En mag usap usap kayo REVISION OF COURSE OUTLINE FOR VIOLIN CLASS:

ENRICHING ACTIVITIES MAXIMIZING 45 MINUTE CLASS OF THEGRADE 9

STUDENTS OF INDIANA LEARNING CENTER

Submitted by
Ana Luna N. Sayson
in partial fulfillment for the requirements
of Special Project

2nd Trimester, SY 2015 - 2016

Philippine Womens University
Taft Ave., Manila

TABLE OF CONTENTS

ACKNOWLEDGEMENT

LIST OF TABLES

. 5

LIST OF FIGURES

. 6

CHAPTER 1

. 7

Introduction
Scope and Limitation
Review of Related Literature
Research Methodology

CHAPTER 2

15

REVISION OF COURSE OUTLINE FOR VIOLIN CLASS: ENRICHING ACTIVITIES

MAZIMAXING 45 MINUTE CLASS OF THE GRADE 9 STUDENTS OF INDIANA
LEARNING CENTER

A.Activity Outline
B.Instructional Plan
C. Hypothesis

III. CHAPTER 3

. 26

SUMMARY

BIBLIOGRAPHY

ACKNOWLEDGEMENT

Firstly, I would like to express my sincere gratitude to my advisor Prof. Celeste Romulo
for the continuous support of my study for her patience, motivation and immense
knowledge. Her guidance helped me in all the time of research and writing of this
Special Project.

My sincere thanks also to my family and friends co-teachers who provided me an

opportunity to pursue this study, and also to Music and Me studio who gave access to
the facilities. Without they precious support it would not be possible for me to do this
Special Project.

Ut in Omnibus Glorificetur Deus!

LIST OF TABLES

1. Old Course Outline of Indiana Learning Center

2. Rubrics for Performance Assessment/ Evaluation
3. The Proposed Course Outline for Violin Class of Grade 9
4. Activity Outline
5. Lesson Plan 1
6. Lesson Plan 2
7. Lesson Plan 3
8. Lesson Plan 4 & 5

LIST OF FIGURES

1. Strategic Framework
2. Material no. 1 Practice Simple Rhythmic Pattern
3. Material no. 2 Open String Exercises and A Major Scale
4. Material no. 3 Sight-Reading (short pieces)
5. Material no. 4 Recital Piece no. 2

CHAPTER I
INTRODUCTION
The nature of teaching music in the classroom is much different when you teach
in music studios. It is much challenging that even the time allotted for it is limited. To
haveall the teaching styles might not be enough to cater all the students. It is indeed the
teachers job to do and impart the necessary skills in playing instrument. However, no
matter what we prefer to fuse in our lesson plans still we look the brighter side of
facilitating the common objective to serve better and helping the students acquire the
skill in which they can enjoy.

Indiana Learning Center violin class programhas given a limited time for 45
minute per week. The present course outlinecannot meet the competencies needed
because of the time constraint. Inmaking a revision of the course outlinewill aim to meet
the needs of the students. I will enrich the activitiesgood for 45-minute class.
Maximizing the given time in the class will be able to give the students a worthwhile
experience of playing repertoire that will promote deep sense of appreciation.

My study will seek answers to the following questions:

1) What are the are techniques use to maximize the 45-minute class period fora
violin class of the IX students?
2) Does selection of musical repertoire change the quality of learning and
appreciation of the students?
3) Does the new activities maximize the 45-minute class?
7

SCOPE AND LIMITATION

The study will be conducted at Indiana Aerospace University in Kagudoy,
BasakLapu-lapu City. The Students are from Grade 9 consist of 11 girls and 8 boys.
There will be a revision of course outline, made lesson plans and new materials for the
students.

