Course Overview Open to students who play the violin, viola, cello, or contrabass. Instruction builds on the knowledge and skills developed in Chamber Orchestra- Proficient. Students must register for Chamber Orchestra for both semesters. Each student must provide his or her own instrument and uniform. This course is weighted on a 5-point scale. General Course Content 1. Audition and competition procedures, techniques and experiences 2. Composition, including rhythm, melody and harmony 3. Concert performance and stage presence in large and small groups and as a soloist 4. Conducting, including meter, tempo, dynamics, entrances, cut-offs and phrasing 5. Critical musical listening, including listening to art music, and approaches for aurally evaluating and providing constructive feedback to individuals and groups 6. Cultural role of music and musicians in society 7. Historical and global information as encountered in selected literature, curricular and co-curricular experiences 8. Improvisation, including rhythm and melody 9. Instrument care and maintenance including consumer needs of the advancing musician 10. Large ensemble skills, including increasingly advanced awareness and control of balance, blend, and phrasing, and performing a variety of orchestral literature in grades IV-VI 11. Musical vocabulary 12. Performance techniques, including increasingly advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato 13. Reading and interpreting musical notation, including pitches in multiple clefs, rhythms, key signatures, time signatures, expressive indicators, ornamentation and non-traditional notation 14. Selection and use of appropriate technologies for the advancing musician 15. Self-evaluation, goal-setting and time management including developing and maintaining practice habits to support the advancing musician 16. Sightreading procedures and skills 17. Small-group rehearsal procedures, leadership skills, performance techniques and experiences 18. Solo skills, including performance of advanced solos 19. Student s role and responsibilities as a leader within the JHS Orchestra - 1 -
Grades Grading scale A 90-100 B 80-89 C 70-79 D 60-69 F below 60 Grading practices Students earn grades each six-week period as follows: 50% daily performance grades 40% test grades 10% practice record Extra credit (1-5 points added to six-week grade) A final exam will be given at the end of each semester. The exam counts 25% of the semester grade. Make-up work Students are responsible for requesting, obtaining and completing missed assignments. Students who are absent from class should make up missed work immediately upon returning to school. Students will be allowed one day of make-up time for each day absent. Students who are absent for an extended period or who require additional make-up time should see Ms. Brooks personally to discuss a reasonable deadline. Technology Students will be allowed to use cell phones or other personal electronics as follows: as instructed by the teacher to enhance the lesson to manage orchestra events and deadlines in their calendars to record orchestra-related contact information and reminders to contact parents with time-sensitive or urgent information Students must always request and receive permission before using personal electronics during orchestra class time. - 2 -
North Carolina Essential Standards Advanced Music Note on Numbering: A-Advanced High School Standards Note on Strands: ML Musical Literacy, MR Musical Response, CR Contextual Relevancy Advanced High School Music standards are designed for those students who have achieved proficient level music standards at the high school level. Musical Literacy Essential Standard A.ML.1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Clarifying objectives A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult meters, attention to phrasing and interpretation, and subtle dynamic changes. Essential Standard A.ML.2: Interpret the sound and symbol systems of music. Clarifying objectives A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.ML.2.3- Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others. A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. Essential Standard A.ML.3: Create music using a variety of sound and notational sources. Clarifying objectives A.ML.3.1- Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. - 3 -
A.ML.3.2- Create original music using imagination and technical skill in applying the principles of composition. Musical Response Essential Standard A.MR.1: Understand the interacting elements to respond to music and music performances. Clarifying objectives A.MR.1.1- Execute the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, to elicit expressive singing or playing. A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used to evoke feelings and emotions. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Contextual Relevancy Essential Standard A.CR.1: Understand global, interdisciplinary, and 21st century connections with music. Clarifying objectives A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.3 Summarize the ethical and legal issues surrounding the access and use of music in the 21st century. A.CR.1.4- Implement effective strategies for recognizing, monitoring, and overcoming performance anxiety. A.CR.1.5- Compare the use of characteristic elements, artistic processes, and - 4 -
First Grading Period Major test grades and projects due 1. Advanced solo vocabulary 2. Chamber music vocabulary 3. Note reading: secondary clefs 4. Ornamentation 5. Patriot Day preparation and performance 6. Patriot Day program vocabulary 7. Perform advanced scales and/or arpeggios 1-2 from memory 8. Perform one section from the advanced solo Objectives and activities Expectations: Students will review and apply rules, procedures and expectations from the JHS Orchestra Handbook and calendar of events. A.CR.1.2- Understand the relationships between music and concepts from other Reflection: Students will revisit goals from last year, self-evaluate their musical skills and set new goals for improvement. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Instrument maintenance: Students will change broken or worn strings as needed using correct techniques, monitor soundpost placement, bridge placement and fine tuner function, and reset the bridge and fine tuners as needed with assistance. Students will monitor bow for wear and will apply and/or seek appropriate and timely maintenance. Students will apply appropriate instrument cleaning techniques with supervision during cleaning day. A.CR.1.2- Understand the relationships between music and concepts from other Performance techniques: Students will demonstrate continuous improvement and increasing accuracy in performance, using advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings). A.ML.1.1- Use refined tone and consistent pitch while performing music alone and - 5 -
