Wind Gap Middle School Instrumental Curriculum. Grades 4-8. Introduction:

Transcription

1 Wind Gap Middle School Instrumental Curriculum Grades 4-8 Introduction: Instrumental music is a sequential course of study that spans from grades This curriculum focuses on grades 4-8 instrumental music and is built upon four units that encompass the entire body of knowledge an instrumentalist must draw from to perform. These units are: equipment, Executive skills, musicianship skills, and ensemble techniques. This curriculum references the Pennsylvania State Academic Standards for the Arts and Humanities. These standards focus on four primary concepts: Production of Music, Historical/Cultural Context, Critical Response, and Aesthetic Response. Music instruction works in a spiral framework, in which students draw from these four tenets in every increasing levels of depth and complexity. 1

2 Subject Area: Instrumental Music Grades 4-8 Unit I: Equipment Unit Outcomes: This unit teaches basic care and maintenance required for string instruments. NOTE: The instructional content of this unit does not fall under the typical standards for music education. However, basic care and maintenance of instruments are necessary for a properly functioning instrument, without which one cannot make music. Essential Outcome and Related Standards: A. Students will provide maintenance for their instrument though the completion of tasks required for the daily care of wind, percussion, and string instruments. State Arts Standard(s): H, H Common Core Standards: ELA 1.2 B. Students will be able to identify all parts of their instrument. State Arts Standard(s): H, H Common Core Standards: ELA 1.2 Content and Instructional Activities: A. Students will provide maintenance for their instrument though the completion of tasks required for the care of string instruments. a. Daily tasks (STRINGS): Check humidifying device in dry climates Protect instrument from hard knocks Wipe rosin dust from string, instrument, and bow Check tilt of bridge and the feet of the bridge Check bow for proper tightness and rosining. Loosen the bow before returning to the case b. Monthly or bi-monthly Checks (STRINGS) Check frequently for cracks or openings in the instrument Check strings for fraying or unraveling Check tuning pegs for smooth movement Tighten nut that secures the tuners Check bow hair if I is smooth or sparse, have it re-haired c. Daily checks (Winds) Grease any corks on the instrument as needed Swab woodwind instruments after each use Oil Valves and grease slides as needed Check tuning slides for movement apply grease if needed d. Monthly or bi-monthly checks (Winds) Clean brass and woodwind mouthpieces with soap and water Clean residue from trombone slides, apply new cream/oil 2

3 Provide checklist for students to keep in their folders Remind students to complete tasks at the end of each practice/month N/A Teacher observation of students completing tasks. Teacher inspection of instruments. Humidity control device (i.e. Damp-it) Swab/cloths Mouthpiece brush Soap B. Students will be able to identify all parts of their instrument. Violin/Viola: Scroll, peg box, pegs, nut, strings, fingerboard, bridge, bout, fine tuners, chin rest, shoulder rest, body, sound peg, f holes. Cello/Bass: same as the violin and viola, with the addition of the end pin and floor stop. Flute: head joint, body, foot joint Clarinet: mouthpiece, barrel, upper joint, lower joint, bell, ligature, reed Saxophone: mouthpiece, neck, body, ligature, reed Trumpet/Horn/Baritone/Tuba: mouthpiece, valves, bell, water key, tuning slides Trombone: mouthpiece, slide (inner and outer), slide lock, water key, tuning slide, bell Worksheet labeling the parts of the instrument N/A Informal verbal quiz Formal quiz Worksheets 3

