th

8 Grade String Chamber

Music Unit
MUSED 371 Curriculum Project
Katelyn Hoag

Hoag 1

Table of Contents
Unit Description...3
Course Philosophy...3
Goals and Objectives...3
Repertoire.3
Unit Schedule...4
Core Arts Standards.4
Requirements for facilities, equipment, supplies, budget, and scheduling..5
Resources.5
Lesson Plan Templates....6
Assessment Tools...16

Hoag 2

Unit Description
Students will use the have the opportunity to play and perform in a chamber ensemble once a
week for a 16-week semester. For this specific curriculum, I will focus on planning for six string
quartets, one violin quartet, and one bass duo for my class of 30 students.
Course Philosophy
Students should begin to play chamber music from a young age. Playing in chamber
ensembles develops individual musicianship much more than a full ensemble because there is no
conductor. Students are given the opportunity to make their own musical choices. Their musical
listening skills will also improve by playing chamber music. There is also more individual
responsibility for each group member as there is only one person on each part.
Playing chamber music also will enhance students communication skills. They will learn
how to articulate their musical ideas to the group. Also, students will be able to learn more nonverbal communication skills through cuing and listening to each other while playing. Finally,
students will have fun during this unit. They will be able to play music with an intimate group of
friends, and will be proud of their accomplishments as a chamber group after the final
performance!
Goals and objectives:
Students will perform a movement of string chamber music at the end of the semester.
Students will perform a movement of string chamber music for their peers part-way
through the unit.
Students will understand the importance of playing chamber music.
Students overall musical awareness (rhythm, intonation, listening) will be developed
through playing in small groups.1
Students will demonstrate positive interpersonal skills while rehearsing chamber music
with their peers.
This unit will be a fun and creative outlet for the students.
Repertoire:
Bach chorales
Violin quartet: Dvorak Slavonic Dance No. 8 Group 1
Bass duets: Twelve Duets k. 487 No. 2 and La Cucaracha - Group 2
Quartets
o Michael McLean 1. Tango Group 3
o Habenera from Carmen Group 4
o Hebrides Overture Group 5
o Dance of the Sugar Plum Fairy Group 6
o In the Hall of the Mountain King Group 7
o The Arrival of the Queen of Sheba Group 8

1 These skills are musical skills that we have talked about in MUSED 371.
Hoag 3

Unit Schedule
Section 1 (Week 1): Introduction
Section 2 (Weeks 2 and 3): Introductory rehearsals
Week 2 Coached Groups 1, 3, 5, 7
Week 3 Coached Groups 2, 4, 6, 8
Week 4 Coached Groups 1, 3, 5, 7
Week 5 Coached Groups 2, 4, 6, 8
Quiz on Week 6
Section 3 (Weeks 7-10): Rehearsal/coaching period
Week 7 Coached Groups 1, 3, 5, 7
Week 8 Coached Groups 2, 4, 6, 8
Week 9 Coached Groups 1, 3, 5, 7
Week 10 Coached Groups 2, 4, 6, 8
Section 4 (Week 11): Performing for peers
Section 5 (Weeks 12-15): Final rehearsal period
Week 12 Coached Groups 1, 3, 5, 7
Week 13 Coached Groups 2, 4, 6, 8
Week 14 Coached Groups 1, 3, 5, 7
Week 15 Coached Groups 2, 4, 6, 8
Section 6 (week 16): Final performance in class, parents are invited
Core Arts Standards Addressed in this Unit2
Creating
o Students will think of their own musical interpretation of the piece they are
assigned. (Anchor Standard No. 1)
o Students will rehearse their piece considering their group musical interpretation.
(Anchor Standard No. 2)
o Students will perform their chamber movement incorporating their musical
interpretation. (Anchor Standard No. 3)
Performing
o Students will analyze, rehearse, and perform a movement of string chamber
music. (Anchor Standards No. 4-6)
Responding
o Students will listen to recordings and analyze their chamber piece. (Anchor
Standard No. 7)
o Students will incorporate their previous analysis into their musical interpretation
of the piece and the rehearsal and performance processes. (Anchor Standard No.
8)
o Students will evaluate their own performance and evaluate performances of their
peers after the peer performance day on week 11. (Anchor Standard No. 9)
Connecting
2 I incorporated this section based on our discussion of the new standards in MUSED 371.
Hoag 4

