4 r
.r-'Jt. :. ............. ,-..._'
.

Fine
4
-

,-..._'
.

.

Fzne
*--
.,-........
,

D C.al Fine
4


-
r;,

I ..
D.C.al F1ne
English Air
Question
Answer