8th Grade Intermediate Orchestra Curriculum

Transcription

1 8th Grade Intermediate Orchestra Curriculum Course Description: Eighth Grade Intermediate Orchestra is the second full year in a six-year program designed to continue to develop the student's ability in instrumental music which includes the violin, viola, cello, and string bass. Basic music reading skills are reinforced. Students continue to refine correct posture for playing. Instrument care and proper rehearsal etiquette are reinforced. (Full year course) Scope and Sequence: Timeframe Unit Instructional Topics ongoing Music Reading Skills Topic 1: Notation ongoing Music Technique Skills Topic 1: Posture Topic 2: Tone Topic 3: Articulation Topic 4: Fingering/Note Accuracy ongoing Music Performance Skills Topic 1: Genres Topic 2: Ensemble Performance

2 Unit 1: Music Reading Skills Subject: 8th Grade Intermediate Orchestra Grade: 8 Name of Unit: Music Reading Skills Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music literacy skills. The student will transfer this understanding to their performances through correct notation and rhythmic accuracy. Priority Standards for unit: PP1B6-8a:General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP1E6-8b:Respond expressively to conductor s cues PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d:Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP4A6-8b:Vocal and Instrumental Performance Classes: Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above EP1B6-8a:General Music Classes: Identify standard pitch notation in the treble clef, including one ledger line above and below the staff 2 Page

3 EP1B6-8b:Identify accidentals sharps, flats, natural signs EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys EP1C6-8a:General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decresc or> for decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP1A6-8b:Vocal and Instrumental Performance Classes: Identify forms used in selected ensemble repertoire Supporting Standards for unit: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society. TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb's DOK Unwrapped Concepts (Students need to know) dynamics and phrasing to communicate an interpretation of a given style Use Apply 2 stylistic elements needed to perform the music of various *genres and cultures Apply Apply 2 simple harmonic songs: rounds, canons, partner songs, two part Perform Apply 2 expressively to conductor s cues Respond Understand 2 at least five (5) pitches on a melodic instrument Read Understand 1 at least five (5) pitches on a melodic instrument Perform Apply 2 rhythms in simple *meter Read Understand 1 rhythms in simple *meter Perform Apply 2 3 Page

4 a short song/piece using effective expression and characteristic timbre Read Understand 1 a short song/piece using effective expression and characteristic timbre Perform Apply 2 instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) Demonstrate Apply 2 music notation Read Understand 1 music notation Perform Apply 2 a varied repertoire of music representing diverse cultures, genres and styles Perform Apply 2 stylistic elements needed to perform the music of various cultures, genres and styles Apply Apply 2 a short song/piece or phrases using a variety of sound sources within specified guidelines Create Create 3 standard rhythmic notation Perform Apply 2 standard pitch notation Identify Understand 1 accidentals sharps, flats, natural signs Identify Understand 1 standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys Employ Apply 2 standard symbols for dynamics, tempo and articulation Identify Understand 1 standard notation for rhythm, pitch, and expressive elements Use Apply 2 standard musical notation Sight read Apply 2 forms used in selected ensemble repertoire Identify Understand 1 Essential Questions: 1. How is music represented in written form? Enduring Understanding/Big Ideas: 1. Music uses a symbolic notation on staves to indicate duration and pitch of sound and style reflective of the genre. 4 Page

5 Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Styles: chorale overture classical scales arpeggios thirds Instrumentation: piano violin viola cello string bass Notation: clef treble clef alto clef bass clef staff grand staff double bar bar line ledger lines time signature common time 2/4, 3/4, 4/4, 6/8, 9/8, cut time major minor p for piano f for forte mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo cresc or < for crescendo decresc or> for decrescendo dim for diminuendo 5 Page

6 accel for accelerando rit for ritardando meno mosso poco allegro moderato andante largo a tempo accent fermata ties slurs glissando (gliss) trill tremolo ponticello sul tasto spiccato martele detache hooked bow loure con sordino/senza sordino solo soli staccato marcato legato accidental sharp flat natural sign rhythm whole note/rest quarter note/rest half note/rest eighth-note/rest dotted half note/rest sixteenth notes/rest 6 Page