o Students will utilize prior experience and knowledge to establish their musical
interpretation of the chamber work. (Anchor Standard No. 10)
Requirements for facilities, equipment, supplies, budget, and scheduling
Scheduling: Chamber music day will be each Friday of the semester. Regular orchestra
class meets for one hour every day.
Facilities: Four quartet-sized practice rooms are available at the school, which will be
occupied by four of the quartets. One group will rehearse in the orchestra room, bass duet
will rehearse in the cello/bass storage room, and one group will rehearse in the hallway
outside of the classroom.
Equipment: 30 music stands, 28 chairs, projector, school owned instruments and bows
Supplies: Sheet music, scores, pencils, rosin
Coaches for groups
o I will bring in volunteer coaches to work with students from weeks 2-5, 7-10, and
12-15. These coaches will be local professional musicians and high school
students.
o Coaches will work with the groups that I observe and the other groups will have
that period to rehearse on their own.
Even though they are only in 8th grade, I believe that the students need
time to rehearse on their own without a supervisor to gain a true
understanding for chamber music. Students will be motivated to actually
rehearse because of the assessment at the end of each class.
o I will come into 4 groups each week (I will see every group every other week) for
10-15 minutes of coaching/observation. I will briefly assess all groups in the last
20 minutes of some classes.
Budget: The school has the budget to provide the sheet music. Fortunately, that is all the
money the school will have to provide for this unit to be successful.
Resources
YouTube for reference recordings
8notes.com for sheet music and scores
JW Pepper Library for sheet music and scores
IMSLP.org for Bach Chorales

Hoag 5

Week 1 Lesson Plan

Introduction to 8th Grade Chamber Music
1 Hour
Objectives:
Students will understand what chamber music is.
Students will observe and appreciate a live chamber music performance.
Students will be excited for the upcoming unit!
Intro activity 10 minutes
Pick four students to come to the front of the room
Hand students four different pieces of paper with ridiculous sounding stories on them
One student starts alone, and teacher cues in others gradually
o Teacher instructs other students to try to hear all of the stories at once
Reflect on activity ask students if they could understand each students stories
Thats what you have to do in chamber music, be able to hear everyones part while
adequately playing your own! Whos up for the challenge?!?
Chamber music PowerPoint (includes playing) 40 minutes
I would bring in members of my future gig quartet to demonstrate on this day.
Live string quartet plays a short excerpt from a fun piece
History (of string chamber music) and definition of chamber music
o Chamber music was composed to be played by amateurs
The word chamber refers to bedroom, so it is performed in homes
o Father of the String Quartet Joseph Haydn
Classical period of music
Late 18th century
Roles of each instrument of the string quartet
o Live string quartet explains and demonstrates each instruments respective roles
Example of what a score of a string quartet looks like
o Preparing students to become accustomed to reading a score
Put a sight readable Bach chorale on slide
o Live quartet reads it, followed by full orchestra read through
o Suggest Bach chorales as a warm up for the chamber group
Steps of chamber music rehearsing
o Warm up (scales or Bach chorale)
o Rhythmic accuracy
o Pitch accuracy
o Finding your quartet/duo sound
Quartet orb
Hoag 6

o The fun part musicality!

Dynamics, character, emotion, phrasing
o Sounds easy, right?
Other tips slide
o Isolating individual parts is key!
o Cuing is important
Demonstration by live quartet for both of these!
5 minute performance by live quartet

Announcements 10 minutes
o Announce groups
o Hand out sheet music and scores
o Hand out a calendar for the unit
o Hand out sheets of paper with links to YouTube recordings of their pieces Homework
for next class is to listen to recording while looking at score, practice your part

Hoag 7

Weeks 2-5 Lesson Plan Template

Introductory Rehearsals of 8th Grade Chamber Music
1 Hour
Objectives of weeks 2-3:
Students will learn how to feel the pulse as a unified chamber group.
Students will perform accurate cuing.
Volunteer coaches will be told the objectives and the assessment of the day in advance for
all rehearsal days!
At the beginning of class 2, I will hand out a piece of paper to all students listing the steps of
chamber music rehearsing that were discussed in class 1 so students who are not getting
coached the first day will be able to rehearse alone.
Four 10-minute sessions with each group 40 minutes
Cuing
o Importance: chamber groups dont have a conductor, and you still need to start
together without counting out loud
o Make sure everyone is watching before you give the cue, and then give the sniff
in the style of the music
o Exercise where students turn around in their chairs, each student has to take a
large enough sniff for the group to start together
o Cuing is about trusting the others in your group
Pulse activity swaying to the beat as a group
At the end, tell students that the assessment of the day will be to play the first phrase of
their piece with accurate cuing and group pulse.
Assessment 20 minutes
Each group will perform the first phrase of their piece starting together with a unified
pulse.
Objectives of weeks 4-5:
Students will establish a solid quartet or duo sound in their groups.
Students will study the score of their piece, understand the importance of each part, and how the
parts relate to each other.
Four 15-minute sessions with each group 40 minutes