4 Subject Area: Instrumental Music Grades 4-8 Unit II: Executive skills and knowledge Unit Outcomes: Students will gain the technical skills and understandings required to physically perform on the instrument. Essential Outcome and Related Standards: A. All students (wind, strings, and percussion) will perform with proper posture, body format, and instrument carriage position. State Arts Standard(s): A, B, C Common Core Standards: ELA 1.2, ELA1.5 B. String students will demonstrate proper right hand skills to achieve characteristic tone for their instrument. This includes fluent bowing motions, control of bowing variables (arm weight, bow angle, bow speed and bow placement), in a variety of bowing techniques and articulations. State Arts Standard(s): A, B, C Common Core Standards: Math 2.4.A, ELA 1.2 C. String students will perform with correct left hand skills to achieve characteristic tone for their instrument. Students will understand and apply fingerings, finger patterns, shifting, extensions, and vibrato in age/skill level appropriate manners. State Arts Standard(s): A, B, C Common Core Standards: Math 2.4.A, ELA 1.2, ELA 1.5 D. Wind Students will play with characteristic tone by using appropriate embouchure, breath support, intonation, and articulation. State Arts Standard(s): A, B, C Common Core Standards: Math 2.4.A, ELA 1.2, ELA 1.3, ELA1.5 E. Wind and string students will perform on their instruments with range that is age and skill appropriate. National Standard(s): State Arts Standard(s): A, B, C Common Core Standards: Math 2.4.A, ELA 1.5 F. Students will tune their own instruments when developmentally ready. National Standard(s): State Arts Standard(s): A, B, C Common Core Standards: Math 2.4.A, CC Math 2.4B, CC Math 2.3, ELA 1.5 4

5 Content and Instructional Activities: A. Students will perform with proper posture, body format, and instrument carriage position Strings: a. Posture should be lengthened and balanced. Students should stand tall and balance weight between both feet. b. Arms should support the instrument without tension. c. For strings, arms should move without tension, with an easiness of motion that is demonstrated through fluid movements. d. Weight should be distributed evenly between the two feet when in standing or sitting position e. Instrument carriage: proper left hand and right hand technique. Winds: a. Sit on edge of chair b. Feet flat on ground c. Back straight d. Proper instrument carriage/hand/finger Position: Wind students will demonstrate proper hand position for their instrument. i. Flute: fingers on proper keys, right hand shaped like a C, contact points at the left knuckle, right thumb, right pinky, and chin. ii. Clarinet/Saxophone: hands open, shaped like a C, avoiding hitting extra keys. iii. Horn: Right hand cupped, holding against side of bell, left hand resting against keys iv. Trumpet: Right hand fingers resting against valves, left hand holding instrument on valve stack v. Baritone/Tuba: Right hand shaped like a C, fingers resting on top of valves, left arm around instrument, supporting instrument. vi. Trombone: Left hand thumb around cross bar, pointer finger along cross bar under mouthpiece, rest of fingers curled against cross bar; right hand holding slide with thumb across from the 2 nd knuckle Percussion: a. Matched stick grip: Hands face downward, thumbs along side, fingers loosely curled around stick Pictures of proper hand position Use of mirror to check hand position Videos of correct hand position Diagrams/check list of posture/position checks Peer mentoring Self checks, teacher observation, peer assessment Teacher observations Skills tests 5

6 Instruments Diagrams, handouts Mirror B. String students will demonstrate proper right hand skills to achieve characteristic tone for their instrument. This includes fluent bowing motions, control of bowing variables (arm weight, bow angle, bow speed and bow placement), in a variety of bowing techniques and articulations. Bow hold for violin/viola: knuckles over the stick, first finger on it s side, pinky on the screw, tip of thumb should be in U of the frog, no tension in hand Bow hold for cello/bass: Knuckles curled over frog, tip of thumb in U of Frog, hand C shaped, no tension in hand. Control of bow variables arm weight. The amount of downward force (via gravity) your arm places on the bow and string Bow angle the angle at which the bow hair meets the string is the hair flat or does it angle towards/away from the body Bow speed the speed at which the bow moves back and forth. Slower bow for long notes, faster bow for short notes Bow placement what lane the bow is moving in is it between the bridge and the fingerboard, or closer to the bridge or fingerboard. Different placement will yield varying dynamics and timbres. Bowing techniques covered in grades 4-8 literature: detache, staccato, slur, hook, spiccato, and any others appearing in age appropriate literature Teacher and peer reminders Worksheet, diagrams Videos of proper technique Videos/recording of what characteristic tone sounds like Ability appropriate material with easier articulations, bowing needs More difficult material with advanced techniques and articulations Teacher observation Playing tests Written quizzes Self assessment using video Instruments Music Playing test rubrics Video technology 6

