WESTFIELD PUBLIC SCHOOLS Westfield, New Jersey Office of Instruction Course of Study 8th GRADE STRING ORCHESTRA School... Intermediate School Department... Visual and Performing Arts Length of Course... Full Year (5 days per week) Grade Level... 8 th Prerequisite... Teacher recommendation & Assessment Date... February 17, 2015 I. RATIONALE, DESCRIPTION AND PURPOSE Eighth-Grade String Orchestra is a full year elective course that offers the student a richer string experience expanding on previous music knowledge gained in the sixth and seventh grade. The instructional presentations within this course encourage students to work with their peers. Individual confidence is continually reinforced by seeking logical conclusions to rehearsal nuances. In addition it demonstrates the effectiveness of working cooperatively toward a common goal, a concept essential for a successful ensemble situation. Through the nature of this aural art form, the students musical progress is constantly monitored in rehearsal and the evaluation culminates in the final performance. As the course progresses, it is expected that the students develop patience, persistence, and collaborative skills. Prior instrumental music experience is required. All students must demonstrate a proficiency level on their instruments conducive to playing at a level of Grade II to Grade III music regardless of whether or not they were in the seventh grade string program, are transferring from another discipline, or are new to the district. Skills and fundamentals developed through eighthgrade will provide the foundation to continue at the high school level. String literature will continue at a Grade III-III ½ level. II. OBJECTIVES The Westfield instrumental music curriculum aligns with the NJ Core Curriculum Content Standards for Visual and Performing Arts, English Language Arts, Mathematical Practice, Health and Physical Education, Science, Social Studies, World Languages, Technology, and 21st-Century Life and Careers. Students: A. Demonstrate and develop the use of the following advanced concepts of music theory: recognize melodic and harmonic lines throughout the ensemble; differentiate and perform more intricate rhythmic patterns; identify scale and arpeggio segments within a piece; explain and describe the appropriate use and interpretation of musical terminology NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.4, CCR.SL.1, CCR.SL.2 NJ Core Curriculum Content Standards for Science 5.1, 5.7 1
B. Utilizing prior knowledge, prepare and execute assigned repertoire with greater understanding of tone quality, ensemble blending, articulation, and rhythmic accuracy during rehearsals and performances that will support the ultimate outcome of the group NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.3, and 1.4 NJ Common Core State Standards English Language Arts CCR.R.1, CCR.R.4, CCR.SL.1, CCR.SL.2 NJ Core Curriculum Content Standards for Mathematical Practices SMP2, SMP4, SMP7, SMP8 NJ Core Curriculum Content Standards for Science 5.1, 5.3, 5.7 C. Individually prepare a practice plan for more advanced repertoire to help generate one s own interpretation of assigned literature NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.4, CCR.SL.1, CCR.SL.2 NJ Core Curriculum Content Standards for Mathematical Practices SMP2, SMP4, SMP7, SMP8 NJ Core Curriculum Content Standards for Science 5.1, 5.3, 5.7 NJ Core Curriculum Content Standards for Social Studies 6.3 D. Formulate interpretation of repertoire by utilizing knowledge of musical elements in large group settings through group discussion and collaborative decision making within sections NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.1, CCR.R.4, CCR.SL.1, CCR.SL.2 NJ Core Curriculum Content Standards for Mathematical Practices SMP2, SMP4, SMP6, SMP7, SMP8 NJ Core Curriculum Content Standards for Social Studies 6.2, 6.3 E. Differentiate between different styles and genres of music and identify composers of music from various periods while discovering the cultural and personal influences that affected their music NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.2, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.1, CCR.R.4, CCR.SL.1 CCR.SL.2 NJ Core Curriculum Content Standards for Mathematical Practices SMP2, SMP4, SMP6, SMP7, SMP8 NJ Core Curriculum Content Standards for Social Studies 6.2, 6.3 F. Refine ensemble skills such as: following a conductor, adjusting dynamic level and bow control to fit within the group, understand and apply interpretive markings, and perform with confidence and stage presence in both individual and ensemble settings NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.4, CCR.SL.1, CCR.SL.2 NJ Core Curriculum Content Standards for Mathematical Practices SMP2, SMP4, SMP6, SMP7, SMP8 2
