School District of the City of St. Charles

Transcription

1 School District of the City of St. Charles Instrumental Music Curriculum Orchestra Grades 4-6 Grades 7-8 High School 9-12 Band Grades 5-6 Grades 7-8 High School 9-12 Advanced Placement Music Theory Approved by the Board of Education June 9, 2011

2 School District of the City of Saint Charles Instrumental Music Curriculum Committee 4-12 Nicole Besselman, Jefferson Intermediate, Administrator Robin Veale, Hardin Middle School, Orchestra Chairperson Jessica Ingraham, St. Charles High School, Band Chairperson Mark Strege, Jefferson Intermediate Alison Smith, Jefferson Intermediate Sean Bippen, Hardin Middle School Andrew Scott, St. Charles West Ben Meyer, St. Charles West Danielle S. Tormala, Ed.D., Associate Superintendent, Curriculum & Instruction

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4 School District of the City of Saint Charles OVERVIEW The City of Saint Charles School District community works to continuously to improve the education for all students through the quality of our schools and program offerings. The Comprehensive School Improvement Plan (CSIP) serves as a long range, strategic planning document which directs the overall improvement of our educational programs and services (MSIP 8.2). Our CSIP is directly linked to our mission, vision, values, and goals. MISSION The City of St. Charles School District will educate all students to become caring, productive, life-long learners in a global society. VISION The City of St. Charles School District will be an educational leader recognized for high performance, academic excellence, and students prepared for a changing tomorrow. VALUES We, the City of St. Charles School District community of students, parents, staff, and patrons, value: High quality education for all students within a safe and nurturing environment which includes: Lifelong learning from early childhood through adult education Learning experiences that challenge all students academically Instruction that meets the needs of each learner Respect for diversity

5 Real world problem-solving skills Preparation for an ever-changing, global, technological society Developing thoughtful, productive, and responsible citizens Parent and community partnerships Exploration, innovation, and creativity Achievement through: A "Success for All" philosophy By working together in professional learning communities The classroom teacher as the most important resource for student learning by: Hiring and retaining highly qualified staff members Providing professional development and collaboration focused on increasing student achievement Informed decisions that are: Student-centered Focused on student achievement Data driven Considerate of all points of view Fiscally responsible GOALS For planning purposes, five overarching goals have been developed. These goals are statements of the key functions of the school district. 1. Student Performance: Develop and enhance quality educational/instructional programs to improve student performance and enable students to meet their personal, academic and career goals. 2. Highly Qualified Staff: Recruit, attract, develop, and retain highly qualified staff to carry out the District s mission, vision, goals, and objectives. 3. Facilities, Support, and Instructional Resources: Provide and maintain appropriate instructional resources, support services, and functional and safe facilities. 4. Parent and Community Involvement: Promote, facilitate and enhance parent, student, and community involvement in District educational programs. 5. Governance: Govern the District in an efficient and effective manner providing leadership and representation to benefit the students, staff, and patrons of the district.

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7 Music is a valued and necessary component of the human experience. By learning and mastering skills and concepts, performing and listening to music, and sharing these experiences with others, a student s cognitive, affective, and psychomotor development is enhanced to benefit all curricular areas. Through their exploration of music students learn to express themselves through performance, improvisation, and composition. The study of music and performance accelerates individual development towards a sense of responsibility, commitment, teamwork, reliability, and task completion. We believe every student should have the opportunity to perform, respond to, and create music. Rationale for the Study of Instrumental Music The study of instrument music, as envisioned in this curriculum, makes an essential contribution to a child s social, intellectual, physical and emotional development, focusing on the development of the whole child and the cultivation of lifelong learners in the following ways: By bringing a proper balance to the total school curriculum and fostering creative problem-solving and critical thinking through music composition, performance and listening. By fostering the discovery of self-expression through music and teaching students to use these expressive skills to convey meaning in other aspects of life because all human experience is accompanied by ideas and emotions. By providing an understanding and appreciation of artistic and aesthetic expression that sensitizes children to the beauty within life and makes the difference between living and merely existing. By encouraging students to develop intrinsic motivation, self-confidence, self-discipline and good citizenship through music performance experiences that demand focused and sustained practice in addition to leadership and team work. By providing meaningful social interactions, students who participate in music will learn to accept and respect the ideas of others while working together to create, explore, and express through music. By engaging the child s imagination and allowing them to assert their uniqueness, students will explore, create, and interpret themselves and the world through the study of music and the musical traditions of diverse cultures. By fostering the music potential that exists in every human being to create a lifetime of musical enjoyment, appreciation and advocacy. Children, through the creation and performance of music and by listening and responding to music, participate in the total musical experience illustrating humanity s thoughts, images, and emotions and fulfilling the humanistic impulse to engage ones imagination, awaken the inner spirit and express feelings which words are incapable of fully expressing. Man takes everything he has learned, internalizes this expansive scope of knowledge and emotions, and then gives it back to society through his art. The beauty of mankind and the dignity of humanity is illustrated through a study of the arts, because art is what man