7 C. String students will perform with correct left hand skills to achieve characteristic tone for their instrument. Students will understand and apply fingerings, finger patterns, shifting, extensions, and vibrato in age/skill level appropriate manners. Left hand supports instrument with index between the first two knuckles and thumb by the 2 nd knuckle, leaving a valley between them. Cello/Bass: thumb is behind neck opposite 2 nd finger, hand is in shape of a C Hand position is tension free- tap fingers against neck to ease tension Independence of fingers- fingers move independently of each other. Check by tapping different combinations of fingers, both individually and together. Pre-Vibrato exercises, starting when students can play reliably in tune Vibrato exercises when pre-vibrato exercises have resulted in desired movement Finger patterns appropriate to age and difficulty of literature Shifting: 3 rd position (violins), extended position (cellos), backward extension (all strings). Isolation of concepts Teacher/peer reminders Worksheet, diagrams Videos of proper technique Use of mirror to check hand position Videos/Recordings of vibrato More difficult material that requires multiple concepts at the same time Teacher observation Playing tests Written quizzes Self assessment using video Instruments Music Playing test rubrics Video technology D. Wind Students will play with characteristic tone by using appropriate embouchure, breath support, intonation, and articulation. Embouchure: the way an instrumentalists mouth is shaped to produce a characteristic sound on an instrument Flute: corners flat, mouth shaped like a draw string bag Clarinet: Corners in, cheeks in, Chin Flat, lower lip curled over teeth and against reed, upper teeth on mouthpiece, 45 degree angle between clarinet and body 7

8 Saxophone: corners in, cheeks in, chin flat, lower lip over teeth and against reed, upper teeth on mouthpiece, correct high on neck strap to allow mouthpiece to be parallel to tongue. Trumpet/Trombone/Horn/Baritone/Tuba: Corners in, mouth makes an mmm shape, buzz lips, space between teeth Breath Support Breath using the diaphragm Take deep breaths from the bottom of the lungs, fill entire lung Intonation playing in tune Embouchure, breath support, hand position all affect intonation Students are aware of elements affecting intonation Articulation: Wind students will demonstrate proper articulation, including slurs, legato, and staccato styles. Students will use legato, staccato, tenuto, marcato, accents. Slurs: tongue first note, moving smoothly to following notes in the slur Legato style: playing smooth connected style, with or without slurs Staccato style: playing short, detached notes Isolation of concepts with easier repertoire Highlight concepts, color coding Video/recording examples of correct articulation List of articulations and what they mean Isolation of steps Teacher/peer reminders Worksheet, diagrams Videos of proper technique Use of mirror to embouchure Peer mentoring More complex repertoire, focusing on multiple concepts Teacher observations Playing tests/skill tests Instrument Mirror E. Students will perform with range that is age and skill appropriate. Strings: 4 th grade: D and A string 5 th grade: G, D, and A string, lowered 2 nd finger (violin/viola), 2 nd finger (cello/bass) 6 th grade: all 4 strings, extensions for violins, violas, cellos; backwards extension (low 1 st finger) 7 th /8 th grade: shifting for violin/viola/cello Winds: range as appropriate for age and skill level. 8

9 Alternative parts for students with limited range Harder repertoire with advanced range Teacher observation Playing tests Instrument Music F. Students will tune their own instruments when developmentally ready. Strings: Beginning in 5 th grade, start recognizing when a note is sharp or flat. Begin fine tuner tuning. In 6 th grade, begin tuning with pegs. Winds: Beginning in 5 th grade, start recognizing when note is sharp or flat. Begin using electronic tuner in 6 th grade. Apps/websites to practice discerning sharp/flat notes Apps/websites with ability to change difficulty in pitch discernment Teacher observation Apps and websites that allow students to practice tuning Electronic tuners 9