G. Explore and perform a variety of repertoire relating to various cultures (e.g. American, European, African, Latin American, Asian, etc.) and compare and contrast the musical idiosyncrasies associated with diverse cultures NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.2, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.1, CCR.R.4, CCR.SL.1 CCR.SL.2 NJ Core Curriculum Content Standards for Social Studies 6.2, 6.3 H. Justify artistic value through critical analysis of performances through group discussion, technological/written assessment, and self-assessment NJ Visual and Performing Arts Core Curriculum Content Standards 1.1, 1.2, 1.3, 1.4 NJ Common Core State Standards English Language Arts CCR.R.1, CCR.R.4, CCR.SL.1, CCR.SL.2 NJ Core Curriculum Content Standards for Mathematical Practices SMP2, SMP4, SMP6, SMP7, SMP8 NJ Core Curriculum Content Standards for Social Studies 6.2, 6.3 III. CONTENT, SCOPE, AND SEQUENCE The Westfield Visual and Performing Arts Department recognizes the diversity of students and makes a strong commitment to integrating the education of all students into the total music program. The teachers knowledge of materials, student learning styles and skill levels enable the flexibility for each student to be provided with challenging work. Knowledge of cognitive styles and readiness levels provides for flexibility in expectations. Varied repertoire allows our diverse students to be consistently challenged. This course expands upon the conceptual and technical skills knowledge developed in the sixth and seventh grade and provides each student with an advanced knowledge necessary to read, understand, and interpret musical symbols and terms. With appropriately challenging music, scales, rhythmic exercises, and ear training, students improve musical knowledge in the following areas: A. Technical Skills 1. Intonation a. Maintain pitch control and adjust finger placement to distinguish proper pitch b. Demonstrate finger placement in accordance with key signature and accidentals c. Demonstrate proper tuning methods (pegs and fine tuners, matching pitch) 2. Posture a. Demonstrate correct body and instrument position at all times b. Implement tools and equipment to further support posture 3. Care and maintenance of instruments and accessories B. Scales, Articulation, and Bowings 1. Play the following Major scales in ascending and descending order: Violin Viola Cello Bass 3
C 2 octave C 2 octaves C 2 octaves C 1 octave G 2 octaves G 1 octave G 1 octave G 1 octave D 2 octave D 2 octaves D 2 octaves D 1 octave A 2 octaves A 1 octave A 1 octave A 1 octave E 1 octave E 2 octaves E 1 octave E 1 octave B 2 octaves B 1 octave B 1 octave B 1 octave F 1 octave F 1 octave F 1 octave F 1 octave Bb 2 octaves Bb 1 octave Bb 1 octave Bb 1 octave 2. Play the following Harmonic minor scales in ascending and descending order: Violin Viola Cello Bass c 2 octaves c 2 octaves c 2 octaves c 1 octave g 2 octaves g 2 octaves g 1 octave g 1 octave d 2 octaves d 2 octaves d 2 octaves d 1 octave a 2 octaves a 1 octaves a 1 octave a 1 octave 3. Apply the following bowings Up bow, Down bow, Whole bow, Legato, Pizzicato, Staccato, Marcato, Hooked, Tenuto, Col Legno, Spiccato, Breath marks, Tremelo 4. Understand and apply the following note and rest values: Quarter, Half, Whole, Eighth, Sixteenth, Dotted Quarter, Dotted Half, Dotted Eighth, and Triplets 5. Understand, apply, and count in following Time Signatures: 4/4, 3/4, 2/4, 2/2, 6/8, 12/8 6. Describe and distinguish all finger placements: Violin and Viola 1st and 3rd positions; Cello 1st, 3rd, and extended positions; Bass 1st, 2nd, 3rd, and extended positions C. Theory and Humanities 1. Recognize required Major scales and their key signatures. 2. Recognize and apply the following terms and symbols: Sharp Flat Natural Da Cappo Del Segno Slur Pick-up notes Grace note Enharmonic Tutti Double Sharp // Grand Pause : : Repeat Signs 1 st and 2 nd Endings Coda Accent Tie Harmony Trill Solo/Soli Duet 4
3. Recognize and apply the following Dynamic Signs: piano forte mezzo-piano mezzo-forte pianissimo fortissimo crescendo decrescendo forte-piano subito forte subito piano sforzando 4. Recognize and apply the following Tempo Markings: Allegro Andante Adagio Largo Maestoso Andantino Con fuoco Con spirit Agitato Animato Moderato Ritardando Fermata Accelerando Allegretto Poco a poco Con moto Con brio Cantabile Dolce 5. Become familiar with composers from varying eras, specifically the Romantic and Modern eras, and the influences they experienced, both culturally and socially. 6. Sight-read at a Grade II level. IV. INSTRUCTIONAL TECHNIQUES The instructor uses any or all of the following methods and techniques to accomplish the objectives thus allowing flexibility for each students to be provided with challenging work based on his or her own readiness level and learning style. The needs of diverse learners are met through the following: A. Presentation of music concepts through: 1. Listening exercises 2. Visual examples 3. Demonstration 4. Lecture and note-taking 5. Performance and critique of fellow ensembles 6. Instructional technologies B. Reinforcement of instrumental concepts through: 1. Select sections of pieces being studied 2. Articulation exercises 3. Fingering and bowing exercises using scales 4. Rhythmic exercises 5. Modeling 5