REVIEW OF RELATED LITERATURE

The Subject Working Group recognizes the value of extra-curricular work; music
is essential as a class subject for all pupils between ages of 5 and 14. Music is a
powerful form of communication and brings together intellectual and feeling capacities;
it helps the pupils to understand themselves. Its individuals sense of group identity and
increase self-discipline, aesthetic sensitivity and creativity.1

In the book of Carla TantilloPhilibert Every SEL in Elementary School: Integrating

Social-Emotional Learning and Mindfulness Into Your Classroom. says that if you are an
innovative teacher you are the agent of change at your school. You and your students
will begin to witness positive changes of your classroom. By cultivating Self-Awareness,
you and your students will be empowered to Self-Regulate and Reflect on how your
experiences contribute to the collective classroom community. 2 Though teaching music
as an independent subject with its own special skills and knowledge is a priority,
conscious integration with other curriculum areas is practiced widely. 3 Once a teacher is
clear on the knowledge, understanding, and skills the product must incorporate, its time

to decide on what format the product will take. The format is a given because of
requirements to a curriculum. The teacher can use a product as a way to lure students
into application of ideas and skills. 4

According to the book of Nick Beach, Julie Evans, and Gary Spruce, Making
Music in the Primary School: Whole Class Instrumental and Vocal Teaching it says that,
Music making in groups has infinite possibilities for broadening the range of experience,
including critical assessment of the playing of others and a sense of performance. Music
is not only performed in a social context but is learned and understood in such a
context. In addition, Music and music learning involves building up plans, images,
schemata, through ways of thinking, practicing, playing and responding; learning by
imitation of and comparison with other people. That they are strongly motivated by
observing others and strive to emulate peers, often with a more direct effect than being
instructed by those persons designated as teachers.

RESEARCH METHODOLOGY
My study will focus on revising the course outline to maximize the 45-minute classof the
Grade IX students of Indian Aerospace University.(see table 1) The study will give
students the necessary inputs or theories prior to formal practice or a hands-on
experience of the musical piece and repertoire.In this research, the students will
enhance the ability to integrate sensory information from hearing, touch, and sight. The
children will also gain self-discipline, self-reliance, self-esteem, and self-awareness in
playing the violin instrument. I will use the fourth quarter of the revised course outline

making an outcome-based syllabus to find on how to maximize 45-minute class. New

learning materials, lesson plans and performing task assessment (see table 2) will be
incorporated in this study. There will be strategic framework to see the continuity of the
study.(see table no.3)

Table 1: The Old course outline SY 2016-2017.

10

Table 2: The Rubrics for Performance Assessment/Evaluation

11

Figure 1:STRATEGIC FRAMEWORK

ACTI VITI ES

PER FORMA NCE BA SED TEST

TIM EFRA ME

O BEC OURSE OU TLINE

This framework is the enter-connected concept of outcome-based course outline,

activities and practical performance-based test will maximize time frame. I will
incorporate new outcome-based course outline in the previous course outline of Grade
9 curriculum. This will help to manage and organize more or less what is necessary and
essential for the students to know within time frame.

12

RESEARCH SETTING

The research will be conducted at Indiana Learning Center. The is located in Kagudoy,
Basak Lapu-lapu City. This is the largest and leading institution of Aerospace studies in
the Asia-Pacific. It has both Basic Ed and College departments, particularly with them
envision the New Generation Aerospacer to propel and explore unchartered territories
of their personal self, transcend in the midst of rapid change. The school is basically
striking a balance in all aspect of human life. (see photo no.1)

Photo 1: Indiana Learning Center

Photo taken on November 12, 2016 by Ms. Ana Luna N. Sayson

13

The Participants of this study will be conducted from the Class of Grade 9
of Indiana Learning Center. The class is composed of 11 girls and 8 boys with the
age of 15-17. (See photo no. 2).