7 dotted quarter/rest dotted eighth/rest dotted quarter note/rest multimeasure rest Rule of the Dot syncopation cadence repeat signs 1st ending/2nd ending DC/Fine DS al coda/fine balance blend chord divisi unison harmony intonation measure barline Time signature Meter - simple Meter - compound Chromatic Range Timbre Tutti Unison Consonance Dissonance Resonance Vibrato Body alignment/posture 7 Page

8 Topic 1: Notation Engaging Experience 1 Title: Notation Suggested Length of Time: Ongoing Standards Addressed Priority: PP1B6-8a:General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP4A6-8b:Vocal and Instrumental Performance Classes: Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above EP1B6-8a:General Music Classes: Identify standard pitch notation in the treble clef, including one ledger line above and below the staff EP1B6-8b:Identify accidentals sharps, flats, natural signs EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys EP1C6-8a:General Music Classes: Identify standard symbols for dynamics, tempo and articulation: p for piano, for forte, mp for mezzo piano, mf for mezzo forte, pp for pianissimo, ff for fortissimo, cresc or < for crescendo, decres or> for 8 Page

9 decrescendo, dim for diminuendo, *accelerando, *allegro, *ritardando, *moderato, *andante, *largo, *a tempo, accent, fermata, ties, slurs, staccato, legato EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP1A6-8b:Vocal and Instrumental Performance Classes: Identify forms used in selected ensemble repertoire Supporting: ISTE-EMPOWERED LEARNER.1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Throughout the year students will learn to read a variety of symbols and signs and apply them to music performance. Students may use resources such as MusicTheory.net and/or SmartMusic.com to practice these concepts. Bloom s Levels: Apply Webb s DOK: 2 9 Page

10 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at the end of each semester. Each student will complete a post-concert evaluation in regards to rhythm and note accuracy. An additional performance at this level may include an evaluative or a chamber festival. 10 Page

11 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Notation Notation Throughout the year students will learn to read a variety of symbols and signs and apply them to music performance. Students may use resources such as MusicTheory.net and/or SmartMusic.com to practice these concepts. Ongoing 11 Page

12 Unit 2: Music Technique Skills Subject: 8th Grade Intermediate Orchestra Grade: 8 Name of Unit: Music Technique Skills Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music technique skills. The student will transfer this understanding to their performances through correct posture, tone, articulation, and note accuracy. Priority Standards for unit: PP1B6-8a:General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP1E6-8b:Respond expressively to conductor s cues PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d: Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP2D6-8b:Instrumental Performance Classes: Play by ear simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument PP2E6-8b:Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor PP3A6-8b:Improvise simple rhythmic, melodic and/or harmonic accompaniments PP3A6-8c:Improvise simple rhythmic variations on familiar melodies 12 Page

13 PP3A6-8e:Vocal and Instrumental Performance Classes: Improvise simple rhythmic variations in a consistent style and meter PP4A6-8b:Vocal and Instrumental Performance Classes: Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP2A6-12a:General Music Classes and Vocal and Instrumental Performance Classes: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture, stage presence, diction/articulation, style AP2B6-8b:Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement Supporting Standards for unit: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society. TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Unwrapped Concepts (Students need to know) dynamics and phrasing to communicate an interpretation of a given style Use Apply 2 stylistic elements needed to perform the music of various *genres and cultures Apply Apply 2 Webb's DOK 13 Page

14 simple harmonic songs: rounds, canons, partner songs, two part Perform Apply 2 expressively to conductor s cues Respond Understand 2 at least five (5) pitches on a melodic instrument Read Understand 1 at least five (5) pitches on a melodic instrument Perform Apply 2 rhythms in simple *meter Read Understand 1 rhythms in simple *meter Perform Apply 2 a short song/piece using effective expression and characteristic timbre Read Understand 1 a short song/piece using effective expression and characteristic timbre Perform Apply 2 instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) Demonstrate Apply 2 music notation Read Understand 1 music notation Perform Apply 2 a varied repertoire of music representing diverse cultures, genres and styles Perform Apply 2 stylistic elements needed to perform the music of various cultures, genres and styles Apply Apply 2 a short song/piece or phrases using a variety of sound sources within specified guidelines Create Create 3 standard rhythmic notation Perform Apply 2 standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys Employ Apply 2 standard notation for rhythm, pitch, and expressive elements Use Apply 2 standard musical notation Sight read Apply 2 simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument Play by ear Apply 3 characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor Demonstrate Apply 2 14 Page