Hoag 8

Establishing a unified group sound

o Explaining the quartet orb a ball of sound in the middle of the quartet
o It should sound like one entity rather than four different voices
Rehearse the Bach chorale thinking about this concept
o Each part should play loudly and with core but you should also hear the other
parts (Segway into score study)
Score study
o Practicing your individual part while reading the score helps
o In a quartet, you should know what all other parts are doing at all times
Short activity
o Quickly memorize the first bar of the measure
o Play the measure together while watching a different part of the score

Hoag 9

Week 6 Lesson Plan

Quiz Day of 8th Grade Chamber Music
1 Hour
The day before this quiz in regular orchestra class, review concepts with students in class!
Quiz time 30 minutes
Go over the answers to the quiz 10 minutes
Short group rehearsal time 30 minutes
Objective: Students will review activities with their chamber groups that have been
discussed and practiced so far in the unit.

Hoag 10

Weeks 7-10 Lesson Plan Template

Rehearsal Period of 8th Grade Chamber Music
1 Hour
Objective of weeks 7-8: Students will perform their piece with correct notes and rhythms.
Four 10-minute coachings with each group 40 minutes
Rehearse a rhythmically challenging section
o Listen to group and decide which method is best:
o Metronome work
o One instrument subdivides while others play what is written and vice versa
o Clap or chant rhythm
Explain strategies for rehearsing intonation
o Tune from the bottom up (listen to cello, bass II, or violin IV)
o Drones
o Use piano for reference pitch
o Stop on the note that is out of tune and adjust
For rhythm and intonation problems, rehearse under tempo!!
Objectives of weeks 9-10:
Students will perform their piece with a unified group character.
Students will perform their chamber piece with interesting dynamic contrast.
Students will perform their piece with proper chamber music etiquette.
DIRECTIONS WRITTEN ON BOARD ON WEEK 10:
At the end of class, each chamber group will perform for Ms. Hoag one short section of their
piece with the character that they want to convey through the music. Hand in notecard with
measure numbers of the section, the character you intended to convey, and one item about each
members playing has to be modified to achieve this character.
Four 10-minute sessions 40 minutes
o How to rehearse for musicality
o Think of a story of the music, or
o Think of a word that describes the mood of the music
o Rehearsing dynamics
o Exaggerate everything so there is contrast

Hoag 11

o Rehearse dynamically challenging section of music with the group by

conducting the group in volume
o Adjust focus of the coaching if the group is having problems with rhythm, intonation,
ensemble, etc.
o Prep for next weeks peer performance
o Walk on stage in order
o Bow before you put the music on the stand
o After the performance, bow together before you pick the music up off the stand
Assessment on week 10 20 minutes
o Each group will perform the section with proper character
o Students will turn in notecards. This notecard activity allows the teacher to observe
individual student contribution and to assess group progress and pushes the students to
think about how each member of the group contributes to the character of the music.

Hoag 12

Week 11 Lesson Plan

Peer Performance of 8th Grade Chamber Music
1 Hour
Objectives:
Students will perform their chamber piece in front of their peers.
Students will complete rubrics for their own groups performance and for all other groups.
Each group will perform their four-minute piece. There will be a brief 3-minute oral feedback
time for each group.
At the end of class, students will place their evaluation sheets separate pile for each group
number. After all of the sheets are organized, one person from each group will collect all of the
sheets.3

3 Self-assessment and peer-assessment are critical in learning how to play chamber music. This
idea came from the assessment day of MUSED 371.
Hoag 13

Weeks 12-15 Lesson Plan Template

Final Rehearsal Period of 8th Grade Chamber Music
1 Hour
Objectives:
Students will feel the pulse as a unified chamber group.
Students will perform accurate cuing.
Students will establish a solid quartet or duo sound in their groups.
Students will study the score of their piece, understand the importance of each part, and how the
parts relate to each other.
Students will perform their piece with correct notes and rhythms.
Students will perform their piece with a unified group character.
Students will perform their chamber piece with interesting dynamic contrast.
Students will perform their piece with proper chamber music etiquette.
Students will be excited for their final performance on week 16!
Four 10-minute sessions 40 minutes
Troubleshooting I will hear each group play a section and decide which aspect of the
unit that they need most help with in my 10-minute coachings
I will tell each group to pick the most challenging 1 minute section of their piece to play
at the end of class on week 14 for me so I can offer each group advice before the last
rehearsal
Assessment on week 14 20 minutes
Each group will perform the most challenging minute of their piece for me, and I will offer some
advice on how to improve in the last rehearsal before the performance.