10 Subject Area: Instrumental Music Grades 4-8 Unit III: Musicianship Skills and Knowledge Unit Outcomes: Students will demonstrate elements that relate to musical understandings, such as understanding of rhythms, aural skills, note-reading sills, and musical concepts. Essential Outcome and Related Standards: A. Tonal-Aural Skills and Ear Training: Students will be able to match pitch, play in tune (with correct intonation and awareness of pitch accuracy), and play with awareness of melodic and harmonic function. State Arts Standard(s): A, B, C D, K Common Core Standards:, ELA 1.1, ELA 1.2, ELA 1.5, Math 2.4A, Math 2.4B B. Rhythmic Skills and Ear Training: Students perform simple and complex rhythmic matters and functions, with steady pulse/beat, correct sense of meter, metric organization and phrasing, in a variety of meters. State Arts Standard(s): A, B, C D, K Common Core Standards: ELA 1.1, ELA 1.2, ELA 1.3, ELA 1.5, Math 2.1A, Math 2.1C, Math 2.4A C. Students will demonstrate creative musicianship skills at all ages of development, including the ability to improvise variations of rhythmic, melodic, and harmonic patterns. State Arts Standard(s): A, B, C D, K Common Core Standards: ELA 1.1, ELA 1.2, ELA 1.3, ELA 1.4, ELA 1.5, Math 2.1C, Math 2.3C, Math 2.4A, Math 2.4B D. Students will arrange and compose melodies and harmonies to specific criteria and guidelines. State Arts Standard(s): A, B, C D, K Common Core Standards: ELA 1.1, ELA 1.2, ELA 1.3, ELA 1.4, ELA 1.5, Math 2.1C, Math 2.3C, Math 2.4A, Math 2.4B E. Music Literacy: students will demonstrate sequential music literacy skills (decoding and comprehension an association of sound to symbol) in a given musical contexts. This includes knowledge of symbols and notation related to pitch, rhythm, dynamics, articulation, tempos, form, tonality, and meter. State Arts Standard(s): A, B, C D, K Common Core Standards: ELA 1.1, ELA 1.2, ELA 1.3, ELA 1.5, Math 2.1A, Math 2.1C, Math 2.4A, Math 2.4B F. Students will improve and refine learned concepts of tone production, intonation, breath support, phrasing, articulations /bowing styles, phrasing, dynamics, tempo. Students will apply these concepts to repertoire as appropriate. State Arts Standard(s): A, B, C D, K Common Core Standards: ELA 1.2, ELA 1.3, ELA 1.5, Math 2.4A, Math 2.4B 10

11 G. Students will perform, alone and with others, a varied repertoire of Music State Arts Standard(s): A, B, C D, E, G, K Common Core Standards: ELA 1.2, ELA 1.3, ELA 1.5, Math 2.1C, Math 2.3, Math 2.4A-B, Content and Instructional Activities: A. Tonal-Aural Skills and Ear Training: Students will be able to match pitch, play in tune (with correct intonation and awareness of pitch accuracy), and play with awareness of melodic and harmonic function. Students will be able to hear melodic patterns and repeat back to teacher (ear-to-hand) a. Wind and String students will be able to match pitch with teacher or another model. b. Students will play pitch-matching games. c. Ear to hand students will hear simple melodies, analyze if the movement is step-wise or by larger interval, and play them back to the teacher. d. Students will be aware of role of their part in the larger group: do they play a melodic or harmonic function Easier melodic patterns for ear to hand exercises using fewer notes, going mostly in stepwise manner, and using smaller leaps. Isolation of concepts, easier literature demonstrating concepts More difficult literature Harder melodic patterns for ear to hand, using larger intervals Notating melodic patterns Teacher observation Skills tests Playing tests Written tests Instrument Methods book Ear-to-hand exercises B. Rhythmic Skills and Ear Training: Students perform simple and complex rhythmic matters and functions, with steady pulse/beat, correct sense of meter, metric organization and phrasing, in a variety of meters. a. Rhythmic dictation/ear training: students will echo rhythms, dictate how they are written b. Students perform rhythms over steady beat using body percussion and their instrument c. Students will perform in different meters (2/4, 3/4, 4/4, cut time, 6/8, 3/8), including both duple and triple meter d. Students will demonstrate melodic phrasing over different meters 11

