Orchestra Orchestra Orchestra Orchestra Orchestra 5 Honors Orchestra 6 Honors

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1 Orchestra Orchestra Orchestra Orchestra Orchestra 5 Honors Orchestra 6 Honors CURRICULUM MAPS Grades 9-12 Vision Statement of Volusia County Schools Through the individual commitment of all, our students will graduate with the knowledge, skills, and values necessary to be successful contributors to our democratic society.

2 The School District of Volusia County The School Board of Volusia County Mrs. Linda Costello, Chairman Mrs. Ida Wright, Vice Chairman Mrs. Linda Cuthbert Dr. John Hill Mrs. Melody Johnson Superintendent of Schools Mr. James T. Russell Chief Academic Officer Ms. Teresa Marcks Executive Director K 12 Curriculum Ms. Barbara Head Performing Arts Specialist Dr. Monty Musgrave

3 Interpreting the Curriculum Maps Measurement Topic: The overarching organizational structure used to group content/concepts within the curriculum map Pacing: The recommended time period within the year for instruction related to the essential questions to occur Essential Questions: The overarching question(s) that will serve to guide instruction and to push students to higher levels of thinking. Essential questions should guide students to the heart of the big idea or content and should meet the following characteristics: A. Endurance: important for the long term B. Leverage: applicable to or connected with many academic disciplines or concepts C. Readiness for the next level of learning: prepares students for success in the next grade/course D. Clarity: provides clear and common understanding E. Measurable: able to be assessed Concepts/Content: A list of the big ideas, broad topics, or major underlying concepts covered in the development of the essential questions Learning Targets/Skills: The content knowledge, processes, and enabling skills that will ensure successful mastery of the essential questions Benchmarks: The Sunshine State Standards aligned with the learning targets and skills (see next page) Key Terminology: The content vocabulary and other key terms and phrases with which students should be familiar and that support mastery of the learning targets, skills and essential questions Activities and Resources: A suggested listing of high quality, appropriate materials, strategies, lessons, textbooks, videos and other media sources that are aligned with the learning targets, skills and essential questions Assessment: A list of district required and optional classroom assessments at are aligned with the learning targets, skills and essential questions. Assessments should include formative assessments to monitor progress and inform instruction as well as summative assessments for grading and reporting purposes. ************************************************************* The curriculum maps for this course are divided into three sections, which align with the Big Ideas of the NGSSS: C Critical Thinking and Reflection; S Skills, Techniques, and Processes; O Organizational Structure; H Historical and Global Connections; F Innovation, Technology, and the Future. It is common practice that many or most of the sections, and the concepts associated with them, are taught simultaneously in every lesson (hence the Spiral Curriculum ). The purpose of delineation into separate sections is for assessment purposes., The lessons provided in each map (which align with the Measurement Topics) are suggestions; teachers may use additional or substitute lessons/materials as long as the learning targets, vocabulary, standards, and essential questions are addressed. It is hoped that by using this format, teachers will focus assessments guided by the learning targets of the maps while continuing to provide a comprehensive course of music study.

4 NEXT GENERATION SUNSHINE STATE STANDARDS USERS GUIDE FOR ALL USERS: A coding system is used in all curriculum guides to identify NGSSS and course Content Statements. Benchmark Code: For easy reference, each strand, standard, and benchmark has been assigned a unique identification code. For example: MU.912.C.1.1 Content Area Grade Level Big Idea Enduring Understanding Benchmark Big Ideas C Critical Thinking and Reflection S Skills, Techniques, and Processes O Organizational Structure H Historical and Global Connections F Innovation, Technology, and the Future The first two letters of the code identify the content area (e.g., MU for music). The next number(s) identify the grade level. The next letter (C, S, O, H, or F) identifies the big idea. The next number identifies the enduring understanding, and the last number identifies the benchmark under the grade cluster within the standard.

