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Group Lesson Plan: Wayfaring Stranger Piano Ensemble in Four Parts

This lesson plan divides students into four groups to learn and play the different parts of the piano ensemble piece "Wayfaring Stranger" together. The plan outlines teaching each group their part, starting with the fourth accompaniment part, then the third accompaniment and melody parts. It instructs combining the parts together and allows time for the groups to practice playing their part with the instructor providing accompaniment on other parts. The overall goal is for the students to learn their individual part and be able to successfully perform the piece together as an ensemble.

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Vorarat Wattanasombat
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48 views

Group Lesson Plan: Wayfaring Stranger Piano Ensemble in Four Parts

This lesson plan divides students into four groups to learn and play the different parts of the piano ensemble piece "Wayfaring Stranger" together. The plan outlines teaching each group their part, starting with the fourth accompaniment part, then the third accompaniment and melody parts. It instructs combining the parts together and allows time for the groups to practice playing their part with the instructor providing accompaniment on other parts. The overall goal is for the students to learn their individual part and be able to successfully perform the piece together as an ensemble.

Uploaded by

Vorarat Wattanasombat
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Group Lesson Plan: Wayfaring Stranger Piano Ensemble in

Four Parts

I. Objectives:
A. To learn melodic line and accompaniment parts
B. To be able to play in an ensemble
C. To learn how to play chords (in root position) in both hands
II. Materials needed:
A. Score
B. Pencil
III. Pre-requisite knowledge:
A. Basic rhythmic knowledge
B. Ability to read music in treble and bass clef
IV. Procedure:
A. Divide students in to four groups
B. Teach ‘Group 4’ the finger pattern for the 4th accompaniment part
C. Everyone sing the melody in Part 1 and clap the pulse in 4 (Pitch does not
have to match the actual sound, only correct solfege is required).
Instructor will clap 2 bars in for the students. (1-2-3-4|1-2-3 la-la mi| mi..)
D. ‘Group 1, 2, and 3’ sing the melody in Part 1 and clap only beat 1, 2, and
3, the fourth beat is a rest. ‘Group 4’ clap 1-2&-3 (preparation for 4 th
accompaniment part) and doesn’t have to sing.
E. Introduce chords to the students (Am, C, Dm, Em, F)
- Teach 1-3-5 finger pattern and show them how to play every chord. A
minor is the lowest, other chords have to go up. And mention that
everything is played on white keys only
- Test the students by giving them some chords and let them respond
by playing that chord in left hand only. And maybe let them play by
the chord progression of the piece
- Teach everyone to play the 3rd accompaniment part. On the fourth
beat say the next chord in order to guide the students. Tell them that
the fourth beat is the ‘preparing’ beat for the left hand to be ready to
play for the next chord.
F. ‘Group 2, 3, and 4’ practice Part 3 with headphones. Instructor teaches
‘Group 1’ the melody in Part 1. Mention about finger crossing and five-
finger patterns in 2 positions (starting from A and D). Instructor plays
along with the students.
G. ‘Group 1’ practices Part 1. ‘Group 2, and 3’ practices Part 3. Instructor
teaches ‘Group 4’ on how to play the bass line (or Part 4).
H. ‘Group 1’ practices Part 1. ‘Group 3’ practices Part 3. ‘Group 4’ practices
Part 4. Instructor teaches ‘Group 2’ on how to play Part 2.
I. ‘Group 2, 3, and 4’ practices their part. Instructor checks Part 1.
J. Combine every part.
K. If there is time left, the instructor can pick one group to play with and
play the accompaniment parts that don’t belong to that group. For
example, the instructor will play Part 1 and 4 with ‘Group 2’ or ‘Group 3’.

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