15 simple rhythmic, melodic and/or harmonic accompaniments Improvise Create 4 simple rhythmic variations on familiar melodies Improvise Create 4 quality and non-quality performance through listening and self-assessment Distinguish between Evaluate 3 quality and non-quality performance through listening, performing, selfassessment, and offer suggestions for improvement Distinguish between Evaluate 3 Essential Questions: 1. Why is proper posture essential for successful musical performance? 2. Why are bowing and proper tone production essential for a successful musical performance? 3. Why is correct articulation essential for successful musical performance? 4. Why are correct fingering and note accuracy essential for successful musical performance? Enduring Understanding/Big Ideas: 1. Proper posture facilitates correct hand position and bowing necessary to create technical fluency and a characteristic tone. 2. Correct bowing and proper tone production are necessary to achieve the specific timbre required by the genre of music. 3. Correct articulation is necessary to achieve the desired effect for the genre of music being performed. 4. Correct fingering and note accuracy are necessary to achieve the desired effect of the music being performed. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Styles: chorale overture classical scales arpeggios thirds Instrumentation: 15 Page

16 piano violin viola cello string bass Notation: clef treble clef alto clef bass clef staff grand staff double bar bar line ledger lines time signature common time 2/4, 3/4, 4/4, 6/8, 9/8, cut time major minor p for piano f for forte mp for mezzo piano mf for mezzo forte pp for pianissimo ff for fortissimo cresc or < for crescendo decresc or> for decrescendo dim for diminuendo accel for accelerando rit for ritardando meno mosso poco allegro moderato andante largo a tempo accent fermata 16 Page

17 ties slurs glissando (gliss) trill tremolo ponticello sul tasto spiccato martele detache hooked bow loure con sordino/senza sordino solo soli staccato marcato legato accidental sharp flat natural sign rhythm whole note/rest quarter note/rest half note/rest eighth-note/rest dotted half note/rest sixteenth notes/rest dotted quarter/rest dotted eighth/rest dotted quarter note/rest multimeasure rest Rule of the Dot syncopation cadence repeat signs 1st ending/2nd ending DC/Fine DS al coda/fine 17 Page

18 balance blend chord divisi unison harmony intonation measure barline Time signature Meter - simple Meter - compound Chromatic Range Timbre Tutti Unison Consonance Dissonance Resonance Vibrato Body alignment/posture 18 Page

19 Topic 1: Posture Engaging Experience 1 Title: Correct Posture Suggested Length of Time: Ongoing Standards Addressed Priority: PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP1E6-8b:Respond expressively to conductor s cues PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d: Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP2D6-8b:Instrumental Performance Classes: Play by ear simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument PP2E6-8b:Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor PP3A6-8b:Improvise simple rhythmic, melodic and/or harmonic accompaniments PP3A6-8c:Improvise simple rhythmic variations on familiar melodies PP3A6-8e:Vocal and Instrumental Performance Classes: Improvise simple rhythmic variations in a consistent style and meter EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above 19 Page

20 EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] Supporting: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Through healthy body alignment/posture, proper instrument placement, and right and left hand position, a student will perform with acceptable instrumental performance technique. Students will video record themselves playing and will be evaluated on their posture. Feedback will be provided about proper posture. Bloom s Levels: Apply Webb s DOK: 2 20 Page

21 Topic 2: Tone Engaging Experience 1 Title: Tone Suggested Length of Time: Ongoing Standards Addressed Priority: PP1B6-8a:General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d: Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP2D6-8b:Instrumental Performance Classes: Play by ear simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument PP2E6-8b:Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys 21 Page

22 EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP2A6-12a:General Music Classes and Vocal and Instrumental Performance Classes: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture, stage presence, diction/articulation, style AP2B6-8b:Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement Supporting: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Throughout the year students will learn a variety of techniques to produce a characteristic tone for their individual instrument. Students will video record themselves playing and will be evaluated on their tone. Feedback will be provided about proper tone. Bloom s Levels: Create Webb s DOK: Level 2 22 Page

23 Topic 3: Articulation Engaging Experience 1 Title: Correct Articulation Suggested Length of Time: Ongoing Standards Addressed Priority: PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d: Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP2E6-8b:Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor PP4A6-8b:Vocal and Instrumental Performance Classes: Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys 23 Page