5 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL INSTRUMENTAL MUSIC CURRICULUM MAP ORCHESTRA 1 6 Grade 9 12 Skills, Techniques, and Processes Play melodies by ear with support from teacher and/or peers? Perform music from memory to demonstrate knowledge of musical structure? Transfer performance techniques from familiar to unfamiliar pieces? Play age appropriate repertoire expressively? Demonstrate proper instrumental techniques? Sight read standard exercises and simple repertoire? Compare written notation to aural examples and analyze for accuracy and rhythm and pitch? Notate rhythmic phrases and/or melodies, in various meters, performed by someone else? Demonstrate efficient rehearsal strategies to apply skills and techniques? PACING: One Year MAP 1 BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Technical Fluency Physical articulation Precision Characteristic Tone Embouchure/Posture Practice/Performance Reading Fluency Notation Audiation Memorization Expression Perform by memory E, A, D G, C, F, Bb, Eb, major scales with arpeggios in multiple octaves Perform by memory chromatic scales in multiple octaves Demonstrate a variety of articulations without noticeable effect on tone Demonstrate proficiency of various bowing techniques Demonstrate increased refinement of pitch discrimination through continual detection of intonation flaws Perform the Level 2 and Level 3 Premier Rhythms (attached) with accuracy Consistently demonstrate characteristic tone through consistent bow pressure and bow speed Consistently demonstrate proper posture and instrument carriage Sight read appropriate repertoire on a regular basis Perform repertoire from a variety of styles, genres, Perform repertoire in a variety of mediums (solos, chamber, large ensemble) Demonstrate the ability to follow the musical directions of the conductor Demonstrate the ability to interpret music through the execution of musical symbols and terminology MU.912.S.1.3 MU.912.S.1.4 MU.912.S.2.1 MU.912.S.2.2 MU.912.S.3.1 MU.912.S.3.2 MU.912.S.3.3 MU.912.S.3.4 MU.912.S.3.5 Major Scales Chromatic Scales Key Signatures Arpeggio Enharmonic tones Fingering systems Articulations: Legato, Staccato Marcato, Accent, Slur Time Signature Tone Quality Rhythm/Meter Melodic Dictation

6 MEASUREMENT TOPIC: HIGH SCHOOL INSTRUMENTAL MUSIC CURRICULUM MAP ORCHESTRA 1 6 Grade 9 12 Critical Thinking and Reflection Organizational Structure PACING: One Year MAP 2 ESSENTIAL Possess strategies for listening to unfamiliar music? BIG IDEAS: QUESTIONS: Does the student Compare, using correct music vocabulary, the aesthetic impact of a performance to one s own hypothesis of the composer s intent? Critical Thinking and Reflection Skills, Techniques, and Processes Identify, aurally, instrumental styles and a variety of musical ensembles? Organizational Structure Critique personal performance, experiment with a variety of solutions, and make Historical and Global Connections appropriate adjustments with guidance from teachers and peers? Innovation, Technology, and the Future Critique, using correct music vocabulary, changes in one s own or others musical performance resulting from practice or rehearsal? Compare performances of a musical work to identify artistic choices made by performers? Perform music from memory to demonstrate knowledge of musical structure? Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image? Perform the expressive elements of a musical work indicated by the musical score and/or conductor, and transfer new knowledge and experiences to other musical works? CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Musical Elements Musical Terminology Form Criticism Aesthetics Music Theory Assessment Cross curricular Connections Identify basic elements of music (rhythm, melody, harmony, tone color, expressive elements, style) both aurally and visually Identify and define various musical symbols and terms Make intelligent value judgments regarding music and music performance based on specific criteria Demonstrate the ability to detect note, intonation, rhythm, articulation errors in a live or recorded performance Demonstrate the ability to identify melody, harmony, accompaniment, or contrapuntal elements of a piece of music, and determine proper balance Demonstrate understanding of ensemble blend and balance, and the ability to detect errors in each Identify aurally a variety of music forms, including march, theme and variation, rondo, verse, etc. Provide written or oral constructive criticism of a solo, chamber, or large ensemble performance bas upon specific criteria Demonstrate understanding of how music connects to other curricular subjects such as art, theatre, dance, language arts, math, science MU.912.C.1.1 MU.912.C.1.2 MU.912.C.1.3 MU.912.C.2.1 MU.912.C.2.2 MU.912.C.3.1 MU.912.O.1.1 MU.912.O.2.1 MU.912.O.2.2 MU.912.O.3.1 MU.912.O.3.2 Melody Harmony Tone color Dynamics Tempo Timbre Harmony Accompaniment Blend Balance Forms; Rondo, Theme and Variation, March

