Preparatory Orchestra Performance Groups INSTRUMENTAL MUSIC SKILLS

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1 Course #: MU 23 Grade Level: 7-9 Course Name: Preparatory Orchestra Level of Difficulty: Average Prerequisites: Teacher recommendation/audition # of Credits: 2 Sem. 1 Credit MU 23 is an orchestra class for developing basic string techniques. Reading and performance skills are stressed in preparation for more advanced orchestras. This ensemble will prepare and perform concerts each semester, some of which may be other than during school hours. Special concert attire may be worn. Placement is by teacher recommendation. The following Instrumental Music Performance Objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse cultures. Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures. Concept 3: Improvising rhythms, melodies, variations, and accompaniments. Concept 4: Composing and arranging music. Concept 5: Reading and notating music. Strand 2: Relate Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. Concept 2: Understanding music in relation to history and culture. Concept 3: Understanding music in relation to self and universal themes. Strand 3: Evaluate Concept 1: Listening to, analyzing, and describing music. Concept 2: Evaluating music and music performances. The following Language, Math, and Historical Performance Objectives may be used throughout the course: LANGUAGE ARTS CONNECTION Reading S1, S2, S3 Vocabulary Acquire and use new vocabulary in relevant contexts to identify the intended meaning of unfamiliar words and identify the meaning and pronunciations of words by using a variety of reference aids. Governing Board Approval, June 9, 2009 Page 1

2 S1, S2, S3 Comprehension Strategies Employ strategies to comprehend music terminology using prior knowledge, text features, and reading techniques. Writing S3C2 Expository Expository writing includes non-fiction writing that describes, explains, informs, or summarizes the ideas and content. The writing supports a theses based on research, observation and/or experience. S2C3 Persuasive Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action. MATH CONNECTION S1C1 Number Sense Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems. S3C1 Patterns Identify patterns and apply pattern recognition to reason mathematically. S3C4 Analysis of Change Analyze change in a variable over time and in various contexts. HISTORY AND CULTURAL CONNECTIONS ** History and cultural connections to the music will be determined by the repertoire selected for the class by the teacher. For example: Specific historical or cultural influences on the composer. Background information of the composer or arranger. Governing Board Approval, June 9, 2009 Page 2

3 MU 23 - Suggested Teaching Timeline First Semester Rhythm and Meter August September October November Quarter, half, and whole notes and rests 4/4 3/4, 2/4 Dotted quarter and eighth notes and rests December Notes and Scales Open strings D and A string notes D scale G string notes G scale C and E string notes C scale Left Hand Technique (Demonstrate) Left hand position Left hand finger positions Whole and half steps Escalators Violin and Viola: Low 2 Cello: 2 nd finger Bass: 2 nd finger shift As needed Bowings Music Fundamentals Pizzicato Arco Down Bow Up Bow Lift Bow Instrument care Identify parts of instrument Playing position Allegro Moderato Forte Piano Slurs and Ties Andante Mezzo Piano Mezzo Forte Governing Board Approval, June 9, 2009 Page 3

4 MU 23- Suggested Teaching Timeline Second Semester Rhythm and Meter Notes and Scales January February March April 6/8 Cut time Sixteenth notes and rests A scale F scale May Left Hand Technique (Demonstrate) Violin and Viola: High 3 Cello: Extended Position Low 1 st finger (half position) Bowings Staccato Slurred Staccato Double Stops Music Fundamentals Responding to conducting cues Governing Board Approval, June 9, 2009 Page 4

5 S1C1 - Singing their own instrumental parts within an ensemble. PO 102 Singing their own instrumental parts in tune with appropriate articulation, phrasing and dynamics. PO 103 Singing rhythmic patterns of different meters. Singing their own instrumental parts with good posture and with proper breath support. Meter Rhythm Posture Support * Suggested reference aids used in relation to the language connection include, but are not limited to the following: Word wall Mind map Pair/share Contextual clues Teacher prompts Vocabulary used in repertoire chosen by the teacher Demonstrate/perform S1C2 - PO 115 Playing simple music from a variety of genres, cultures, and styles. PO 110 Producing a characteristic tone quality on their instrument. PO 111 Playing by rote short rhythmic patterns while maintaining a steady beat. PO 112 Performing solo or ensemble pieces at grade level 1-2 on a scale of 1-6. PO 113 Sight reading simple rhythmic and melodic exercises one level below performance level. Genre Culture Steady Beat Rhythm Melody Governing Board Approval, June 9, 2009 Page 5