24 EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP2A6-12a:General Music Classes and Vocal and Instrumental Performance Classes: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture, stage presence, diction/articulation, style AP2B6-8b:Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement Supporting: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Throughout the year students will learn a variety of techniques to produce characteristic articulations for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their articulation. Feedback will be provided about proper articulation. Bloom s Levels: Create Webb s DOK: Level 2 24 Page

25 Topic 4: Fingering/Note Accuracy Engaging Experience 1 Title: Fingerings and Note Accuracy Suggested Length of Time: Ongoing Standards Addressed Priority: PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d: Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b: Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2D6-8b:Instrumental Performance Classes: Play by ear simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument PP3A6-8b:Improvise simple rhythmic, melodic and/or harmonic accompaniments PP3A6-8c:Improvise simple rhythmic variations on familiar melodies PP3A6-8e:Vocal and Instrumental Performance Classes: Improvise simple rhythmic variations in a consistent style and meter PP4A6-8b:Vocal and Instrumental Performance Classes: Create or arrange a short song/piece or phrases using a variety of sound sources within specified guidelines EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP2A6-12a:General Music Classes and Vocal and Instrumental Performance Classes: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following 25 Page

26 musical elements: tone quality, expression/phrasing, rhythmic accuracy, pitch accuracy, part acquisition, blend/balance, posture, stage presence, diction/articulation, style Supporting: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Throughout the year, students will learn a variety of techniques to produce correct fingerings and note accuracy for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their note accuracy. Feedback will be provided about proper fingering and note accuracy. Bloom s Levels: Create Webb s DOK: Level 2 26 Page

27 Engaging Scenario Engaging Scenario (An Engaging Scenario is a culminating activity that includes the following components: situation, challenge, specific roles, audience, product or performance.) The ensemble's culminating activity will be a public performance at the end of each semester. Each student will complete a post-concert evaluation in regards to musical technique. An additional performance at this level may include an evaluative or a chamber festival. 27 Page

28 Summary of Engaging Learning Experiences for Topics Topic Engaging Experience Title Description Suggested Length of Time Posture Correct Posture Through healthy body alignment/posture, proper instrument placement, and right and left hand position, a student will perform with acceptable instrumental performance technique. Students will video record themselves playing and will be evaluated on their posture. Feedback will be provided about proper posture. Ongoing Tone Tone Throughout the year students will learn a variety of techniques to produce a characteristic tone for their individual instrument. Students will video record themselves playing and will be evaluated on their tone. Feedback will be provided about proper tone. Ongoing Articulation Correct Articulation Throughout the year students will learn a variety of techniques to produce characteristic articulations for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their articulation. Feedback will be provided about proper articulation. Ongoing Fingering/ Note Accuracy Fingerings and Note Accuracy Throughout the year, students will learn a variety of techniques to produce correct fingerings and note accuracy for their individual instrument and apply them to multiple genres of music. Students will video record themselves playing and will be evaluated on their note accuracy. Feedback will be provided about proper fingering and note accuracy. Ongoing 28 Page

29 Unit 3: Music Performance Skills Subject: 8th Grade Intermediate Orchestra Grade: 8 Name of Unit: Music Performance Skills Length of Unit: Ongoing Overview of Unit: The student will engage in a variety of activities that will teach them to perform utilizing appropriate music performance skills. The student will transfer this understanding to their performances through a variety of genres and ensemble performance skills. Priority Standards for unit: PP1B6-8a:General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP1D6-8a:General Music Classes: Perform simple harmonic songs: rounds, canons, partner songs, two part PP1E6-8b:Respond expressively to conductor s cues PP2A6-8a:General Music Classes: Read and perform at least five (5) pitches on a melodic instrument PP2A6-8b:Read and perform rhythms in simple *meter: Whole note/rest, Quarter note/rest, Half note/rest, Eighth note/rest, Dotted half note, Sixteenth notes, dotted quarter followed by eighth, *syncopation PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d:Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2A6-8e:Demonstrate instrument maintenance and care PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b:Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP2D6-8b:Instrumental Performance Classes: Play by ear simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument PP2E6-8b:Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor 29 Page