A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and. Advanced solo: Students will develop performance skills encountered in the advanced solo through practicing in bi-monthly sectionals and alone, and will perform one section individually. Students will use study sheets, flashcards and/or games to develop knowledge of musical terminology as encountered in the solo, and will define terms studied. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Scales and arpeggios: Students will sing the major scale, melodic minor scale, and major and minor arpeggios using solfege. Students will perform advanced scales and/or arpeggios 1-2 from memory using bowings and fingerings as indicated in materials provided or as directed by the private instructor. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Sightreading: Students will demonstrate leadership, continuous improvement and increasing accuracy in sightreading using established procedures (STARRS) A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. - 6 -
A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Large ensemble skills: Students will rehearse and perform Patriot Day selections, demonstrating leadership and continuous growth in ensemble skills, musical sensitivity and responsiveness to the conductor. Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Small-group rehearsal skills and leadership: Students will exemplify leadership during sectional rehearsals by following established procedures, conducting sectionals and/or assisting other students when requested, and choosing actions that maximize rehearsal effectiveness. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to - 7 -
A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Chamber music skills: Students will choose and rehearse chamber music selection(s) in quartets or other small groups, apply appropriate leadership techniques to maximize rehearsal effectiveness and performance communication, define musical terminology encountered, and apply knowledge of common practice to create convincing musical interpretations with assistance. Students will use appropriate technologies such as smartphone applications and internet resources to research interpretations and facilitate rehearsals (metronomes, recorders, videos, recordings). Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Note-reading: Students will use worksheets, flashcards, websites, transposition exercises and self-test materials to master note-reading in two secondary clefs and demonstrate familiarity with one other. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. - 8 -
Ornamentation: Students will use study sheets, isolated and contextualized performance examples, aural examples, and rules of historical common practice to define, interpret, improvise and execute a variety of musical ornaments. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. A.MR.1.2- Analyze musical works using correct music terminology, in terms of the Patriot Day vocabulary: Students will use study sheets, flashcards and/or games to study musical vocabulary encountered in Patriot Day selections, and will define terms studied. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the Historical and global information: Students will discuss and compare historical and global information as encountered in performance literature and co-curricular activities. A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Second Grading Period Major test grades and projects due 1. Chamber Music/Recital/Small Ensemble Festival preparation and performance 2. Holiday concert vocabulary 3. Instrument construction and quality project: Fiddle Fair attendance and reflection or alternative assignment 4. Intervals and triads - 9 -
5. Perform 2-octave/3-octave chromatic scale from memory 6. Perform advanced scales and/or arpeggios 3-5 from memory 7. Perform advanced scales and/or arpeggios 6-8 from memory 8. Perform advanced solo section 2 9. Perform advanced solo section 3 Objectives and activities Instrument maintenance: Students will change broken or worn strings as needed using correct techniques, monitor soundpost placement, bridge placement and fine tuner function, and reset the bridge and fine tuners as needed with assistance. Students will monitor bow for wear and will apply and/or seek appropriate and timely maintenance. A.CR.1.2- Understand the relationships between music and concepts from other Improvisation: Students will improvise within specified parameters. A.ML.3.1- Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. Performance techniques: Students will demonstrate continuous improvement and increasing accuracy in performance, using advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings). A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and. Advanced solo: Students will develop performance skills encountered in the advanced solo through practicing in bi-monthly sectionals and alone, and will perform sections 2 and 3 individually. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult - 10 -
A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Scales and arpeggios: Students will sing the major scale, melodic minor scale, and major and minor arpeggios using solfege. Students will perform advanced scales and/or arpeggios 3-5 and 6-8 from memory using bowings and fingerings as indicated in materials provided or as directed by the private instructor. Students will perform 2- or 3- octave chromatic scale from memory as appropriate for instrument and as fingered in materials provided. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Sightreading: Students will demonstrate leadership, continuous improvement and increasing accuracy in sightreading using established procedures (STARRS) A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Large ensemble skills: Students will rehearse Holiday concert selections, demonstrating leadership and continuous growth in ensemble skills, musical sensitivity and responsiveness to the conductor. Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the - 11 -