12 Isolation of concepts Easier rhythms for dictation Rhythm bank Posters/handouts reinforcing meter Student led ear-to-hand Improvisations using varied meter/rhythms Composition putting familiar songs in new meters. Teacher observation Playing tests Rhythmic dictation tests Written tests Instrument Method books Rhythm flashcards Resource recordings C. Creative musicianship: students will demonstrate creative musicianship skills at all ages of development, including the ability to improvise variations of rhythmic, melodic, and harmonic patterns. a. Improvise variations using rhythmic, melodic, harmonic patters i. Improvise on a familiar melody by changing the rhythm or meter. ii. Improvise on the the melody of a familiar song by changing up the melody iii. Analyze harmony of a melody to decide which chord harmonizes best Listen to examples of music styles discuss what makes those styles unique Revisit the call and response form. Call is the question and response is the answer Students will focus on changing only note at a time in their answer Change more notes in their answer Use the same notes as the question and change only they rhythm of the answer Students pair up take turns creating the call and response There is no right or wrong way to improvise as long as the student spontaneously creates something new by modifying existing material. Classroom discussion can lead to student discovery of ideas that work the best Method Books 12

13 Public Domain songs: Twinkle Twinkle Little Star, Mary Had a Little Lamb, and other well known nursery rhymes D. Students will arrange and compose melodies and harmonies to specific criteria and guidelines a. Arrange/compose melodies to fit given criteria. i. Composition projects 1. Ex: write music to fit a favorite scene in a story or movie ii. Improvisation in jazz music Determine the purpose of the composition in relation to the reading/dramatization Discuss which sound sources may be appropriate for accompaniment Create accompaniments using limited sound resources and simple rhythms Create accompaniments with various sound resources, using all known notes and rhythms Original compositions based on the rules of composition already learned Write a variation on a familiar melody of student s choosing Check to see if all guidelines have been met Students performs composition, teacher aurally evaluates Student critique of composition Method Book Various instruments, including body percussion and traditional instruments E. Music Literacy: students will demonstrate sequential music literacy skills (decoding and comprehension an association of sound to symbol) in a given musical contexts. This includes knowledge of symbols and notation related to pitch, rhythm, dynamics, articulation, tempos, form, tonality, and meter. Pitch notation: students will know the letter names of the clef they play in and will be able to identify how to play the pitches Rhythm: students will demonstrate understanding of whole notes, half notes, quarter notes, eighth notes, sixteenth notes, dotted notes and their corresponding rests. Dynamics: pp, p, mp, mf, f, ff, sfz, fp, crescendo, decrescendo, diminuendo Articulation: staccato, legato/tenuto, and others as they appear in literature Tempos: andante, moderato, allegro, and others as they appear in in literature Form: ABA, call and response, and other forms as they appear in literature Tonality: major/minor scales, chords, apreggios Meter: duple and triple meters, including 2/4, ¾, 4/4, 3/8, 6/8, and cut time Students identify and highlight trouble areas, then review the necessary piece of information 13

14 Isolate difficult concepts Note reading: say the notes, sing the notes in rhythm, sing while using correct fingering/slide position Rhythm Reading: Draw in beat markings to show beat groupings, count the rhythm out loud, write in the rhythm Sight read new material that uses concepts learned Create original compositions using concepts learned Teacher evaluation and observation Written quizzes Assessment software (i.e. Smart Music) Playing tests Portfolio assessment Method Book Assessment software Rhythm flash cards F. Students will improve and refine learned concepts of tone production, intonation, breath support, phrasing, articulations /bowing styles, phrasing, dynamics, tempo. Students will apply these concepts to repertoire as appropriate. Students identify and highlight trouble areas, then review the necessary piece of information Isolate difficult concepts Review difficult concepts Practice new concepts in easier context Sight read new material that using concepts learned Create original compositions using concepts learned Teacher evaluation and observation Written quizzes Assessment software (i.e. Smart Music) Playing tests Portfolio assessment Method Book Assessment software Rhythm flash cards 14