Hoag 14

Week 16 Lesson Plan

Performance Day 8th Grade Chamber Music
1 Hour
Objective: Students will have fun performing their chamber music piece for their families and
friends.
Eight 5-minute performances 40 minutes
With set-up and transition time, this will take the whole class period
Exit Ticket hand out notecards at the end of class with these questions on them, due on
Monday4
What was your favorite part about playing chamber music?
What was the most challenging aspect of the chamber music unit?
Do you want to play chamber music in the future?

4 This reflective activity is helpful to the teacher because I am able to make any changes to the
future unit, and I can see if my students enjoyed it or not. (MUSED 371 Course connection)
Hoag 15

Assessment Tools5
Chamber Music Quiz
8th Grade Chamber Music, Week 6

Name: ___________________

Part I. Multiple Choice

1. What is the definition of chamber music?
a. Music that is played by an orchestra.
b. Music that is played by a soloist.
c. Music that is played by a small group.
d. Music that is played by a concert band.
2. Which group of people perform chamber music?
a. Professional musicians
b. Students
c. Amateur musicians
d. All of the above
3. ___________ is considered the father of the string quartet.
a. Joseph Haydn
b. Johannes Brahms
c. Wolfgang Amadeus Mozart
d. Ludwig van Beethoven
Part II. Fill in the Blank
4. String quartets were first written in the _________ era of music, which was during the
____ century.
5. The four parts of a string quartet are ____________, ________________,
______________, and ____________.
6. The ________ is the set of parts all listed on one sheet of music.
5 Assessment tools are important to include in a music curriculum because it is administrations require
teachers to prove student understanding and growth. (MUSED 371 assessment class period connection)

Hoag 16

7. The word chamber in chamber music refers to which room in the house? __________
Part III. Short Response
8. List three steps of chamber music rehearsing that we have discussed.
a. ___________________
b. ___________________
c. ___________________
9. Describe one of the ways that a chamber music group can warm up.

10. Which person in your group do you watch for the cue at the beginning of your piece?
(List yourself if you give the cue)

11. Describe your instruments role in your chamber group. (If you play viola, you should
describe the violists role in a string quartet. If you play Violin IV in the violin quartet,
describe your role in your piece.)

Extra credit:
12. Why do you think chamber music is important to learn and perform?

Hoag 17

Name:__________________________
Which group number is this evaluation for?:__________________________
Peer Evaluation Rubric
8th Grade Chamber Music Unit, Week 11
Rhythm

The group plays

exactly together
throughout the
performance.

The group plays

together
throughout most
of the
performance.

The group
plays
together
throughout
half of the
performance
.

The group
plays together
for some of
the
performance.

The group
does not play
together at all
in the
performance.

Intonation The group

performs with
little to no
intonation
problems.

The group
performs with
some intonation
problems.

The group
plays out of
tune for most
of the
performance.

The group
hardly plays
in tune at all.

Group
Sound

The group
sounds like a
unit in most of
the performance.

The group
plays in tune
with each
other for half
of the
performance
.
The group
sounds like a
unit about
half of the
time.

The group
sounds like
separate
voices for
most of the
performance.
The group
presents
minimal
dynamic
contrast.

The group
sounds like 2
or 4 separate
voices
throughout the
performance.
The group
presents no
dynamic
contrast.

The group sounds

like a unit
throughout the
performance.

Dynamics The group

presents solid
dynamic contrast
in their
performance.

The group
presents
dynamic
contrast, but
there could be a
bit more.

The group
presents
dynamic
contrast
about half
the
performance
.

Hoag 18

Character, The group

mood, or performs with a
story
unified idea of
the character,
mood, or story of
the piece.

The group could

make their
unified character
a bit more
obvious in their
performance.

Each
member of
the group
performs
with
different
characters.

Not all of the

group
members are
playing in
character.

No group
member is
performing
with any sense
of character,
mood, or
story.

For the areas that you did not mark the best column, please offer some advice on how the
chamber group should fix that area of their performance in the coming weeks:

Hoag 19