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Play or Dare

Rationale:
- Helps students to perform basic string playing under pressure
- Adds a competitive component for both fun and aids in the learning process of how to be
competitive in an appropriate and respectful manner
- This game is fun, which I personally, along with many students, learn the best when I am
enjoying myself
- My students are beginners in this instance, so I am mostly interested in their learning of
basic techniques and enjoyment of the instrument so that they continue learning more in
the future

Understanding Statements:
- Students will be able to play any part of the scales D, G and C
- Students will be able to play a specific note when given the solfege (example: play la of
d minor)
- Students will be able to play pizzicato as well as with the bow, using the correct bowing
techniques
- Students will be able to hold instruments correctly
- Students will be able to know basic information on all instruments, for example, what
strings are on each instrument, and how to tune each instrument

“I Can” statements:
- I can use my critical thinking skills to use what we have learned and apply it in different
ways.
- I can know what I am doing without relying on others to play louder than me, and
covering my mistakes
- I can play my instrument using correct posture and holding the bow correctly

Materials:
- String instruments
- Paper of play and dare examples

Detailed process:
1. Split the room into 2 groups, make sure they split evenly in terms of instruments
2. Explain the rules
a. I will pick random group to go first, they pick play or dare
b. I will give them a task to complete in the play or dare activities
c. They have 10 seconds for each task
i. If it is a question, raise your hand ONLY when you know the answer,
once someone raises their hand all conversation stops and that person
answers the question
d. I will keep a tally on the board, each play/ dare gets 1 point
e. Explaining should take about 1 minute, the game will take about 4
3. Say the goals (rationale/ “I Can” statements)
a. Working with string instruments under pressure
b. Improving on basic techniques and posture
c. Having fun and learning to enjoy the instruments!
4. Begin playing!

Assessments:
- “I can use my critical thinking skills to use what we have learned and apply it in different
ways”: some of the tasks are quirky, but if the students know the basics of what they
learned, they will be able to accomplish any task!
- “I can know what I am doing without relying on others to play louder than me, and
covering my mistakes”: I will watch each student, and make sure they are confident in
their playing, and not afraid to be loud and make mistakes!
- “I can play my instrument using correct posture and holding the bow correctly”: with a
reminder at the beginning of the class, students will keep in mind their correct posture,
and even the posture and set up of the other string instruments!

Adaptation:
- If some learners are struggling with the time constraint, I will lengthen it to make sure
everyone has an equal opportunity to answer the question
- If my learners can not keep track of the question aurally, I can write it on the board

Extension:
- I have many questions and prompts that I am aware we will not be able to achieve in 5
minutes, but if I were given a longer class I would continue with the tasks.
- At the end of the questions, or at the end of class, I would discuss with my students what
they learned, and what they wished the learned. Reflection benefits them by being able
to recognize things they did not realize they were learning, and it benefits me as a
teacher because I can see what aspects of the game helped them, and what they did not
enjoy or did not learn from.