30 PP3A6-8b:Improvise simple rhythmic, melodic and/or harmonic accompaniments PP3A6-8c:Improvise simple rhythmic variations on familiar melodies PP3A6-8e:Vocal and Instrumental Performance Classes: Improvise simple rhythmic variations in a consistent style and meter EP1A6-8b:Vocal and Instrumental Performance Classes: Perform standard rhythmic notation in 2/4, ¾, 4/4 and 6/8 meter signature with bar lines using all rhythm and note values above EP1B6-8c:Vocal and Instrumental Performance Classes: Employ standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys EP1D6-8b:Vocal and Instrumental Performance Classes: Use standard notation for rhythm, pitch, and expressive elements to record musical ideas of 2 to 4 measures for instruments or voice (See Elements of Music) EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] AP2A6-12a:General Music Classes and Vocal and Instrumental Performance Classes: Develop criteria to distinguish between quality and non-quality performance through listening and self-assessment with regard to the following musical elements: tone quality, expression/phrasing, rhytmic accuracy, pitch accuracy, part acquisition, blend/balance, posture, stage presence, diction/articulation, style AP2B6-8b:Vocal and Instrumental Performance Classes: Demonstrate the ability to distinguish between quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement IC1A6-8a:General Music/Vocal and Instrumental Performance Classes: Compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art IC1A6-8b:Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures IC1A6-8c:Discuss ways that each of the arts can enhance understanding and communication globally IC1B6-8a:General Music/Vocal and Instrumental Performance Classes: Describe ways in which the principles and subject matter of other disciplines are interrelated with those of music IC1B6-8b: Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings. HC1C6-8a: Describe the function of music in various settings and cultural events HC1C6-8b: Attend and describe live musical experiences 30 Page

31 Supporting Standards for unit: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. TT.AB.I.1: Students will develop positive social identities based on their membership in multiple groups in society. TT.AB.D.6: Students will express comfort with people who are both similar to and different from them and engage respectfully with all people. Unwrapped Skills (Students need to be able to do) Bloom s Taxonomy Levels Webb's DOK Unwrapped Concepts (Students need to know) dynamics and phrasing to communicate an interpretation of a given style Use Apply 2 stylistic elements needed to perform the music of various *genres and cultures Apply Apply 2 simple harmonic songs: rounds, canons, partner songs, two part Perform Apply 2 expressively to conductor s cues Respond Understand 2 at least five (5) pitches on a melodic instrument Read Understand 1 at least five (5) pitches on a melodic instrument Perform Apply 2 rhythms in simple *meter Read Understand 1 rhythms in simple *meter Perform Apply 2 a short song/piece using effective expression and characteristic timbre Read Understand 1 a short song/piece using effective expression and characteristic timbre Perform Apply 2 instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) Demonstrate Apply 2 music notation Read Understand 1 music notation Perform Apply 2 a varied repertoire of music representing diverse cultures, genres and styles Perform Apply 2 stylistic elements needed to perform the music of various cultures, genres and styles Apply Apply 2 standard rhythmic notation Perform Apply 2 31 Page

32 standard pitch notation in the clef appropriate to student s instrument or voice in an appropriate range and *keys Employ Apply 2 standard notation for rhythm, pitch, and expressive elements Use Apply 2 standard musical notation Sight read Apply 2 simple melodies on a melodic instrument or simple accompaniments on a harmonic instrument Play by ear Apply 3 characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor Demonstrate Apply 2 simple rhythmic, melodic and/or harmonic accompaniments Improvise Create 4 simple rhythmic variations on familiar melodies Improvise Create 4 quality and non-quality performance through listening and self-assessment Distinguish between Evaluate 3 quality and non-quality performance through listening, performing, self-assessment, and offer suggestions for improvement Distinguish between Evaluate 3 in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art Compare Analyze 3 characteristics of two or more arts within a particular historical period or style and cite examples from various cultures Compare Analyze 3 ways that each of the arts can enhance understanding and communication globally Discuss Understand 2 ways in which the principles and subject matter of other disciplines are interrelated with those of music Describe Understand 2 the importance of group participation, perseverance, and commitment in musical and non-musical settings. Explain Understand 2 the function of music in various settings and cultural events Describe Understand 2 live musical experiences Describe Understand 2 32 Page

