Unit Plan 3 (Grade 6 Orchestra): Intonation Foundations

Focus: Develop intonation through careful finger placement, use of drones, and slow scale patterns supported by solid technique and rehearsal strategies.

Grade Level: 6

Subject Area: Orchestra (Intonation • Technique • Rehearsal Skills)

Total Unit Duration: 5 sessions (one week), 50–60 minutes per session

I. Introduction

In this unit, Grade 6 orchestra students build intonation foundations by learning how to listen closely and place fingers with greater accuracy. Through finger placement checks, playing along with drones, and practicing slow scales and patterns, students connect their left-hand shape and bow control to the pitch they hear. They also learn simple rehearsal strategies such as slow practice, looping, and section work to fix intonation issues. By the end of the week, students better understand what “in tune” sounds like and how to adjust their playing to match it.

Essential Questions

• What does it mean to play in tune, and how can I tell when I am out of tune?
• How do finger placement and left-hand shape affect my intonation?
• How can drones, slow scales, and looping help me improve my pitch accuracy?
• What rehearsal strategies can I use when I notice that a note or passage is out of tune?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Maintain consistent technique (posture, instrument position, bow hold, left-hand shape) while focusing on intonation tasks.
2. Use finger placement checks (tapes, reference notes, open-string matches) to improve pitch accuracy on common patterns.
3. Play slow scales and patterns with a drone or reference pitch, adjusting fingers to reduce noticeable intonation errors.
4. Apply rehearsal strategies (slow practice, counting, looping, section practice) to fix intonation issues in a short excerpt.
5. Describe at least one personal strategy they can use during rehearsal when they hear themselves or their section out of tune.

Standards Alignment — Grade 6 Orchestra (custom, NAfME-style)

• OR:Pr4.6a — Demonstrate consistent string technique (posture, instrument position, bow hold, left-hand shape) that supports characteristic tone and developing intonation.
  • Example: Students maintain curved left-hand fingers and even bow strokes across a full warm-up.
• OR:Pr5.6a — Apply rehearsal strategies (slow practice, counting, looping, bowing isolation, section practice) to improve individual accuracy and ensemble timing.
  • Example: Students isolate a bowing pattern, practice slowly, then rejoin the ensemble with correct timing.

Success Criteria — Student Language

• I can keep my posture, bow hold, and left-hand shape steady while I work on intonation.
• I can use finger placement checks (tapes, open strings, reference notes) to help me fix notes that sound off.
• I can play a slow scale with a drone and adjust my fingers to match the pitch more closely.
• I can use slow practice, looping, and section work to improve intonation in a tricky passage.
• I can explain at least one intonation strategy I will use when I hear that I am out of tune.