7 MEASUREMENT TOPIC: ESSENTIAL QUESTIONS: Does the student HIGH SCHOOL INSTRUMENTAL MUSIC CURRICULUM MAP ORCHESTRA 1 6 Grade 9 12 Historical and Global Connections Innovation, Technology and the Future Describe the functions of music from various cultures and time periods? Identify the works of representative composers within a specific style or time period? Classify authentic features in music originating from various cultures? Understand how technology has changed the way music is created, performed, acquired, and experienced? Classify the literature being studied by genre, style, and/or time period? Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration? Discuss how the absence of music would affect other content areas or contexts? Describe how careers in and related to the arts significantly impact local and global economies? PACING: One Year MAP 3 BIG IDEAS: Critical Thinking and Reflection Skills, Techniques, and Processes Organizational Structure Historical and Global Connections Innovation, Technology, and the Future CONCEPTS /CONTENT LEARNING TARGETS/SKILLS BENCHMARKS KEY TERMINOLOGY Style Genre Culture Instrumentation History Composers Performers Cross Curricular Careers and Music Technology and Music Copyright Demonstrate familiarity with the major composers in a variety of musical genres Demonstrate familiarity with the major performing ensembles in a variety of musical genres Demonstrate familiarity with instruments associated with a variety of musical genres Demonstrate understanding of how music functions in a variety of societies Demonstrate understanding the role of technology in the music classroom Demonstrate understanding of how technology has changed the way we listen to, watch, and consume music Demonstrate knowledge of the variety of arts related and music related careers Demonstrate awareness of copyright laws and the concept of intellectual property MU.912.H.1.1 MU.912.H.1.2 MU.912.H.1.3 MU.912.H.1.4 MU.912.H.1.5 MU.912.H.2.1 MU.912.H.2.2 MU.912.H.2.3 MU.912.H.2.4 MU.912.H.3.1 MU.912.F.1.1 MU.912.F.2.1 MU.912.F.2.2 MU.912.F.2.3 MU.912.F.3.1 MU.912.F.3.2 MU.912.F.3.3 MU.912.F.3.4 Style: Classical, Jazz, pop/rock, gospel, urban, various world musics Historical eras: Renaissance Baroque Classic/Romantic 20 th Century Jazz Pop/Rock Urban Intellectual Property Musical Ensembles Soloists Conductors Composers

8 HIGH SCHOOL INSTRUMENTAL MUSIC CURRICULUM MAP ORCHESTRA 1 6 Grade 9 12 Suggested Resources Essential Elements All for Strings Muller Rusch String Method O Connor Method for Orchestra Sound Innovations Suzuki Violin School Etling String Class Method Solo Time for Strings Strictly Strings Suggested Assessments Performance Observation Peer Critique Attached performance assessments Music Theory assessments Links to Educational Websites Florida Music Educators Association Florida Orchestra Association National Association for Music Education American String Teachers Association Suzuki Association of the Americas All Things Strings Michael Hopkins String Pedagogy Notebook Violin Websites Viola Websites Cello Websites Links.html Bass Websites bass string websites /

9 ASSESSMENT RUBRIC 4 Points (Advanced) A score of four is a response in which the student demonstrates a thorough understanding of the music concepts and/or procedures embodied in the task. The student has responded correctly to the task, used musically sound procedures, and provided clear and complete explanations and interpretations. 3 Points (Proficient) A score of three is a response in which the student demonstrates an understanding of the music concepts and/or procedures embodied in the task. The students response to the task is essentially correct with the musical procedures used and the explanations and interpretations provided demonstrating an essential but less than thorough understanding. The response may contain minor flaws that reflect inattentive execution of musical procedures or indications of some misunderstanding of the underlying music concepts and/or procedures. 2 Points (Basic) A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/or procedures embodied in the task. Although the student may have used the correct approach to obtaining a solution or may have provided a correct solution, the students work lacks an essential understanding of the underlying music concepts. 1 Point (Emerging) A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/or procedures embodied in the task. The students response is incomplete and exhibits many flaws. Although the students response has addressed some of the conditions of the task, the student reached an inadequate conclusion and/or provided reasoning that was faulty or incomplete. The response exhibits many flaws or may be incomplete. 0 Points A score of zero indicates that the student has provided a completely incorrect or non interpretable response or no response at all.