A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Small-group rehearsal skills and leadership: Students will exemplify leadership during sectional rehearsals by following established procedures, conducting sectionals and/or assisting other students when requested, and choosing actions that maximize rehearsal effectiveness. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Chamber music skills: Students will rehearse and perform chamber music selection(s) in quartets or other small groups, apply appropriate leadership techniques to maximize rehearsal effectiveness and performance communication, and apply knowledge of common practice to create convincing musical interpretations with assistance. Students will use appropriate technologies such as smartphone applications and internet resources to research interpretations and facilitate rehearsals (metronomes, recorders, videos, recordings). Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and - 12 -
A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Holiday concert vocabulary: Students will use study sheets, flashcards and/or games to study musical vocabulary encountered in Holiday concert selections, and will define terms studied. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the Intervals and triads: Students will use worksheets, study sheets, websites and/or games to identify and build commonly encountered perfect, major, minor, augmented and diminished simple intervals and major, minor, augmented and diminished triads. Students will aurally identify simple intervals by quantity and quality and root position triads by quality. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.ML.2.3- Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others. A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. - 13 -
Composition: Each student will compose a melody in a secondary clef for an orchestral bowed stringed instrument within specified parameters. The student will collaborate with a classmate, proficient in the secondary instrument, who will act as an editor and consultant, and will perform the completed melody for one or more classmates. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.ML.2.3- Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others. A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. A.ML.3.2- Create original music using imagination and technical skill in applying the principles of composition. A.CR.1.2- Understand the relationships between music and concepts from other Instrument construction and quality: Students will read and discuss selected articles about instrument construction and quality including endangered pernambuco wood, traditional use of ivory and whalebone, alternative materials such as graphite, and factors to consider when purchasing an instrument or bow. Students will experience playing on instruments of differing materials and qualities by participating in the Fiddle Fair, or will complete an alternative research project on instrument quality. A.CR.1.2- Understand the relationships between music and concepts from other Historical and global information: Students will discuss and compare historical and global information as encountered in performance literature and co-curricular activities. A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Third Grading Period Major test grades and projects due 1. All-County concert vocabulary 2. Careers in music research activity 3. Conducting 4. Holiday concert preparation and performance 5. Holiday concert seating auditions - 14 -
6. Holiday Pops concert preparation and performance 7. Perform advanced solo section 4 8. Perform advanced solo section 5 9. Perform scales and/or arpeggios 9-11 from memory 10. Perform scales and/or arpeggios 12-14 from memory EXAM: Performance, teacher-selected from all advanced scales and arpeggios and advanced solo Objectives and activities Instrument maintenance: Students will change broken or worn strings as needed using correct techniques, monitor soundpost placement, bridge placement and fine tuner function, and reset the bridge and fine tuners as needed with assistance. Students will monitor bow for wear and will apply and/or seek appropriate and timely maintenance. A.CR.1.2- Understand the relationships between music and concepts from other Improvisation: Students will improvise within specified parameters. A.ML.3.1- Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. Performance techniques: Students will demonstrate continuous improvement and increasing accuracy in performance, using advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings). A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Advanced solo: Students will develop performance skills encountered in the advanced solo through practicing in bi-monthly sectionals and alone, and will perform sections 4 and 5 individually. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and - 15 -
A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Scales and arpeggios: Students will sing the major scale, melodic minor scale, and major and minor arpeggios using solfege. Students will perform advanced scales and/or arpeggios 9-11 and 12-14 from memory using bowings and fingerings as indicated in materials provided or as directed by the private instructor. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Sightreading: Students will demonstrate leadership, continuous improvement and increasing accuracy in sightreading using established procedures (STARRS) A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Large ensemble skills: Students will rehearse and perform Holiday concert and Holiday Pops concert selections, demonstrating leadership and continuous growth in ensemble skills, musical sensitivity and responsiveness to the conductor. Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the - 16 -