15 G. Students will perform, alone and with others, a varied repertoire of Music Students will perform in small and large group ensembles Students will perform solo literature Students perform independent instrumental parts while others play contrasting parts Students perform a varied repertoire of music representing diverse genres and styles Students will listen to authentic examples of music and identify stylistic characteristics Students will focus on improving one characteristic at a time in their exercises Students will choose an easier song that is representative of that genre Students will isolate difficult elements in the music on which to focus attention Assign students more challenging songs Students will choose songs in a different genre that meet their interests Students perform songs in small groups of a chosen genre of music Grade student performance using a performance assessment Record student performance for peer critiquing Accompaniment in varied genres provided on accompaniment CDs from student method books Recordings of authentic examples of music for each genre studied 15

16 Subject Area: Instrumental Music Grades 4-8 Unit IV: Ensemble Techniques Unit Outcomes: This unit combines the skills learned in the previous three units and applies those skills in an ensemble setting. Students will perform in an ensemble, demonstrating sensitivity and the ability to adjust and maintain a uniform sense of rhythm, tempo, articulation, tone, blend, balance, and dynamics. They will also understand conducting gestures, follow conductor and section leaders, and be able to synchronize bowings (for strings only). Essential Outcome and Related Standards: A. Students will apply their executive skills and musicianship skills during ensemble practices and performances. They will evaluate and adjust balance, blend, rhythmic accuracy, articulation, intonation, and dynamics while performing based on immediate reaction to current performance. State Arts Standard(s): A, B, , C , D, E, G, K Common Core Standards: ELA 1.3, ELA 1.5 B. Students will recognize styles from various cultures and time periods. Students will know how to adjust elements of music based on the style and era of a composition. Students should be able to understand the correlation between music and the following: historical context, stylistic context, and cultural context. State Arts Standard(s): D, A, B, C, D, E, F, G, H, I, J K, L Common Core Standards: ELA 1.2, ELA 1.3, ELA 1.5 C. Students will perform in public concerts and adjudications (as available), in small groups and large groups. State Arts Standard(s): I Common Core Standards: ELA 1.3, ELA 1.5 D. Students will perform using all earlier defined principals of musicianship and mechanics applicable for age level and difficulty of the piece being performed. State Arts Standard(s): A, B, , C , D, E, G, K Common Core Standards: ELA 1.3, ELA 1.5 E. Students will respond to conductor s gestures in reference to interpretation (i.e. dynamics, tempo, etc.). State Arts Standard(s): A, B, , C , D, E, G, K Common Core Standards: ELA

17 F. Students will perform with technical accuracy, a varied repertoire literature on a difficulty level appropriate for their development. State Arts Standard(s): A, B, , C , D, E, G, K Common Core Standards: ELA 1.5 G. Historical and Cultural Elements: Students will listen to, respond to, and perform music from a wide rage of genres, cultures, and historical periods in an authentic manner, reflecting the diverse nature of people, groups, and cultures across the world. Performances will demonstrate an understanding of historical and cultural contexts and reflect stylistic traditions and practices. State Arts Standard(s): A, B, C, D, E, F, G Common Core Standards: ELA 1.4, ELA 1.5 H. Evaluation of Music and Musical Performance: Students evaluate and analyze music for executive skill, musicianship, and artistic considerations; evaluate and analyze the individual and group performances based on appropriate criteria. Students will develop their ability to listen to, analyze, and describe music using the following vocabulary/concepts: Form, Orchestration, Tonality, Meter, Tempo, Style, Performance Quality, Phrasing, Genre, Intonation, and Literature. State Arts Standard(s): A, B, C, D, E, F, G, B, C, D Common Core Standards: ELA 1.4, ELA 1.5 Content and Instructional Activities: A. Students will apply knowledge learned under previous units during ensemble practices and performances. Evaluate and adjust balance, blend, rhythmic accuracy, articulation, intonation, and dynamics while performing based on immediate reaction to current performance. Encourage students to listen to each other and themselves during rehearsal and performance Design warm-up exercises to focus on different concepts that need work Use chorales as warm-ups to practice adjusting the above elements Record rehearsals, then have students suggest adjustments that need to be made Give students one concept to listen for at a time Focus on adjusting one element at a time Write in reminders about what to listen for in difficult sections of music Provide more complex music that requires more adjustments to balance and other elements of music Focus on correcting more than one element of music at a time 17