10 String Instrument Performance Assignment Evaluation Form Student Name Exercise Circle the appropriate rating for each performance task. Average the ratings for the final score. Demonstrated correct posture Demonstrated correct bow grip Demonstrated correct use of bow Demonstrated correct left hand / arm position Played with a full, characteristic tone Performed in a steady tempo Began notes correctly Played proper phrases Played prescribed articulations / dynamics Played with confidence / pride Played correct notes Played correct note / rest values TOTAL SCORE

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15 Course Number: , , , , , Course Path: Section: Grades PreK to 12 Education Courses» Grade Group: Grades 9 to 12 and Adult Education Courses» Subject: Music» SubSubject: Music Performance - Orchestra» Course Title: Orchestra 1, Orchestra 2, Orchestra 3, Orchestra 4, Orchestra 5 Honors, Orchestra 6 Honors Course Section: Grades PreK to 12 Education Courses Abbreviated Title: ORCH 1, ORCH 2, ORCH 3, ORCH 4, ORCH 5 HON, ORCH 6 HON Number of Credits: 1.0 Course Length: Year Course Level: 2,3 Course Status: DRAFT - State Board approval pending Graduation Requirements: PF Course Description: Students focus on mastery of music skills, techniques, and processes through study, rehearsal, and performance of high-quality orchestra literature. String players self-diagnose and consider multiple solutions to artistic challenges based on background knowledge of the repertoire, and explore creativity through composition, arranging, or use of technology. Public performances may serve as a culmination of specific instructional goals. Students may be required to attend and/or participate in rehearsals and performances outside the school day to support, extend, and assess learning in the classroom. Students in this class may need to obtain (e.g., borrow, rent, purchase) an instrument from an outside source. CRITICAL THINKING and REFLECTION: Critical and creative thinking, self-expression, and communication with others are central to the arts. Cognition and reflection are required to appreciate, interpret, and create with artistic intent. MU.912.C.1.1 Apply listening strategies to promote appreciation and understanding of unfamiliar musical works. MU.912.C.1.2 Compare, using correct music vocabulary, the aesthetic impact of two or more performances of a musical work to one's own hypothesis of the composer's intent. MU.912.C.1.3 Analyze instruments of the world and classify them by common traits. Assessing our own and others artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth. MU.912.C.2.1 Evaluate and make appropriate adjustments to personal performance in solo and ensembles. MU.912.C.2.2 Evaluate performance quality in recorded and/or live performances. The processes of critiquing works of art lead to development of critical-thinking skills transferable to other contexts. MU.912.C.3.1 Make critical evaluations, based on exemplary models, of the quality and effectiveness of performances and apply the criteria to personal development in music. SKILLS, TECHNIQUES, and PROCESSES: Through dance, music, theatre, and visual art, students learn that beginners, amateurs, and professionals benefit from working to improve and maintain skills over time. The arts are inherently experiential and actively engage learners in the processes of creating, interpreting, and responding to art. MU.912.S.1.3 Arrange a musical work by manipulating two or more aspects of the composition. MU.912.S.1.4 Perform and notate, independently and accurately, melodies by ear.