A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Small-group rehearsal skills and leadership: Students will exemplify leadership during sectional rehearsals by following established procedures, conducting sectionals and/or assisting other students when requested, and choosing actions that maximize rehearsal effectiveness. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Audition procedures and experience: Students will perform blind auditions for Holiday concert seating, and will evaluate the auditions of others. Selected students will audition for All-County Orchestra and/or for ERO. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Conducting: Students will demonstrate basic conducting techniques, including beat patterns and expressive gestures, and will rehearse and conduct a chorale during class warm-up. - 17 -
A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. A.MR.1.1- Execute the gestures of the conductor, including meter, tempo, dynamics, entrances, cut-offs, and phrasing, to elicit expressive singing or playing. A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Careers in music research activity: Students will use web searches and research techniques to explore careers in music and extramusical careers for musicians, including JHS career academy choices that support musical interests. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.3 Summarize the ethical and legal issues surrounding the access and use of music in the 21st century. All-County vocabulary: Students will use study sheets, flashcards and/or games to study musical vocabulary encountered in All-County selections, and will define terms studied. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the Historical and global information: Students will discuss and compare historical and global information as encountered in performance literature and co-curricular activities. A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Fourth Grading Period Major test grades and projects due 1. All-County concert preparation and/or performance 2. Early Spring/ Music Performance Adjudication (MPA) concert seating auditions - 18 -
3. Early Spring/ MPA concert vocabulary 4. Perform advanced broken thirds keys 1-2 from memory Objectives and activities Instrument maintenance: Students will change broken or worn strings as needed using correct techniques, monitor soundpost placement, bridge placement and fine tuner function, and reset the bridge and fine tuners as needed with assistance. Students will monitor bow for wear and will apply and/or seek appropriate and timely maintenance. A.CR.1.2- Understand the relationships between music and concepts from other Improvisation: Students will improvise within specified parameters. A.ML.3.1- Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. Performance techniques: Students will demonstrate continuous improvement and increasing accuracy in performance, using advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings). A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and. Broken thirds: Students will sing broken thirds in major keys using solfege. Students will perform advanced broken thirds 1-2 from memory using bowings and fingerings provided. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and - 19 -
Sightreading: Students will demonstrate leadership, continuous improvement and increasing accuracy in sightreading using established procedures (STARRS) A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Large ensemble skills: Students will rehearse All-County and Early Spring/MPA selections, demonstrating leadership and continuous growth in ensemble skills, musical sensitivity and responsiveness to the conductor. Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Small-group rehearsal skills and leadership: Students will exemplify leadership during sectional rehearsals by following established procedures, conducting sectionals and/or assisting other students when requested, and choosing actions that maximize rehearsal effectiveness. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult - 20 -
A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Audition procedures and experience: Students will perform blind auditions for Early Spring/MPA seating, and will evaluate the auditions of others. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Early Spring/MPA vocabulary: Students will use study sheets, flashcards and/or games to study musical vocabulary encountered in Early Spring/MPA selections, and will define terms studied. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the Historical and global information: Students will discuss and compare historical and global information as encountered in performance literature and co-curricular activities. A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Fifth Grading Period Major test grades and projects due 1. Advanced solo vocabulary (new) 2. Composition project 3. Early Spring/MPA concert preparation and performance 4. Perform advanced broken thirds keys 3-4 from memory - 21 -
5. Spring concert vocabulary Objectives and activities Instrument maintenance: Students will change broken or worn strings as needed using correct techniques, monitor soundpost placement, bridge placement and fine tuner function, and reset the bridge and fine tuners as needed with assistance. Students will monitor bow for wear and will apply and/or seek appropriate and timely maintenance. A.CR.1.2- Understand the relationships between music and concepts from other Improvisation: Students will improvise within specified parameters. A.ML.3.1- Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. Performance techniques: Students will demonstrate continuous improvement and increasing accuracy in performance, using advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings). A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and. Advanced solo: Students will develop performance skills encountered in the new advanced solo through practicing in bi-monthly sectionals and alone. Students will use study sheets, flashcards and/or games to develop knowledge of musical terminology as encountered in the solo, and will define terms studied. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to - 22 -