33 Essential Questions: 1. Why does performance change in each unique orchestra genre? 2. How are the roles of the individual musicians varied? Enduring Understanding/Big Ideas: 1. Given the historical understanding of the many and varied genres, a performer must adapt their performance to fit the style, tone, articulation, and timing of the composition. 2. The roles of the individual musician vary in ensemble performance according to the instrumentation needs and the style or genre of a piece. Unit Vocabulary: Academic Cross-Curricular Words Content/Domain Specific Styles: chorale overture classical scales arpeggios thirds Instrumentation: piano violin viola cello string bass Notation: clef treble clef alto clef bass clef staff grand staff double bar bar line ledger lines time signature common time 2/4, 3/4, 4/4, 6/8, 9/8, cut time major minor p for piano f for forte mp for mezzo piano 33 Page

34 mf for mezzo forte pp for pianissimo ff for fortissimo cresc or < for crescendo decresc or> for decrescendo dim for diminuendo accel for accelerando rit for ritardando meno mosso poco allegro moderato andante largo a tempo accent fermata ties slurs glissando (gliss) trill tremolo ponticello sul tasto spiccato martele detache hooked bow loure con sordino/senza sordino solo soli staccato marcato legato accidental sharp flat natural sign rhythm whole note/rest quarter note/rest half note/rest eighth-note/rest dotted half note/rest sixteenth notes/rest 34 Page

35 dotted quarter/rest dotted eighth/rest dotted quarter note/rest multimeasure rest Rule of the Dot syncopation cadence repeat signs 1st ending/2nd ending DC/Fine DS al coda/fine balance blend chord divisi unison harmony intonation measure barline Time signature Meter - simple Meter - compound Chromatic Range Timbre Tutti Unison Consonance Dissonance Resonance Vibrato Body alignment/posture 35 Page

36 Topic 1: Genres Engaging Experience 1 Title: Performing music of varied orchestra genres Suggested Length of Time: Ongoing Standards Addressed Priority: PP1B6-8a:General Music Classes: Use dynamics and phrasing to communicate an interpretation of a given style PP1C6-8a:General Music Classes: Apply stylistic elements needed to perform the music of various *genres and cultures PP2A6-8c:Read and perform a short song/piece using effective expression and characteristic timbre PP2A6-8d:Instrumental Performance Classes: Demonstrate instrumental technique (e.g., fingerings, bowings, stickings, playing position, tone quality, *articulation) PP2B6-8a:Instrumental Performance Classes: Read and perform music notation at a beginning to 2 grade-level (refer to glossary for Level of Difficulty) PP2C6-8b:Instrumental Performance Classes: Perform a varied repertoire of music representing diverse cultures, genres and styles PP2C6-8c:Apply stylistic elements needed to perform the music of various cultures, genres and styles PP2E6-8b:Instrumental Performance Classes: Demonstrate characteristic timbre, tempo, and dynamics independently for group performance, responding expressively to the cues of the conductor EP1E6-8a:Vocal and Instrumental Performance Classes: Sight read standard musical notation at level 2 difficulty [Level 2 Easy; may include changes of tempo, *key, and meter; modest ranges] IC1A6-8a:General Music/Vocal and Instrumental Performance Classes: Compare in two or more arts how the characteristic materials of each art (sound in music, visual stimuli in visual arts, movement in dance, human interrelationships in theatre) can be used to transform similar events, scenes, emotions, or ideas into works of art IC1A6-8b:Compare characteristics of two or more arts within a particular historical period or style and cite examples from various cultures IC1A6-8c:Discuss ways that each of the arts can enhance understanding and communication globally IC1B6-8a:General Music/Vocal and Instrumental Performance Classes: Describe ways in which the principles and subject matter of other disciplines are interrelated with those of music 36 Page

37 IC1B6-8b: Explain the importance of group participation, perseverance, and commitment in musical and non-musical settings. HC1C6-8a: Describe the function of music in various settings and cultural events HC1C6-8b: Attend and describe live musical experiences Supporting: ISTE-EMPOWERED LEARNER1: Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Detailed Description/Instructions: Throughout the year students will be performing varying genres of concert literature to demonstrate their understanding of music reading skills and technique. Genres may include but are not limited to: marches, ballades/chorales, overtures, and programmatic works. Bloom s Levels: Create Webb s DOK: Level 4 37 Page