16 Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information. MU.912.S.2.1 Apply the ability to memorize and internalize musical structure, accurate and expressive details, and processing skills to the creation or performance of music literature. MU.912.S.2.2 Transfer expressive elements and performance techniques from one piece of music to another. Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques. MU.912.S.3.1 Synthesize a broad range of musical skills by performing a varied repertoire with expression, appropriate stylistic interpretation, technical accuracy, and kinesthetic energy. MU.912.S.3.2 Sight-read music accurately and expressively to show synthesis of skills. MU.912.S.3.3 Transcribe aurally presented songs into melodic and/or rhythmic notation to show synthesis of aural and notational skills. MU.912.S.3.4 Analyze and describe the effect of rehearsal sessions and/or strategies on refinement of skills and techniques. MU.912.S.3.5 Develop and demonstrate proper vocal or instrumental technique. ORGANIZATIONAL STRUCTURE: Works in dance, music, theatre, and visual art are organized by elements and principles that guide creators, interpreters, and responders. Understanding the organizational structure of an art form provides a foundation for appreciation of artistic works and respect for the creative process. MU.912.O.1.1 Evaluate the organizational principles and conventions in musical works and discuss their effect on structure. The structural rules and conventions of an art form serve as both a foundation and departure point for creativity. MU.912.O.2.1 Transfer accepted composition conventions and performance practices of a specific style to a contrasting style of music. MU.912.O.2.2 Transpose melodies into different modalities through performance and composition. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world. MU.912.O.3.1 Analyze expressive elements in a musical work and describe how the choices and manipulations of the elements support, for the listener, the implied meaning of the composer/performer. MU.912.O.3.2 Interpret and perform expressive elements indicated by the musical score and/or conductor. HISTORICAL and GLOBAL CONNECTIONS: Experiences in the arts foster understanding, acceptance, and enrichment among individuals, groups, and cultures from around the world and across time. Through study in the arts, we learn about and honor others and the worlds in which they live(d). MU.912.H.1.1 Investigate and discuss how a culture's traditions are reflected through its music. MU.912.H.1.2 Compare the work of, and influences on, two or more exemplary composers in the performance medium studied in class. MU.912.H.1.3 Compare two or more works of a composer across performance media. MU.912.H.1.4 Analyze how Western music has been influenced by historical and current world cultures. MU.912.H.1.5 Analyze music within cultures to gain understanding of authentic performance practices. The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged. MU.912.H.2.1 Evaluate the social impact of music on specific historical periods. MU.912.H.2.2 MU.912.H.2.3 MU.912.H.2.4 Analyze current musical trends, including audience environments and music acquisition, to predict possible directions of music. Analyze the evolution of a music genre. Examine the effects of developing technology on composition, performance, and acquisition of music.

17 Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields. MU.912.H.3.1 Apply knowledge of science, math, and music to demonstrate, through an acoustic or digital performance medium, how sound production affects musical performance. INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies. Creating, interpreting, and responding in the arts stimulate the imagination and encourage innovation and creative risk-taking. MU.912.F.1.1 Analyze and evaluate the effect of "traditional" and contemporary technologies on the development of music. Careers in and related to the arts significantly and positively impact local and global economies. MU.912.F.2.1 Design or refine a résumé for application to higher education or the workforce that highlights marketable skills and knowledge gained through music training. MU.912.F.2.2 Analyze the effect of the arts and entertainment industry on the economic and social health of communities and regions. MU.912.F.2.3 Compare the organizational structure of a professional orchestra, chorus, quintet, or other ensemble to that of a business. The 21st-century skills necessary for success as citizens, workers, and leaders in a global economy are embedded in the study of the arts. MU.912.F.3.1 Analyze and describe how meeting one's responsibilities in music offers opportunities to develop leadership skills, and identify personal examples of leadership in school and/or non-school settings. MU.912.F.3.2 Summarize copyright laws that govern printed, recorded, and on-line music to promote legal and responsible use of intellectual property and technology. MU.912.F.3.3 Define, prioritize, monitor, and successfully complete tasks related to individual musical performance or project presentation, without direct oversight, demonstrating skills for use in the workplace. MU.912.F.3.4 Design and implement a personal learning plan, related to the study of music that demonstrates self-assessment, brain-storming, decision-making, and initiative to advance skills and/or knowledge. Additional Required Benchmarks: LACC.1112.SL.1 Comprehension and Collaboration LACC.1112.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. LACC.1112.SL.1.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. LACC.1112.SL.1.3 Evaluate a speaker s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. LACC.1112.SL.2 Presentation of Knowledge and Ideas LACC.1112.SL.2.4 Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range or formal and informal tasks.

18 LACC.1112.RST.2 Craft and Structure LACC.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades texts and topics. LACC.1112.WHST.2 Production and Distribution of Writing LACC.1112.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.1112.WHST.3 Research to Build and Present Knowledge LACC.1112.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. MACC.K12.MP Mathematical Practices MACC.K12.MP.5 Use appropriate tools strategically. MACC.K12.MP.6 Attend to precision. MACC.K12.MP.7 Look for and make use of structure.