6 S1C2 - PO 115 (cont.) PO 114 Responding to a variety of conducting cues (e.g., entrance cue, simple duple/triple patterns, cutoffs). PO 116 Transposing a simple melody on different strings. S1C2 - PO 107 Recognizing when their instruments are in tune by listening to a given pitch. PO 106 Playing D, G, A, C, and F Major one octave scales using proper half step fingering. PO 108 Aurally distinguishing and performing on their instrument half and whole steps. Tune Pitch Unison Harmonic Octave S1C2 - PO 102 Exhibiting proper care and maintenance of their instrument. Identifying the various parts of their instrument. S1C2 - PO 103 Maintaining good posture and playing position. Utilizing the proper left and right hand holding posture for their stringed instrument. Playing position Bow Control Staccato Detache Slur Double Stops Down/up bow Pizzicato Governing Board Approval, June 9, 2009 Page 6

7 S1C2 - PO 103 (cont.) PO 105 Exhibiting proper bow control and technique used for staccato, slurred staccato, detache, slurs, double stops using one finger down, down bow, up bow, open strings, bow lift, pizzicato. S1C3 - Improvising simple melodic figures or phrases within teacher specified guidelines. Improvise S1C4 - Composing simple melodic motives or phrases within teacher specified guidelines. Compose S1C5 - Using appropriate terminology to describe and explain music encountered in the repertoire. PO 102 Identifying and applying musical terms and symbols appropriate to the repertoire encountered. PO 106 Describing and playing simple musical forms as encountered in the repertoire. Governing Board Approval, June 9, 2009 Page 7

8 S1C5 - PO 103 Playing expressively on pitch and in rhythm, dynamics, phrasing, and tempo markings encountered in the repertoire (e.g., staccato, marcato, legato, ritardando, accent and fermata). Reading music in simple meters (e.g., 4/4, 3/4, 2/4, 6/8, cut time). PO 105 Explaining the function of the key signature, time signature, and accidentals. S2C1 - PO 105 Recognizing the connections between music and other content areas as encountered in the repertoire. Recognizing the connections between music and various functions/events. PO 103 Recognizing composers motivations for creating the music being performed by the students. Recognizing and applying the relationship between rhythm and mathematics as it occurs in the repertoire. PO 107 Describing and applying the physical factors essential to playing within the repertoire (e.g., posture, breathing, fingerings, bowings). Connections Relationship Analyze Acoustic Governing Board Approval, June 9, 2009 Page 8

9 S2C1 - PO 105 (cont.) PO 108 Analyzing and applying the effects the instrument s physical properties has on its sound as student skill level increases. S2C2 - PO 102 Identifying and comparing a varied repertoire of music from diverse genres and musical styles. Investigating the origins and development of instrumental music. PO 103 Playing a varied repertoire of music utilizing appropriate stylistic elements reflective of history and culture. Identifying and applying appropriate audience behavior in the context and style of music being performed. PO 105 Identifying the composers of the works being sung/played. PO 106 Identifying various roles of music in daily experiences. Governing Board Approval, June 9, 2009 Page 9

10 S2C2-PO 102 (cont.) PO 107 Identifying the musical characteristics that make a piece of music appropriate for a specific event or function. S2C3 - PO 103 Identifying the various ways that music conveys universal themes (e.g., contrast, conflict, emotion). Explaining their musical preference for specific musical works and styles. PO 102 Identifying the roles and impact music plays in their lives and the lives of others. Identifying and explaining music preference. Origins Reflective Evaluate Describe S3C1 - PO 112 Listening to musical examples with sustained attention. Listening to music from various cultures and genres. PO 102 Identifying the musical characteristics that make a piece of music appropriate for a specific event. Harmony Texture Intonation Governing Board Approval, June 9, 2009 Page 10

11 S3C1 - PO 112 (cont.) PO 103 Identifying the sounds of the instruments specific to their ensemble. Identifying instruments by family type. PO 109 Identifying the roles of melody, harmony and accompaniment within the texture of the ensemble. PO 110 Identifying whether an instrument/voice is in tune by listening to a pitch reference. PO 111 Identifying the expressive qualities (e.g., dynamics, tempo, phrasing, vibrato) of music. S3C1 - PO 106 Using appropriate terminology to describe and explain music. PO 107 Identifying the elements of music in the repertoire. Terminology unique to repertoire selected by the teacher. S3C2- PO 102 Using teacher specified criteria to evaluate a musical performance. Identifying the characteristics that evoke a temperament or mood in a piece of music. Mesa Public Schools created critique document for Performance Evaluation Governing Board Approval, June 9, 2009 Page 11

12 S3C2- PO 102 (cont.) PO 103 Showing respect for personal work and the work of others through appropriate critique. Evaluating the effect of audience and performers behavior on the performance. PO 105 Reflecting on the experience(s) of their performance and the performance of others. Governing Board Approval, June 9, 2009 Page 12

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