A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Broken thirds: Students will sing broken thirds in major and minor keys using solfege. Students will perform advanced broken thirds 3-4 from memory using bowings and fingerings provided. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Sightreading: Students will demonstrate leadership, continuous improvement and increasing accuracy in sightreading using established procedures (STARRS) A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Large ensemble skills: Students will rehearse and perform Early Spring/MPA selections, and rehearse Spring concert selections, demonstrating leadership and continuous growth in ensemble skills, musical sensitivity and responsiveness to the conductor. Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other - 23 -
A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Small-group rehearsal skills and leadership: Students will exemplify leadership during sectional rehearsals by following established procedures, conducting sectionals and/or assisting other students when requested, and choosing actions that maximize rehearsal effectiveness. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Composition: Each student will compose a melody for his/her primary instrument within specified parameters, use the melody to create variations, and arrange the theme and variations for at least three parts using a web-based notation program. The arrangement will include at least one instrument that uses a secondary clef. Students will perform their arrangements within small groups. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.ML.2.3- Use standard notation symbols for pitch, rhythm, dynamics, tempo, articulation, and expression to notate personal musical ideas and the musical ideas of others. A.ML.2.4- Analyze how the elements of music are used, including the use of transpositions and clefs, in works of music. A.ML.3.2- Create original music using imagination and technical skill in applying the principles of composition. A.CR.1.2- Understand the relationships between music and concepts from other - 24 -
Spring concert vocabulary: Students will use study sheets, flashcards and/or games to study musical vocabulary encountered in Spring concert selections, and will define terms studied. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the Historical and global information: Students will discuss and compare historical and global information as encountered in performance literature and co-curricular activities. A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Sixth Grading Period Major test grades and projects due 1. Conducting 2. Perform advanced broken thirds keys 5-6 from memory 3. Perform section of student s choice from new advanced solo 4. Pops concert preparation and performance 5. Spring concert preparation and performance 6. Spring concert seating auditions EXAM: Performance, to be selected from advanced broken thirds, advanced scales/arpeggios and new advanced solo Objectives and activities Instrument maintenance: Students will change broken or worn strings as needed using correct techniques, monitor soundpost placement, bridge placement and fine tuner function, and reset the bridge and fine tuners as needed with assistance. Students will monitor bow for wear and will apply and/or seek appropriate and timely maintenance. A.CR.1.2- Understand the relationships between music and concepts from other Improvisation: Students will improvise within specified parameters. A.ML.3.1- Use improvisation to create original melodies over given chord progressions, each in a consistent style, meter, and tonality. - 25 -
Performance techniques: Students will demonstrate continuous improvement and increasing accuracy in performance, using advanced techniques of intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings). A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and. Advanced solo: Students will develop performance skills encountered in the advanced solo through practicing in bi-monthly sectionals and alone, and will perform one section individually. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Broken thirds: Students will sing broken thirds in major and minor keys using solfege. Students will perform advanced broken thirds 5-6 from memory using bowings and fingerings provided. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.4- Implement effective strategies for recognizing, monitoring, and Sightreading: Students will demonstrate leadership, continuous improvement and increasing accuracy in sightreading using established procedures (STARRS) - 26 -
A.ML.2.1- Interpret a variety of note and rest durations in simple duple, simple triple, simple compound, triple compound and mixed meters. A.ML.2.2- Interpret at sight standard notation symbols for pitch and rhythm in appropriate clefs, using extended staves and some non-standard notations. A.MR.1.4- Evaluate music performances, including one s own, by comparing them to Large ensemble skills: Students will rehearse and perform Spring and Pops concert selections, demonstrating leadership and continuous growth in ensemble skills, musical sensitivity and responsiveness to the conductor. Students will prepare for rehearsals during personal practice time. A.ML.1.1- Use refined tone and consistent pitch while performing music alone and A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the A.MR.1.3- Critique music in terms of aesthetic qualities, including how music is used A.MR.1.4- Evaluate music performances, including one s own, by comparing them to A.CR.1.1 Interpret music from personal, cultural, and historical contexts. A.CR.1.2- Understand the relationships between music and concepts from other A.CR.1.4- Implement effective strategies for recognizing, monitoring, and A.CR.1.5- Compare the use of characteristic elements, artistic processes, and Small-group rehearsal skills and leadership: Students will exemplify leadership during sectional rehearsals by following established procedures, conducting sectionals and/or assisting other students when requested, and choosing actions that maximize rehearsal effectiveness. A.ML.1.2- Use advanced technical and interpretive skills to sing or play difficult A.MR.1.2- Analyze musical works using correct music terminology, in terms of the - 27 -