8 leaves as a sign of who he is or who he was. Music is a significant manifestation of culture and a truly humanistic art form and thus an education in music teaches students to communicate their own cultural expressions while developing an appreciation and respect for the cultural expressions of others. Music is an integral part of every child s education.

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10 Students will rehearse and perform a variety of traditional and contemporary orchestral literature, develop technical skills and musical ability. The orchestra will present several public performances and will also perform at the State Music Festival. The preparation and performance of solos and small ensembles is encouraged. Members of the orchestra are also encouraged to audition for the All-Suburban Orchestra and All-State Orchestra.

11 A. Demonstrate the proper process for unpacking and packing up instrument. B. Properly clean and take care of instrument. C. Demonstrate proper finger, hand and body position while playing their instrument. D. Demonstrate proper bow placement and movement to produce appropriate tone. E. Participate in all designated performances and rehearsals. F. Develop eye contact with instructor for instruction and conduction purposes. A. Maintain steady characteristic tones for a reasonable length of time on at least the D and A strings. B. Demonstrate the correct start and release of tones when playing. C. Play a basic range of at least an octave in D major with good tone and intonation. D. Play at least one major scale such as D major in one octave with good tone and intonation using marcato and legato bowing. E. Develop phrasing concepts by connecting logical notes together. F. Perform the following rhythms to a steady pulse in 4/4, 2/4, and 3/4 time signatures at moderate tempi. Whole note, half note, quarter note, two eights G. Perform basic string crossings H. Demonstrate good selfdiscipline, attitude, and attendance. A. Be able to match several unison pitches with another musician within the one octave D scale B. Be able to keep a steady beat while playing and staying together with other students. C. Be able to start and stop with other players at the same exact time. D. Be able to maintain an independent basic rhythm while playing with other to the same pulse E. Play several simple tunes with the class well. F. Be able to balance to the ensemble by knowing when to play louder (melody) and softer (accompaniment). G. Perform two part harmony. H. Develop sensitivity to ensemble playing appropriate to the style of music performed. A. Develop responsibility to attend class regularly and punctually. B. Exhibit proper classroom responsibilities in arranging their own cases and chair and stand placement. C. Bring necessary materials to class. D. Show respect for the instrument in its care, storage, maintenance, and appropriate times and places to play. E. Develop respectful attitudes towards peers and self in the learning process. F. Learn his/her value within the ensemble. G. Take responsibility to practice and prepare assignments for class. H. Measure and take pride in the progress of themselves and in others. I. Demonstrate proper attention (listening skills and concentration) in class and performance times. J. Learn the art of trying and of taking risks, or persevering and achieving a sense of accomplishment. Mechanics All of the above plus the following: A. Demonstrate proper finger patterns in D, G, and C major B. Demonstrate good bow control by maintaining a long steady tone when playing a sustained series of notes. C. Demonstrate the ability to slur at least two notes. D. Demonstrate proper bow usage when playing tenuto and staccato. A. Demonstrate the playing of combinations of the following rhythms at moderate tempi: whole, half, quarter, dotted half, dotted quarter eighth, two eighths, 4 sixteenth notes B. Demonstrate accurate playing in major key signatures of C, G, D, and A and know corresponding major scales. A. Be able to tune by interval reference to another musician s pitch in 3 rd, 4 th, 5 th, octave, and unison. B. Play their instrument in tune within the ensemble. C. Play with proper implied or written dynamics within the ensemble. D. Perform either the melody or inner voice line within the harmonic structure of the ensemble. E. Properly balance their own parts within an ensemble.

