1. Topic-
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2. Content-
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| An Introduction, pitch, frequency, music, sound |
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3. Goals: Aims/Outcomes-
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1. Be able to identify the anatomy of the violin
2. Understand the acoustic behaviors of the violin
3. Understand basic physics that support the production of sound |
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4. Objectives-
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1. Name at least 5 components of a violin
2. Explain what sound is?
3. What is the difference between sound and frequency? |
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5. Materials and Aids-
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6. Procedures/Methods-
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A. Introduction-
1.Overview. A vibrating string can produce a motion that is rich
in harmonics (different frequencies of vibration). Bowing the string
not only allows a range of expressive techniques, but also supplies
energy continuously and so maintains the harmonic richness. However,
a string on its own makes little sound when bowing the string not
only allows a range of expressive techniques, but also supplies energy
continuously and so maintains the harmonic richness. The bridge and
body of the violin, and other related instruments, serve to transmit
some of the vibrational energy of the string into the air as sound.
The way in which they do so is important to the sound of the violin
family of instruments.
Definition of sound vs frequency
Example of loudspeakers |
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B. Development-
1. Strings: 4 different string, all same length. Different gauge/width
allows to produce difference frequencies in correlation to position
on the instrument.
2. The Bridge: Acts as an amplified, it catches the vibrations of
the strings and transfer them "inside" the violin.
3. The soundpost and bass bar: The post and bar act as the bridges
translator, lower frequencies will be transferred through the bass
bar and thus become resonate as do the higher frequencies transfer
to the sound post to produce higher pitch.
4.) The body: When we yell into a cavern, what do we hear? An echo!
This is similar to a violin acoustics the vibrations of air movement
are being moved rigorously and thus escape through the F-holes to
produce sound and pitch! |
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C. Practice-
1. Point to specific anatomic regions of the violin and ask class
to identify: Bridge, neck, etc.
2. Pass Violin around the room, so that students are engaged with
the subject at hand.
3. Empty water bottle, blowing over the top to produce sound through
the disturbance of air. |
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D. Checking for understanding-
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E. Closure-
| Questions and Answers, after presentation! |
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7. Evaluation-
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1. Students are able to differentiate sound and frequency
2. Students are able to explain in their own words how a violin a
capable of producing sounds with various frequencies. |
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