The following Instrumental Music Performance Objectives are integrated throughout the entire course: INSTRUMENTAL MUSIC SKILLS Strand 1: Create Concept 1: Singing, alone and with others, music from various genres and diverse cultures. Concept 2: Playing instruments, alone and with others, music from various genres and diverse cultures. Concept 5: Reading and notating music. Strand 2: Relate Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts. Concept 2: Understanding music in relation to history and culture. Concept 3: Understanding music in relation to self and universal themes. Strand 3: Evaluate Concept 1: Listening to, analyzing, and describing music. Concept 2: Evaluating music and music performances. The following Language, Math, and Historical Performance Objectives may be used throughout the course: LANGUAGE ARTS CONNECTION Reading S1, S2, S3 Vocabulary Acquire and use new vocabulary in relevant contexts to identify the intended meaning of unfamiliar words and identify the meaning and pronunciations of words by using a variety of reference aids. S1, S2, S3 Comprehension Strategies Employ strategies to comprehend music terminology using prior knowledge, text features, and reading techniques. Governing Board Approval, June 9, 2009 Page 1
Writing S3C2 Expository Expository writing includes non-fiction writing that describes, explains, informs, or summarizes the ideas and content. The writing supports a theses based on research, observation and/or experience. S2C3 Persuasive Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses an opinion in order to convince an audience to agree with the opinion or to take a particular action. MATH CONNECTION S1C1 Number Sense Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems. S3C1 Patterns Identify patterns and apply pattern recognition to reason mathematically. S3C4 Analysis of Change Analyze change in a variable over time and in various contexts. HISTORY AND CULTURAL CONNECTIONS ** History and cultural connections to the music will be determined by the repertoire selected for the class by the teacher. For example: Specific historical or cultural influences on the composer. Background information of the composer or arranger. Governing Board Approval, June 9, 2009 Page 2
Elementary Strings-Grade 4- Suggested Teaching Timeline First Semester Rhythm and Meter August September October November Quarter and Half notes and rests 4/4 Whole notes and rests 3/4, 2/4 December Notes and Scales Open strings and 1st finger D and A string notes D scale Left Hand Technique (Demonstrate) Correct left hand position Left hand finger positions Whole and Half steps Escalators Bowings Music Fundamentals demonstrate) Pizzacato and Arco Bow Hold Down Bow Up Bow Lift Bow Instrument care Identify parts of the instrument Long and short bows Copy Rhythmic Patterns Transpose simple melodies on different strings Piano Forte Playing Position Governing Board Approval, June 9, 2009 Page 3
Elementary Strings-Grade 4- Suggested Teaching Timeline Second Semester Rhythm and Meter ) January February March April Eighth and dotted quarter notes and rests. 6/8 time as encountered in the repertoire May Notes and Scales G string notes G scale E and C string notes Violin: A scale Viola and Cello: C scale Left Hand Technique (Demonstrate) Review and refine left hand position Fingerings for F and C as encountered in the repertoire Bowings Staccato Double Stop Slurs and Ties Music Fundamentals demonstrate) Mezzo Piano Mezzo Forte Allegro Moderato Crescendo Diminuendo Governing Board Approval, June 9, 2009 Page 4
Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S1C1 - PO 104 Singing their own instrumental parts with good posture and with proper breath support. PO 103 Singing rhythmic patterns of different meters. Meter Rhythm Posture Support * Suggested reference aids used in relation to the language connection include, but are not limited to the following: Word wall Mind map Pair/share Contextual clues Teacher prompts Vocabulary used in repertoire chosen by the teacher Perform S1C2 - PO 115 Playing simple music from a variety of genres, cultures, and styles. PO 110 Producing a characteristic tone quality on their instrument. PO 111 Playing by rote short rhythmic patterns while maintaining a steady beat. Genre Culture Steady Beat Rhythm Melody PO 116 Transposing a simple melody on different strings. S1C2 - PO 107 Recognizing when their instruments are in tune by listening to a given pitch. PO 106 Playing D and G Major one octave scales using proper half step fingering. PO 108 Aurally distinguishing and performing on their instrument half and whole steps. Tune Pitch Unison Harmonic Octave Enrichment: Violin: A Major Viola and Cello: C Major Escalators Governing Board Approval, June 9, 2009 Page 5
Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S1C2 - PO 102 Exhibiting proper care and maintenance of their instrument. PO 101 Identifying the various parts of their instrument. S1C2 - PO 103 Maintaining good posture and playing position. PO 104 Utilizing the proper left and right hand holding posture for their stringed instrument. PO 105 Exhibiting proper bow control and technique used for staccato, slurred staccato, detache, slurs, double stops using one finger down, down bow, up bow, open strings, bow lift, pizzicato. Playing position Bow Control Staccato Detache Slur Double Stops Down/up bow Pizzicato Enrichment: Slurred staccato and double stops for students who show good bow control or as encountered in the repertoire S1C5 - PO 104 Using appropriate terminology to describe and explain music encountered in the repertoire. PO 101 Reading music in simple meters (e.g., 4/4, 3/4, and 2/4). PO 102 Identifying and applying musical terms and symbols appropriate to the repertoire encountered. PO 106 Describing and playing simple musical forms as encountered in the repertoire. Governing Board Approval, June 9, 2009 Page 6
Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S2C1 - PO 101 Recognizing the connections between music and various functions/events. PO 104 Recognizing and applying the relationship between rhythm and mathematics as it occurs in the repertoire. Connections Relationship Analyze Acoustic S2C2 - PO 102 Identifying and comparing a varied repertoire of music from diverse genres and musical styles. PO 104 Identifying and applying appropriate audience behavior in the context and style of music being performed. PO 105 Identifying the composers of the works being sung/played. PO 106 Identifying various roles of music in daily experiences. PO 107 Identifying the musical characteristics that make a piece of music appropriate for a specific event or function. S2C3 - PO 103 Identifying the various ways that music conveys universal themes (e.g., contrast, conflict, emotion). PO 101 Explaining their musical preference for specific musical works and styles. Origins Reflective Evaluate Describe Governing Board Approval, June 9, 2009 Page 7
Students will demonstrate proficiency by: Priority Performance Objective Linking Performance Objective Vocabulary Notes/Resources S2C3 - PO 103 (cont.) PO 102 Identifying the roles and impact music plays in their lives and the lives of others. PO 104 Identifying and explaining music preference. S3C1 - PO 101 Listening to music from various cultures and genres. PO 109 Identifying the roles of melody, harmony and accompaniment within the texture of the ensemble. Harmony Texture Intonation S3C1 - PO 106 Using appropriate terminology to describe and explain music. Terminology unique to repertoire selected by the teacher. S3C2 - PO 102 Using teacher specified criteria to evaluate a musical performance. Governing Board Approval, June 9, 2009 Page 8