18 Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Recording device Chorales Orchestral literature B. Students will recognize styles from various cultures and time periods. Students will know how to adjust elements of music based on the style and era of a composition Provide a list of stylistic traits for each style and era of music performed Listen to other examples of literature in the same style and era and analyze what types of articulation, bowing, dynamics, phrasing, etc. are used Have students research the style and era of a piece of music to determine how to interpret it Students determine the stylistic traits that belong to a piece of music and make necessary adjustments without prompting from the teacher Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Orchestral literature Listening examples Research databases C. Students will perform in public concerts and adjudications. N/A Provide extra performance opportunities via small ensembles or additional performance dates Student participation Concert venues D. Students will perform using all tonal concepts, rhythmic concepts, and mechanics applicable for age level and difficulty of the piece being performed. Review concepts as needed Write reminders in music 18

19 Isolate difficult concepts and improve through technical exercises, warm-up exercises, and isolation of difficult parts Provide more complex repertoire. Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Warm up exercises Orchestral repertoire E. Students will respond to conductor s gestures in reference to interpretation (i.e. dynamics, tempo, etc.) Review and define conducting gestures Practice following gestures in specifically designed warm up exercises As students improve, the conductor will focus more on expressive gestures and less on tempo so that the entire group will become more expressive Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Warm up exercises Orchestral repertoire F. Students will perform with technical accuracy, a varied repertoire literature on a difficulty level appropriate for their development. Isolate difficult technical aspects Provide more complex repertoire Provide music in genres not commonly covered in orchestral repertoire Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Warm up exercises Orchestral repertoire 19

20 G. Historical and Cultural Elements: students will listen to, respond to, and perform music from a wide rage of genres, cultures, and historical periods in an authentic manner, reflecting the diverse nature of people, groups, and cultures across the world. Performances will demonstrate an understanding of historical and cultural contexts and reflect stylistic traditions and practices. Listen to and analyze similar pieces of music for interpretation Provide more complex repertoire Provide music in genres not commonly covered in orchestral repertoire Compare and contrast pieces from different genres, cultures, historical periods Draw comparisons between music and other arts in comparable genres, cultures, and historical periods. Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Orchestra repertoire Examples from other arts/areas from comparable genres, cultures, historical periods. H. Evaluation of Music and Musical Performance: Students evaluate and analyze music for executive skill, musicianship, and artistic considerations; evaluate and analyze the individual and group performances based on appropriate criteria. Students will develop their ability to listen to, analyze, and describe music using the following vocabulary/concepts: Form, Orchestration, Tonality, Meter, Tempo, Style, Performance Quality, Phrasing, Genre, Intonation, and Literature. Students are given list of criteria to look for when evaluating a performance. Provide music in genres not commonly covered in orchestral repertoire Compare and contrast pieces from different genres, cultures, historical periods Draw comparisons between music and other arts in comparable genres, cultures, historical periods. Teacher observation Informal evaluation via teacher observation and student performance in practices and rehearsals Formal evaluation via playing tests and concert performances Orchestra repertoire Examples from other arts/areas from comparable genres, cultures, historical periods. 20