Photo no. 2 of Grade 9 Students (first 2 lines)

Photo taken last July 26, 2012 by Rachell Welle Alonzo

The study will work on the revised course outline in handling violin class with 45-minute
class period. This will be the guide for the teachers on how to make the lesson more
vivid but effective without the pressure of the time. It is to make sure that the transfer of
skill is the priority of the lesson knowing that it is a subject. With the help of planned
activities for violin class, the lesson is much lesser to do and students are more focus
on what they have learn and experience in playing violin. The students can identify the
what is written in the musical piece, manage to locate the sharps and flat notes, practice
sight-reading in a short given phrase, identify the correct sound of the note through a
given pitch and rhythm. The effectiveness of the instructional plan may vary upon the

14

teacher s choice on the given activities for the students. In addition, students can play
independently with no hesitations and with lesser supervision of the teacher. All will be
guided upon the rubrics intended in every performances.

CHAPTER 2
REVISION OF THE COURSE OUTLINE FOR VIOLIN CLASS: ENRICHING
STRATEGIES AND ACTIVITIES TO MAXIMIZE 45 MINUTE CLASS OF GRADE 9
STUDENTS OF INDIANA LEARNING CENTER

The revising of the course outline helps the teachers to improve learning skills
and focus more on the output and performance of the students. There are prepared
activities tested for the effectivenessof the lesson. ll is essential to learn the theory and
get techniques and strategies for the success of learning how to play the violin in the
class. The students will enhance the activities using instructional plan which includes
sight reading short pieces and reading and writing rhythmic patterns. Activities will help
the students to explore the violin as instrument on how it produces sounds, how to read
the notes and perform.New activities will help to maximize the 45-minute class period.
(see Table 1)
Table 3: The Proposed Course Outline for Violin Class in Grade 9

15

The course outline will be supported by day outline activity. This is to determine the
continuity of the lesson and check if the 45-minute period is being observed. The topics,
materials and instructions are summarized and serve as teachers guide for updating
the lesson each day.(see Table 3)

Table 4 Activity Outline

No. of

Topics

Meetings
Day 1

Activities

Materials

-Tap, clap, or chant rhythm syllables

White

-Simple time

(keeping a steady beat in each time Board,

signatures

signature)

White

- Rhythm

Board pen

- Rhythm

Students will do the rhythmic pattern by marker,

practices

bar and play in series tempo to keep a piano

steady beat.

keyboard,
music
activity
sheets
Violin,

Day 2
Open String

Students

familiarization

members

will

group

themselves

into

White
Board,
White

Choose one Line from the teachers given

short passages to play for sigh-reading

Scale 1 octave
(A major)

Once the student can play the correct

Board pen
marker,
piano

passage they will be ask to play the A major

keyboard,

scale as they start to recognize the series

music

tones ascending and descending order

activity
sheets

16

Day 3
Violin,
Sight-

Reading Students will be group into 4 and they will be sightgiven a short piece they explore and apply

Practices

what they have learn in reading rhythmic

pattern and time/key signatures.
Study the given piece by lines correct bow
and finger placement
Gradually play the short as a group noticing

reading
book, pen
marker,
music
stand

the bow direction and the correct finger

placement

Day 4

sheet
Violin,

Piece #2
Perpetual

Perpetual Motion

Motion on
Suzuki Book 1

Rubrics

violin
stand,

The 2nd piece for Recital, the students will Pen,

study and explore the music by lines Rubrics

(1st to 2nd line

through clapping first the rhythmic pattern Sheet

of the piece and proceed to 3 rd line if

only)
Day 5

advance.
Review on the
1st to 2nd line

violin
Students can start with under tempo with

Continue on 3rd

the metronome

to 5th line
with

accompaniment)
Day 6

Performance
Assessment

stand,
Pen,
Rubrics

1st attempt- slow tempo

(Practice

Violin,

Sheet

2nd attempt- medium tempo

3rd attempt- actual tempo
By group performance

Rubrics
sheet,
video
camera

17

C. Lesson Plan
Table 5: Lesson Plan #1

INDIANA LEARNING CENTER

Basic Education Department
Learning Plan 1

I. Topic: Introductionabout
the simple time signature

II. Objectives:
1. Introduce time
signature
2.
2. Recognize the
functions upper and lower
number of time signature
3.
3. Identify the note
values and its duration
4.
5. Perform a 4 bar
rhythmic pattern (tap, clap
or chant)
5.
1.