12 A. Demonstrate the proper mechanics of playing piano, forte and a simple crescendo on a single tone within a reasonable range. B. Demonstrate respect and proper daily and periodic care of instrument. A. Develop an effective playing range with good tone quality consisting of at least two octaves. B. Play accurately at sight grade 1 (easy) orchestra literature. C. Tune their own instrument using fine tuners in relationship to a given pitch without regular assistance of the instructor. D. Be able to demonstrate playing at p, mp, mf, f dynamic levels as well as crescendo and diminuendo. E. Demonstrate ability to follow the conductor s tempi and dynamics. F. Demonstrate a variety of learned pieces with sensitivity to intonation, rhythm, tone, tempo, articulation, dynamics, phrasing, and style. A. Instantly read and name all notes within the staff with corresponding fingerings. B. Read and recognize notes on ledger lines above and below the staff within the normal playing range of the instrument. C. Be able to sight read easily, grade 1 (easy) orchestra literature. D. Read and understand common music nomenclature. A. Blend the sound of their instrument within their section and within the ensemble. B. Be able to articulate all tones in uniformity of like parts with other players. C. Perform within a four part harmony structure of an ensemble effectively. D. Perform independent rhythmic parts within an ensemble, at grade 1 to 1.5 level. A. Proper, well-developed habits of posture, bow usage, instrument playing position, and tone production. B. Attend, on time, all scheduled rehearsals and performances. A. Demonstrate characteristic tone over the full range of appropriate register and through all dynamic marking levels. B. Perform easily grade 2 literature in meters of 2/4, 3/4, 4/4, 3/8, 6/8 (fast and slow) C. Perform a variety of attacks, articulations and relations, appropriate to different styles of music. D. Be able to perform well the following major scales in the appropriate number of octaves: C, G, D, A, F, Bb E. Perform and recognize intervals within a major scale, with reference from the tonic. F. Play with constant awareness and sensitivity to phrasing. G. Perform at all concerts with proper attire and deportment. A. Read and readily understand the following meters: 2/4, 3/4, 4/4, 3/8, 6/8 (fast and slow), and cut time B. Reading rhythmic combinations of: dotted eighth-sixteenth, triplet eighths, triplet quarters, 6/8 time, dotted quarterquarter-eighth (6/8) C. Read, recognize, and instantly respond to standard notations for entire appropriate range of their instrument. D. Read in and readily understand major keys of C, G, D, A, F, Bb throughout their playing range. E. Read and understand all intervals within a major scale (with reference from the tonic) F. Read, at sight, rhythmic and tonal patterns appropriate to the intermediate level (grade 2) A. Adjust and tune pitches during ensemble playing without direct assistance from the instructor. B. Balance and blend their sound within the ensemble. C. Explore classical, contemporary, and popular musical styles with the ensemble. D. Develop sensitivity to ensemble phrasing appropriate to the style of music performed. E. Demonstrate rhythmic independence within multi-part orchestra literature. F. Demonstrate ensemble dynamics in regards to contrasts and balance. G. Demonstrate correct uniformity of bowing and articulation appropriate to the style of music being performed. A. Demonstrate proper fingerings, diatonic and chromatic throughout the playing range of their instrument. A. Demonstrate an advanced characteristic tone over the listed range, performable with all dynamics and vibrato. B. Demonstrate proper bowing articulation including: Legato, staccato, marcato, spiccato, hooked bowing, col legno, sul tasto, martele, tremelo C. Perform the following major scales: C, G, D, A, E, F, Bb, Eb, Ab D. Play readily in all meters of 2/2, 3/4, 4/4, 5/4, 6/4, 3/8, 6/8, 9/8, A. Read at least grade 3 literature. B. Read readily in the following keys: C, G, D, A, E, F, Bb, Eb, Ab C. Read, identify, and perform an expanded music vocabulary and symbols applicable to grade 3 and above literature. D. Sight read grade 2 literature with syncopation. A. Refine ensemble pitch discrimination. B. Refine balance and blending of their instrument tone within sections and the large ensemble. C. Develop facility and experience in interpretations of a variety of at least grade 3 literature within the standard orchestra repertoire.

