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 3: Improvising rhythms, melodies, variations, and accompaniments. 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. Pendi 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. Pendi Governing Board Approval, June 9, 2009 Page 2
Elementary Strings-Grade 5- Suggested Teaching Timeline First Semester Rhythm and Meter August September October November Whole, half, quarter notes and rests 4/4, 3/4, and 2/4 Eighth and dotted quarter notes and rests December Notes and Scales D and G scales Escalators C scale Left Hand Technique (Demonstrate) Review left hand position Whole and half steps Violin and Viola: low 2 Cello: 2 nd finger Bass: 2 nd finger and half position Bowings Music Fundamentals demonstrate) Review bow hold and placement Instrument care Identify parts of instrument Playing position Pizzicato Down Bow Up Bow Lift Bow Detache Review: Piano Forte Mezzo Forte Mezzo Piano Crescendo Diminuendo 1 st and 2 nd endings Allegro Moderato Fermata Staccato Double Stop Staccato Legato Accents Pendi Governing Board Approval, June 9, 2009 Page 3
Elementary Strings-Grade 5- Suggested Teaching Timeline Second Semester Rhythm and Meter Notes and Scales Left Hand Technique (Demonstrate) Bowings January February March April Pick up notes 6/8 and cut time as encountered in the repertoire A scale C and E string notes Violin and Viola: High 3 Cello: Extended position Bass: Shift as needed Slurs and ties Slurred staccato Sixteenth notes May Music Fundamentals demonstrate) Moderato Andante D.C. D.S. Coda Fine Pendi Governing Board Approval, June 9, 2009 Page 4
S1C1 - Singing their own instrumental parts within an ensemble. PO 103 Singing rhythmic patterns of different meters. Singing their own instrumental parts with good posture and with proper breath support. 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 Demonstrate/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. PO 112 Performing solo or ensemble pieces at grade level.5-1 on a scale of 1-6. PO 116 Transposing a simple melody on different strings. Genre Culture Steady Beat Rhythm Melody S1C2 - PO 107 Recognizing when their instruments are in tune by listening to a given pitch. PO 106 Playing D, G, A, and C Major one octave scales using proper half step fingering. Tune Pitch Unison Harmonic Octave Pendi Governing Board Approval, June 9, 2009 Page 5
S1C2 - PO 107 (cont.) PO 108 Aurally distinguishing and performing on their instrument half and whole steps. S1C2 - PO 102 Exhibiting proper care and maintenance of their instrument. Identifying the various parts of their instrument. S1C2 - PO 103 Maintaining good posture and playing position. 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 S1C3 - Improvising simple melodic figures or phrases within teacher specified guidelines. S1C5 - Using appropriate terminology to describe and explain music encountered in the repertoire. PO 102 Identifying and applying musical terms and symbols appropriate to the repertoire encountered. Improvise S1C3 May be used as an enrichment activity Pendi Governing Board Approval, June 9, 2009 Page 6
S1C5 - (cont.) PO 106 Describing and playing simple musical forms as encountered in the repertoire. S1C5 - PO 103 Playing expressively on pitch and in rhythm, dynamics, phrasing, and tempo markings encountered in the repertoire (e.g., staccato, marcato, legato, ritardando, accent and fermata). Reading music in simple meters (e.g., 4/4, 3/4, 2/4). PO 105 Explaining the function of the key signature, time signature, and accidentals. Enrichment: 6/8 and cut time as encountered in the repertoire. S2C1 - PO 105 Recognizing the connections between music and other content areas as encountered in the repertoire. Recognizing and applying the relationship between rhythm and mathematics as it occurs in the repertoire. Recognizing the connections between music and various functions/events. PO 107 Describing and applying the physical factors essential to playing within the repertoire (e.g., posture, breathing, fingerings, bowings). Connections Relationship Analyze Acoustic Pendi Governing Board Approval, June 9, 2009 Page 7
S2C2 - PO 102 Identifying and comparing a varied repertoire of music from diverse genres and musical styles. 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). Explaining their musical preference for specific musical works and styles. PO 102 Identifying the roles and impact music plays in their lives and the lives of others. Identifying and explaining music preference. Origins Reflective Evaluate Describe S3C1 - PO 112 Listening to musical examples. Listening to music from various cultures and genres. Harmony Texture Intonation Pendi Governing Board Approval, June 9, 2009 Page 8
S3C1 - PO 112 (cont.) PO 102 Identifying the musical characteristics that make a piece of music appropriate for a specific event. PO 103 Identifying the sounds of the instruments specific to their ensemble. Identifying instruments by family type. PO 109 Identifying the roles of melody, harmony and accompaniment within the texture of the ensemble. PO 110 Identifying whether an instrument/voice is in tune by listening to a pitch reference. S3C1 - PO 106 Using appropriate terminology to describe and explain music. Terminology unique to repertoire selected by the teacher. Pendi Governing Board Approval, June 9, 2009 Page 9
S3C2 - PO 102 Using teacher specified criteria to evaluate a musical performance. Identifying the characteristics that evoke a temperament or mood in a piece of music. PO 103 Showing respect for personal work and the work of others through appropriate critique. Evaluating the effect of audience and performers behavior on the performance. PO 105 Reflecting on the experience(s) of their performance and the performance of others. Mesa Public Schools created critique document for Performance Evaluation. Pendi Governing Board Approval, June 9, 2009 Page 10