V. Learning Experiences

VI. Evaluation

A. Discuss the function of time

signature together with the note
values

1.Identifying the different

kinds instruments of
simple time signatures

B. A short rhythmic pattern will

be play by the teacher

2. Recognizing how
rhythmic pattern are form

C. Identify the simple time

signatures
D. Divide the class into groups
and let them explore and play
short pieces

III.Resources/ References
Ying Ying Ng Music Theory F. Volunteer students will play
random pieces. (4 bar rhythmic
Grade 2
pattern)

IV. Values Integration:

Patience and Interest on
how music is being deliver
Figure 2: Material 1 Practice Simple Rhythmic Pattern

18

Table 6: Lesson Plan # 2

19

INDIANA LEARNING CENTER

Basic Education Department
Learning Plan 2
I. Topic: Open String
Pizzicato (with counting)

V. Learning Experiences

VI. Evaluation

II. Objectives:

A. Discuss the basic plucking of

the string

1. Identify the sound of

each string

B. Identify the notes in the finger

placement on the fingerboard

2. Recognizing how the

sound be produce in
plucking and using the
bow

1. Introduce the
open strings in the violin
7.
2. Recognize the
sound of each string from 1st
to 4th string
8.
3. Identify the
correct finger placement in
each string
9.
5. Perform the given
string exercises
10.
III.Resources/ References
A Tune A Day for Violin
Book 1
6.

C. Recognize the adjustment of

the posture and arm in doing the
string shifting

3. Identify how to keep a

consistent speed

C. Volunteer students will play

random pieces. Choose only one
line to perform

IV. Values Integration:

Patience and Interest on
how music is being deliver
Figure 3: Material 2- Open String Exercises and A Major Scale

20

Table 7: Lesson Plan #3

21

INDIANA LEARNING CENTER

Basic Education Department
Learning Plan 3
I.Topic: Sight-Reading

II. Objectives:
1. Introduce the
given piece
12.
2. Recognize the
indications (signs) either up
or down bow including
musical signs like dynamics
13.
3. Identify the
placement of finger in the
violin
14.
5. Perform the given
short piece
11.

III.Resources/ References
A New Tune A Day for
Violin Book 1

V. Learning Experiences

VI. Evaluation

A. Discuss first step in sightreading; key signature, time

signature, rhythm, finger
placement

1. Identify the elements

present in the piece

B. Identify the notes in the finger

placement on the fingerboard
C. Recognize the musical signs
and symbols which is present in
the given piece

2. Recognizing the notes

and its correct values,
accidentals, and bow
direction

3. Identify how to
maintain the melody with
no pauses and stops

D. By group presentation of their

given short piece

IV. Values Integration:

Patience and Interest on
how music is being deliver
Figure 4: Material3 Sight-Reading (short pieces)

22

23

Table 8: Lesson Plan #4 to #5

INDIANA LEARNING CENTER

Basic Education Department
Learning Plan 4-5
I. Topic: 2nd Recital Piece
Perpetual Motion

V. Learning Experiences

VI. Evaluation

II. Objectives:

A. Discuss the common notes

used in the piece, practice
through clapping or with the use
of bowing (by lines)

1. Identify the elements

present in the piece

1. Introduce the
given piece (background of
the piece)
16.
2. Recognize the
music through listening
17.
3. Identify the key
signature, time signature
and the tempo
18.
5. Perform by 2
lines in the given piece
19.
III.Resources/ References
Suzuki Violin Method Book
1
IV. Values Integration:
Patience and Artistic
expression are much
demand in playing the piece
15.