13 12/8 at a minimum of grade 3 literature level. E. Demonstrate corrective pitch discrimination. F. Demonstrate continued constant awareness and sensitivity to the individual and ensemble artistic phrasing concepts. G. Demonstrate knowledge of pitch tendencies as related to the listed performance range of their instrument. H. Demonstrate the correct usage of a mechanical tuning device. I. Demonstrate the ability to identify the difference between major and minor tonalities in performance. J. Demonstrate the ability to sight read syncopated rhythms. K. Demonstrate knowledge of pitch tendencies within chordal harmonies.

14 a. Perform on pitch, in rhythm, with appropriate dynamics and timbre, and maintain a steady tempo b. Perform easy rhythmic and melodic patterns accurately and independently on the student s chosen instrument c. Perform expressively a varied repertoire of music representing diverse genres and styles d. Echo short rhythmic and melodic patterns e. Perform in groups, blending instrumental timbres, matching dynamic levels, and responding to the cues of a conductor f. Perform independent instrumental parts while other students sing or play contrasting parts a. Read whole, half, dotted half, quarter, and eighth notes and rests in 2/4, 3/4, and 4/4 meter signatures. b. Use a system (that is, syllables, numbers, or letters) to read simple pitch notation in the appropriate clef in major keys c. Identify symbols and traditional terms referring to dynamics, tempo, and articulation and interpret them correctly when performing d. Use standard symbols to notate meter, rhythm, pitch and dynamics in simple patterns presented by the teacher a. Identify simple music forms when presented aurally b. Demonstrate perceptual skills by moving, by answering questions about, and by describing aural examples of music of various styles representing diverse cultures c. Use appropriate terminology in explaining music, music notation, music instruments and voices, and music performance d. Respond through purposeful movement to selected prominent music characteristics or to specific music events while listening to music a. Devise criteria for evaluating performances b. Explain, using appropriate musical terminology, their personal preferences for specific musical works and styles a. Identify the similarities and differences in the meanings of common terms used in the various arts b. Identify ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music a. Identify by genre or style aural examples of music from various historical periods and cultures b. Describe in simple terms how elements of music are used in music examples from various cultures of the world

15 c. Identify various uses of music in their daily experiences and describe characteristics that make certain music suitable for each use d. Identify and describe roles of musicians in various music settings and cultures e. Demonstrate audience behavior appropriate for the context and style of music performed a. Demonstrates responsible behavior toward self, teacher, and fellow students through proper rehearsal attitude, a commitment to practice b. Demonstrated respect for individual and school property through proper maintenance and care of instruments music and equipment c. Demonstrates an interest in the routine non-music tasks necessary for regular operations of rehearsals and performances

16 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 4-6 Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Demonstrates respect for individual and school property through proper maintenance and care of stringed instrument. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate correct application of rosin to the bow. Students will demonstrate correct tension of the bow. Evaluation: Students will be evaluated on how they apply rosin to the bow and on how they tighten and loosen the bow hair. Learning Activity Guiding Questions: A. Tighten the bow hair to proper tension. B. Hold the bow in the bow hand (RH) taking care not to touch the horse hair. C. Hold the rosin in the left hand. D. Place the flat hair of bow on rosin and pull from frog to tip approximately 5-6 strokes. E. Teacher demonstrates a bow that has no rosin or too much rosin. F. Hold the bow by the frog or stick taking care not to touch the horse hair. G. Tighten the bow by turning the screw clockwise until the gap between the stick and the hair is about the width of your small finger (at the center of the bow). When properly tightened, the stick should maintain a southward curve toward the hair, not straight or bowed upwards. H. Loosen the bow for storage by turning the screw counter clockwise. The hair should be loose but not hanging like a pony tail. Resources: FA 1 FA4 Instructional Method (Strategy) x x Process Standards Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Interdisciplinary Connections 1B

17 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 4-6 Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Demonstrates respect for individual and school property through proper maintenance and care of stringed instrument. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements fo Strings 2000 Equity/Workplace Readiness X Equity Research 1. Identify similarities /differences Technology X Workplace x 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate proper handling, cleaning, and storage of a violin, viola, or cello. Evaluation: Students will be evaluated on how they handle, clean and store their instruments. Learning Activity Guiding Questions: A. Set case flat on the floor with case handle facing student. Case Feet (bumps on the underside of case) go on the floor. B. Carefully open the case. C. Use left hand with palm up to scoop under neck of violin or viola and remove instrument from case. Fingers go under neck with thumb on top. The instrument should never be picked up by the strings, bridge, fingerboard, or other fragile parts of instrument. D. Cello players use this procedure: (1) Push end pin in and tighten the screw when not playing. (2) Always take the bow out of the case first and put it in the case last. (3) Follow teacher direction for cello placement when cello needs to be left unattended. (4) Carry cello to protect the bridge and pegs from being bumped. E. Place instrument in rest position. In the rest position the violin or viola is placed under the right arm with scroll pointing forward. The bridge is visible in front of the elbow bend. Resources: Instructional Method (Strategy) x x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs FA1 3.1 Interdisciplinary Connections 1B