6. Sectional rehearsals 7. Instructional technologies V. EVALUATION Evaluation is based on: A. Teacher observation of: 1. Student participation and performance in class and rehearsals 2. Successful identification of musical concepts 3. Student understanding of specified time periods and styles of music B. Tests and quizzes, both written and performed, using instructional technologies C. Performance at school concerts VI. PROFESSIONAL DEVELOPMENT Opportunities will be provided that appropriately support this curriculum including: A. Access to in-house, in-service, or professional training in the content area B. Access to books and professional journals to enhance development C. Time to confer with other department members to coordinate curriculum ideas and develop units of study D. Professional conferences, workshops, and college courses that enhance specific instructional skills and strategies 6
APPENDIX I New Jersey Core Curriculum Content Standards for Visual and Performing Arts STANDARD 1.1 The Creative Process: All students will demonstrate an understanding of the elements and principles that govern the creation of works of art in dance, music, theatre, and visual art. STANDARD 1.2 History of the Arts and Culture: All students will understand the role, development, and influence of the arts throughout history and across cultures. STANDARD 1.3 Performing: All students will sythesize skills, media, methods, and technologies that are appropriate to creating, performing, and/or presenting works of art in dance, music, theatre, and visual art. STANDARD 1.4 Aesthetic Responses & Critique Methodologies: All students will demonstrate and apply an understanding of arts philosophies, judgement, and analysis to works of art in dance, music, theatre, and visual art. The entire standards document may be viewed at http://www.nj.gov/njded/cccs APPENDIX II Common Core State Standards English Language Arts The Common Core anchor standards and high school grade-specific standards work in tandem to define college and career readiness expectations- the former providing broad standards, the latter providing additional specificity. COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR READING CCR.R.4: Interpret words and phrases as they are used in a text, including determining, technical, connotative, and figurative meanings, and analyze how specific word choices shape, meaning, or tone. COLLEGE AND CAREER READINESS ANCHOR STANDARDS FOR SPEAKING AND LISTENING CCR.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others ideas and expressing their own clearly and persuasively. CCR.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. The entire standards document may be viewed at http://www.state.nj.us/education/ccs 7
APPENDIX III Common Core State Standards for Mathematical Practice STANDARD SMP2- Reason abstractly and quantitatively. STANDARD SMP4- Model with mathematics. STANDARD SMP 6- Attend to precision. STANDARD SMP 7- Look for and make use of structure STANDARD SMP 8- Look for and express regularity APPENDIX IV New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education STANDARD 2.2: (Integrated Skills) all students will use health-enhancing personal, interpersonal, and life skills to support a healthy, active lifestyle. STANDARD 2.5: (Motor Skill Development) all students will utilize safe, efficient, and effective movement to develop and maintain a healthy, active lifestyle. APPENDIX V New Jersey Core Curriculum Content Standards for Science Standard 5.1 (Scientific Processes) All students will develop problem-solving, decision-making and inquiry skills, reflected by formulating usable questions and hypotheses, planning experiments, conducting systematic observations, interpreting and analyzing data, drawing conclusions, and communicating results. Standard 5.2 (Science and Society) All students will develop an understanding of how people of various cultures have contributed to the advancement of science and technology, and how major discoveries and events have advanced science and technology. Standard 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories. Standard 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations. 8
APPENDIX VI New Jersey Core Curriculum Content Standards for Social Studies STANDARD 6.2 World History/Global Studies: All students will acquire the knowledge and skills to think analytically and systematically about how past interactions of people, cultures, and the environment affect issues across time and cultures. Such knowledge and skills enable students to make informed decisions as socially and ethically responsible world citizens in the 21st century. STANDARD 6.3 Active Citizenship in the 21st Century: All students will acquire the skills needed to be active, informed citizens who value diversity and promote cultural understanding by working collaboratively to address challenges that are inherent in living in an interconnected world. APPENDIX VII New Jersey Core Curriculum Content Standards for World Languages STANDARD 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. APPENDIX VIII New Jersey Core Curriculum Content Standards for Technology STANDARD 8.1 Educational Technology: All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge. APPENDIX IX New Jersey Core Curriculum Content Standards for 21st-Century Life and Careers STANDARD 9.1 21st-Century Life and Career Skills: All students will demonstrate the creative, critical thinking, collaboration, and problem-solving skills needed to function successfully as both global citizens and workers in diverse ethnic and organizational cultures. 9