B. Identify the notes in the

fingerboard with the correct
placement
C. Recognize the bow indications
D. By group presentation of the
1st to 2nd line of Perpetual
Motion
Continue to 3rd line as the new
material (for advance)

2. Recognizing the notes

and its correct values,
accidentals, and bow
direction
3. Identify how to
maintain the melody with
no pauses and stops
4. Keeping the Bowing
and posture in good

Figure 5: Material 4- Recital Piece number 2

24

Perpetual Motion

25

C. HYPOTHESIS

Maximizing 45 minutes for violin depends on the selection of essential topic

needed for violin performance. The Grade 9 students will become a well-rounded music
enthusiast because they learn how to listen, develop the discipline and being
independent. Doing the activities each day made the students satisfied and enjoyed. On
the part of the teacher, seeing the students with satisfaction and enthusiasm to learn is
a great achievement and success to become effective in teaching.

26

CHAPTER 3
SUMMARY

My research provides new teaching styles for music educators in violin.

Instrumentally, teaching facilitation in the field of music derives a strong strategy and
necessitates thorough procedural directives to address the students needs. The new
course outline enhances the creativity in learning violin instrument. A teacher-student
creative ability achieves a high-end goal resulting to address the latters need to
learning. In effect, these methods will be used in the Philippines particularly the schools
and music studios in Cebu.

Thus, teaching of violin will be formally introduced at

capacity level as long as where the formative stage of students which they can be
independent in terms of behavior management, hands-on and skill related performance.

27

The researcher is optimistic that this new course outline in teaching-learning violin be
used as an effective tool.

28

1ENDNOTES

John, White. Rethinking the School Curriculum: Values, Aims and Purposes. (London:
RoutledgeFaklmer, 2004). 74.

2Carla

TantilloPhilibert. Every SEL in Elementary School: Integrating Social-Emotional

Learning and MindfulnessInto Your Classroom (New York: Routledge, 2016). 17

David, Booth and Hachiya Masayuki. The Arts Go to School: Classroom-based Activities
that Focus on Music, Painting, Drama, Movement, Media and More. (Canada: Pembroke
Publisher Limited, 2004). 57.
3

Jane, Pollock, Sharon M. Ford and Margaret M. Black. Minding the Achievement Gap
One Classroom at a Time. (Alexandria: ASCD. 2001). 85-86.
4

Nick Beach, Julie Evans and Gary Spruce. Making Music in the Primary School: Whole
Class Instrumental and Vocal Teaching. (USA: Routledge.2011). 17.
5

BIBLIOGRAPHY

Coe, Anjuli. A Beginning Teachers Guide To Beginner Violinist. MM Thesis, Columbus

State University.
Beach, Nick, Julie Evans and Gary Spurce. Making Music in the Primary School: Whole
Class Instrumental and Vocal Teaching.USA: Routledge, 2011.
Booth, David, and Hachiya Masayuki. The Arts Go to School: Classroom-based Activities
that Focus on Music, Painting, Drama, Movement, Media and More. Canada: Pembroke
Publisher Limited, 2004.
TantilloPhilibert, Carla. Every SEL in Elementary School: Integrating Social-Emotional
Learning and MindfulnessInto Your Classroom. New York: Routledge, 2016.
Pollock, Jane, Sharon M. Ford and Margaret M. Black. Minding the Achievement Gap One
Classroom at a Time. Alexandria: ASCD, 2001.
White, John. Rethinking the School Curriculum: Values, Aims and Purposes. London:
RoutledgeFalmer, 2004.

WEBSITES
20+ Fun Violin Games for Kids. http://takelessons.com/blog/violin-games-for-kids-z08.
Access last October 20,2016.

Fun Music Company. http://funmusicco.com/15-free-music-activities-and-lesson-plans-forthe-classroom/. Access last October 25,2016.

About the Suzuki Method. http://essm.ca/AboutTheSuzukiMethod.pdf. Accessed Last
November 4.