18 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 4-6 Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Demonstrates respect for individual and school property through proper maintenance and care of stringed instrument and music. Aurally identifies a tuning melody with pitch problems. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research X 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking X 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will identify a tuning melody with pitch problems. Students will demonstrate proper storage procedures for stringed instruments. Students will demonstrate proper care for music, music book, and folder. Evaluation: Students will be evaluated on how well they identify pitch problems when listening to teacher play a passage. Students will be evaluated on how they store their instruments and take care of music, music books, and folders. Learning Activity Guiding Questions: A. Teacher plays a tuning melody. B. Student evaluates for incorrect tuning. C. Bring a pencil and music folder with all music including music book to every class session taking care not to fold, tear, or mutilate music in any way. D. Mark music in pencil, never in pen. E. Keep all music in same folder at all times. F. Follow instructions in regard to stands, chairs, accessories, and instrument storage. G. It is strongly recommended that each student have a music stand at home for practice. The teacher should demonstrate proper height and stand position to encourage good seated and standing posture and good ensemble playing. Resources: Instructional Method (Strategy) x x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs FA Elements of Music 1B Artistic Perceptions 2A

19 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 4-6 Unit Title Care, maintenance and Tuning Learning Objective/ Essential Course Outcome: Demonstrates respect for individual and school property through proper maintenance and care of stringed instrument. A+ Objective (High School Only): Primary Text:Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate correct storage techniques when putting away instrument. Evaluation: Students will be evaluated on how they pack away instrument. Learning Activity Guiding Questions: A. Remove sponge, shoulder rest or end pin. B. Place instrument in case. Loosen bow hair and secure bow in case. C. Store case flat on case feet or on its side with handle up. NEVER store upside down. D. Store instruments away from hot, cold, or moist conditions. Resources: Instructional Method (Strategy) FA Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Interdisciplinary Connection 1B

20 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 4-6 Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Demonstrates respect for individual and school property through proper maintenance and care of stringed instrument. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness Instructional Method (Strategy) X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking 3. Reinforcing Effort/ Providing Recognition x 4. Homework & x Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Process Standards Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Assessment Activity: Students will demonstrate proper cleaning technique of instrument and bow. Students will demonstrate progressive sensitivity to tuning melody discrepancies. FA Artistic Perceptions 2A Evaluation: Students will be evaluated on how they clean their instruments and identify tuning discrepancies. Learning Activity Guiding Questions: A. Use a soft, clean dry cloth for dusting. B. Hold instrument by neck and lightly dust strings and area under strings, between bridge and fingerboard, after each playing to prevent sticky rosin buildup. C. Hold bow in bow hand. Wrap cloth around stick and dust from frog to tip. D. Only polish specified for use on stringed instruments should be used and only with teacher s direction. E. Play A A D D G G E E (the tuning melody slowly in time with a previously carefully tuned violin). The teacher tunes the student s instrument while the melody is being played. Melody may be repeated as many times as necessary. Change string names as necessary per instrument. Resources:

21 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 4-6 Unit Title Posture Learning Objective/ Essential Course Outcome: Demonstrates how correct posture relates to tone production, intonation, and instrument placement. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness Instructional Method (Strategy) X Equity Research 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note x Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Process Standards Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Assessment Activity: Students will demonstrate correct posture and understand how it relates to tone production, intonation, and instrument placement. Evaluation: Students will be evaluated on their posture while playing a violin, viola, or cello, FA Product Performance 2C Artistic Perceptions 2A Learning Activity Guiding Questions: A. Teacher models correct standing and seating posture. B. Teacher models correct instrument position C. As students advance, teachers should continually check all posture and position points for relaxation and ease since proper posture is paramount in the further development of good posture. Resources:

22 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 5-6 Unit Title Right Hand Skills Learning Objective/ Essential Course Outcome: Demonstrates right hand bowing skills as they relate to tone production, articulation, and rhythmic execution. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness Instructional Method (Strategy) X Equity Research 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note x Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Process Standards Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Assessment Activity: Students will demonstrate proper right hand bowing skills. Evaluation: Students will be evaluated on how well they demonstrate right hand bowing skills. FA Artistic Perception 2A Learning Activity Guiding Questions: A. Teacher models correct bow hold. B. Teacher monitors student action. C. Students demonstrate correct bow hold during all musical exercises and repertoire. D. Demonstrate correct weight, speed, and bow placement. E. Demonstrate correct lift and set bow technique. F. Demonstrate all learned rhythm patterns with correct bow direction. G. Demonstrate correct bowing styles of staccato, legato and detach. H. Demonstrate proper string crossing technique. I. Demonstrate correct pizzicato technique. J. Demonstrate correct bow distribution. K. Demonstrate the ability to play on all parts of bow. L. Demonstrate smooth and detached slurs up to 4 notes (open string and fingered onestring slurs and open strings). Resources:

23 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 5-6 Unit Title Left Hand Skills Learning Objective/ Essential Course Outcome: Demonstrate left hand skills as they relate to proper intonation and tone production. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness Instructional Method (Strategy) X Equity Research x 1. Identify similarities /differences x Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Process Standards Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Assessment Activity: Students will demonstrate proper left hand playing skills. Evaluation: Students will be evaluated on how they demonstrate left hand playing skills. Learning Activity Guiding Questions: A. Teacher models correct left hand position. B. Students imitate teacher. C. Teacher monitors student actions. D. Demonstrate hand and finger shape. E. Demonstrate block fingering and independent fingering where appropriate. F. Demonstrate close 2/3 finger patterns with fingers on tape. G. Demonstrate good intonation. H. Demonstrate the use of 4 th finger (violin/viola). I. Demonstrate the use of low 2 nd finger (violin/viola) or use of 2 nd finger (cello). Resources: FA Artistic Perception 2A

24 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 5-6 Unit Title Music History, Style, and Interpretation Learning Objective/ Essential Course Outcome: Demonstrate knowledge of basic music history, musical styles, and appropriate interpretation as they pertain to the orchestra repertoire. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace x 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate the style differences as they relate to repertoire studied. Evaluation: Students will be evaluated on how they demonstrate the style differences as they relate to repertoire studied. Learning Activity Guiding Questions: A. Relate style through the two basic bow strokes(staccato,legato/detache) B. Explain and demonstrate the Baroque bowing style through the Twinkle variations. Additional short examples of Bach and Vivaldi can also be demonstrated or shown. C. Relate any historical or stylistic background of repertoire studied to students. D. Select music of different styles of appropriate technical difficulty. E. Identify composer, time period, and introduce musical style of each piece. Teacher may relate historical information as necessary to relevant student knowledge. Resources: Instructional Method (Strategy) x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs FA Elements of Music 1C Historical and Cultural Contexts 1A

25 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 5-6 Unit Title Ensemble Performance Learning Objective/ Essential Course Outcome: Demonstrates basic ensemble performance skills. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate basic ensemble performance skills. Evaluation: Students will be evaluated on their ability to define the elements of ensemble performance and to recognize strengths and weaknesses of performance. Learning Activity Guiding Questions: A. Perform rhythms with a group. B. Demonstrate bowing in the correct direction with a group. C. Follow a leader in performance by listening and watching. D. Perform a warm-up routine with a group. E. Perform repertoire with piano accompaniment F. Perform repertoire following a teacher. G. Perform repertoire with a small or large group. H. Evaluate performance quality. I. Demonstrate proper concert etiquette. J. Recognize good intonation in an ensemble. K. Recognize and demonstrate dynamics while performing with a group. L. Recognize and demonstrate the concepts of phrasing and articulation while performing with a group. M. Recognize and demonstrate the concept of tone blending while performing with a group. Resources: Instructional Method (Strategy) x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs FA Artistic Perceptions 2 A Product Performance 2B

26 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 5-6 Unit Title Theory Learning Objective/ Essential Course Outcome: Demonstrates recognition of melody being high/low, moving up/down. Demonstrates recognition of tempo being constant or changing, being fast or slow. Demonstrates knowledge that instruments can be combined to create different textures and timbres and harmonic combinations. Demonstrates knowledge of note names on the appropriate staff. Demonstrates ability to perform different rhythmic combinations. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking 3. Reinforcing Effort/ Providing Recognition x 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate understanding and knowledge of tempo (fast/slow), tempo changes (getting faster/getting slower/steady tempo), dynamics (loud/soft), dynamics changes (getting louder/getting softer), pitch (high/low), pitch changes (low to high/high to low), music textures (thick/thin), and rhythms. Evaluation: Students will be evaluated on their ability to demonstrate their understanding and knowledge of tempo, dynamics, pitch, texture, and rhythm. Learning Activity Guiding Questions: A. Perform songs learned by rote with accurate pitch and rhythm. B. Perform songs with different tempos and dynamic levels. C. Perform songs individually (thin texture) and with others playing different parts (thick texture). D. Identify the names of notes on the staff in the appropriate clef for the student s instrument. E. Analyze simple rhythms or division of beat and perform by clapping, saying, or playing the pattern. Resources: Instructional Method (Strategy) x x x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs FA Elements of Music 1A Elements of Music 1B Artistic Perceptions 1B Artistic Perceptions 2A Product Performance 2B

27 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: On-going Orchestra 5-6 Unit Title Theory Learning Objective/ Essential Course Outcome: Demonstrates knowledge that music is expressed in standard notation symbols and is familiar with traditional music terminology referring to dynamics, articulation, and tempo. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements for Strings 2000 Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice x 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will demonstrate understanding and knowledge of standard notation and dynamic, articulation, and tempo markings. Evaluation: Students will be evaluated on their ability to demonstrate their understanding of standard notation and dynamic, articulation and tempo markings. Learning Activity Guiding Questions: A. Identify, name, value and apply whole note and rest, half note and rest, quarter note and rest, and eighth note and rest. B. Identify the sign, meaning and abbreviation of fermata, crescendo, decrescendo, and ritardando. C. Identify the sign and meaning of measure, bar line, double bar, and repeat sign. D. Identify 2/4, 3/4, and 4/4 time signature. Instructional Method (Strategy) Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs FA Elements of Music 1A Elements of Music 1C Elements of Music 1D Product Performance 2A Product Performance 2B Resources:

28 a. Perform on at least one stringed instrument accurately and independently, alone and in small and large ensembles, with good posture, good playing position, and good breath, bow or stick control b. Perform with expression and technical accuracy on at least one stringed instrument a repertoire of instrumental literature with a level of difficulty of 2, on a scale of 1 to 6 c. Perform music representing diverse genres and cultures, with expression appropriate for the work being performed a. Read whole, half, dotted half, quarter, eighth, and sixteenth notes and rests in 2/4, 3/4, 4/4, 6/8, 3/8, and alla breve meter signatures. b. Read at sight simple melodies in the appropriate clefs c. Sight read accurately and expressively, music with a level of difficulty of 2, on a scale of 1 to 6 a. Describe specific music events in a given aural example, using appropriate terminology b. Analyze the uses of elements of music in aural examples representing diverse genres and cultures c. Demonstrate knowledge of the basic principles of meter, rhythm, tonality, intervals, chords, and harmonic progressions in their analyses of music a. Develop criteria for evaluating the quality and effectiveness of music performances and compositions and apply the criteria in their personal listening and performing b. Evaluate the quality and effectiveness of their own and others performances, compositions, arrangements, and improvisations by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement a. Compare in two or more arts how the characteristic material of each art can be used to transform similar events, scenes, emotions, or ideas into works of art b. Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with those of music a. Demonstrates responsible behavior toward self, teacher, and fellow students through proper rehearsal attitude, a commitment to practice, and attendance at concerts and rehearsals b. Demonstrates respect for individual and school property through proper maintenance and care of instruments, music, and equipment c. Demonstrates a positive attitude toward instrumental music by asking relevant questions and generally expressing interest to other students, teachers and parents d. Demonstrates a willingness to participate in the routine non-music tasks necessary for regular operations of rehearsals and performances

29 Instrumental Music-Orchestra Course Name: Orchestra Grade: 7-8 Unit Title Care, Maintenance, and Tuning Duration of Unit: Ongoing Learning Objective/ Essential Course Outcome: Know how to care for and maintain stringed instruments, music, and equipment. Demonstrate tuning independence. A+ Objective (High School Only): Primary Text: Suzuki/ Essential Elements 2000 for Strings Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice x 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will tune their instrument to a reference pitch played by another instrument or electric tuner. Evaluation: Students will be evaluated on how well they are able to tune their instrument Learning Activity Guiding Questions: A. Demonstrate to students how to adjust fine tuner while bowing. Teacher demonstrates left hand around and underneath instrument to violin and viola students. B. Ask students to tune all strings tuning and bowing simultaneously using fine tuners. C. Demonstrate use of pegs to students who have demonstrated readiness, discussing skill of pushing in while turning in tiny increments. D. Discuss and demonstrate combined use of pegs and fine tuners. E. Students tunes own instrument using fine tuners with help as needed. F. Reference pitch is played in the background by another student, piano or an electric tuner. Resources: Instructional Method (Strategy) FA Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs PP2A FA1

30 Instrumental Music-Orchestra Course Name: Orchestra Grade: 7-8 Duration of Unit: Ongoing Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Handle, clean, care, and store instruments properly. A+ Objective (High School Only): Primary Text: Suzuki/Essential Elements 2000 for Strings Equity/Workplace Readiness Instructional Method (Strategy) X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Process Standards Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs Assessment Activity: Handle, clean, care, and store instruments properly. FA1 2.5 PP2A FA1 Evaluation: Students are evaluated on how they care for and maintain their instrument, music and equipment. Learning Activity Guiding Questions: A. Review previous procedures. B. Never leave instrument unattended. Instruments should be in the case or put away in proper storage when not in students possession. C. Loosen bows after every rehearsal. D. Handle only your own instrument. E. Celli should place scrolls on the seat of the chair with cello end-pin on the floor. Resources:

31 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: Ongoing Orchestra 7-8 Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Know how to care for and maintain stringed instruments, music, and equipment. Demonstrate tuning independence. A+ Objective (High School Only): Primary Text: Suzuki/ Essential Elements 2000 for Strings Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice x 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will tune their instrument to a reference pitch played by another instrument or electric tuner. Evaluation: Students will be evaluated on how well they are able to tune their instrument. Learning Activity Guiding Questions: A. Review all prior tuning experience. B. Review fine tuner technique. C. Review identification of higher and lower pitches in comparison to a reference pitch. (Written tests can be given.) D. Teacher should demonstrate proper use of tuning pegs and peg dope, drops and chalk. E. Discuss importance of moving pegs in very small increments while applying gradual pressure inward. Later, after peg movement is mastered the student can begin to bow and tune in playing position. F. Warn students about possible damage to pegs, peg boxes, and strings. G. Teachers establish a daily classroom and concert tuning procedure using electronic tuners, piano, or a concert master. Instructional Method (Strategy) FA x x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs PP2A FA1 Resources:

32 Instrumental Music-Orchestra Course Name: Grade: Duration of Unit: Ongoing Orchestra 7-8 Unit Title Care, Maintenance, and Tuning Learning Objective/ Essential Course Outcome: Know how to care for and maintain stringed instruments, music, and equipment. Demonstrate tuning independence. A+ Objective (High School Only): Primary Text: Suzuki/ Essential Elements 2000 for Strings Equity/Workplace Readiness X Equity Research x 1. Identify similarities /differences Technology X Workplace 2. Summarizing/Note Readiness Skills Taking x 3. Reinforcing Effort/ Providing Recognition 4. Homework & Practice x 5. Nonlinguistic Representations Assessment/Evaluation/Learning Activity: Content Standards Assessment Activity: Students will tune their instrument to a reference pitch played by another instrument or electric tuner. Evaluation: Students will be evaluated on how well they are able to tune their instrument. Learning Activity Guiding Questions: A. Once a student has mastered single string tuning, double stop tuning of open fifths on two neighboring strings should be introduced. B. Teacher lowers strings to use harmonics for tuning. Instructional Method (Strategy) FA x x Process Standards 6. Cooperative Learning 7. Setting Objectives & Providing Feedback 8. Generating & Testing Hypothesis 9. Cues, Questions, & Advanced Organizers 10. Other: GLEs or CLEs PP2A FA1 Resources: