2015-2016 1302040 - M/J ORCHESTRA 1

CURRICULUM MAPS

Grades 6-8

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.

 

 

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 

 

 

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 Next Generation 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 four 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 Big ideas, 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.  Further,  the  lessons  provided  in  each  map  (which  align  with  the  Organizing  Principles)  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.  

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.68.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.      

INSTRUMENTAL MUSIC CURRICULUM MAP – M/J ORCHESTRA 1 

 

 

Grade 6‐8 MEASUREMENT  TOPIC: 

Introduction to Performance Fundamentals  Pacing: 1st nine‐weeks 

MAP ‐ 1 

ESSENTIAL QUESTIONS: Does the student…  

Produce a characteristic tone on their instrument?                          Read basic notation?  Demonstrate pitch discrimination?  Demonstrate appropriate carriage and posture?  Demonstrate proper care and assembly of instruments?  Perform with rhythmic and tonal accuracy? 

 

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 

Tone 

Intonation 

Pitch 

Rhythm 

Pulse 

Articulation 

 

 

  

Demonstrate knowledge of the staff lines and spaces  Demonstrate knowledge of quarter notes and rests  Identify the major parts of string instruments  Demonstrate proper assembly and maintenance of instrument   Demonstrate the ability to perform with a steady beat  Perform appropriate songs exercises with rhythmic precision from 

beginning to end without stopping   Differentiate between “in tune” and “out of tune” pitches and how 

to make appropriate adjustments  Demonstrate correct bow grip  Demonstrate appropriate left hand shaping  Demonstrate appropriate right hand shaping  Demonstrate shifting (bass)  Demonstrate ability to keep fingers down while playing pitches on 

another string  Demonstrate audiation skills by echoing passages played by teacher 

    

 

 

 

MU.68.C.1.1MU.68.C.2.1 MU.68.S.2.1 MU.68.S.3.2 MU.68.S.3.6 

 

StaffClef (treble, bass, alto) Quarter note/rest Time signature Bar line Double bar Measure Bridge Strings Tuning pegs Chin rest Tail piece Nut Fingerboard Neck Sound post F‐Hole Pizzicato Sharp         

INSTRUMENTAL MUSIC CURRICULUM MAP – M/J ORCHESTRA 1 

 

 

Grade 6‐8 MEASUREMENT  TOPIC: 

Applying Performance Fundamentals  PACING: 2ND Nine Weeks 

MAP – 2 

ESSENTIAL QUESTIONS: Does the student… 

Demonstrate knowledge of, and perform major scales with arpeggios?   Demonstrate refinement of tone quality and intonation?  Demonstrate increased proficiency in sight‐reading?  Produce a characteristic tone on their instrument?                          Read basic notation?  Demonstrate appropriate carriage and posture?  Demonstrate correct bow holds?  Perform with rhythmic and pitch precision? 

 

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 Tone 

Intonation 

Pitch 

Rhythm 

Pulse 

Bowing 

Carriage  

Posture 

 

 

Perform D Major scale  Perform selected exercises at sight  Perform music and/or exercises in 3/4 and 4/4 time  Demonstrate knowledge of key signatures  Perform music in various tempos and dynamics  Perform Winter Concert music  Differentiate between “in tune” and “out of tune” pitches and how 

to make appropriate adjustments  Begin notes on instruments using steady bow speed and even 

pressure  Demonstrate the proper application of bow rosin  Demonstrate audiation skills by echoing passages played by teacher 

 

MU.68.C.1.1MU.68.C.2.1 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.6 

 

TieSlur Key Signature Sharp Crescendo Decrescendo Scale Bowing Arco Leger Lines Bow Frog Tip Hair Grip  Rosin Bowing motion Parallel bowing Bow markings (up, down) Bow lifting String crossings Half step Whole step Conducting patterns 1st and 2nd endings 

 

 

INSTRUMENTAL MUSIC CURRICULUM MAP – M/J ORCHESTRA 1 Grade 6‐8 

 

MEASUREMENT  TOPIC: 

Developing Musical and Ensemble Concepts  PACING: 3RD Nine Weeks 

MAP – 3 

ESSENTIAL QUESTIONS: Does the student… 

Perform major scales with arpeggios?   Demonstrate refinement of tone quality and intonation?  Demonstrate increased proficiency in sight‐reading?  Produce a characteristic tone on their instrument?                          Interpret increasingly complex musical notation with expression?  Demonstrate appropriate carriage and posture?  Perform with rhythmic and pitch precision? 

 

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 

Tone 

Intonation 

Pitch 

Rhythm 

Pulse 

Bowing 

Carriage  

Posture 

 

Perform D, G, Major scales with arpeggios  Perform dotted note patterns with rhythmic precision   Perform songs and exercises with a variety of articulations (bowed, 

pizzicato, slurred, marcato, etc.)  Discern between melody and accompaniment  Perform musical passages using appropriate expression markings  Independently tune all four strings with the aid of an aural or visual 

prompt  Understand and perform ties and slurs with rhythmic accuracy  Demonstrate shifting  

           

MU.68.C.1.1MU.68.C.2.1 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.2.3 MU.68.H.3.1 

¾ time signatureCommon time Tie Slur D.C Al Fine Natural Whole step Chromatics Dotted half note Eighth note/rest Up beat Intonation  

 

 

 

 

INSTRUMENTAL MUSIC CURRICULUM MAP – M/J ORCHESTRA 1 Grade 6‐8 

MEASUREMENT  TOPIC: 

  Applying Musical and Ensemble Concepts  PACING: 4TH Nine Weeks 

MAP – 4 

ESSENTIAL QUESTIONS: Does the student… 

Demonstrate knowledge of and perform major scales and arpeggios?  Demonstrate knowledge of the chromatic scale?  Demonstrate increased proficiency in music reading?  Perform music with expressive elements?  Demonstrate refinement of tone quality?  Respond appropriately to the gestures of the conductor?   Perform music from various cultures, and music by significant composers?  Demonstrate understanding of historical and cultural connections to music 

being performed?  

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 

Tone 

Intonation 

Pitch 

Rhythm 

Pulse 

Bowing 

Carriage  

Posture 

 

Perform D, G, C  major scales and arpeggios  Perform a chromatic scale (D or G) one octave  Demonstrate knowledge of various eighth note patterns through 

counting, clapping, singing, playing, writing  Demonstrate understand of the concepts of blend, balance in 

ensemble performance  Perform Level 1 Premier Rhythms (attached)  Perform music with multiple parts and harmonies  Demonstrate the ability to start, stop, and alter tempo and dynamics 

at the conductor’s command  Perform Spring Concert music  Independently tune all four strings without the aid of an aural or visual 

prompt (beyond the standard tuning  “a”)  Perform dotted quarter‐eighth not patterns with rhythmic precision  Investigate, research, and discuss historical background of rehearsed 

and/or performed works  

MU.68.C.1.1MU.68.C.2.1 MU.68.S.2.1 MU.68.S.2.2 MU.68.S.3.1 MU.68.S.3.2 MU.68.S.3.3 MU.68.S.3.3 MU.68.S.3.4 MU.68.S.3.6 MU.68.O.1.1 MU.68.O.3.1 MU.68.O.3.2 MU.68.H.2.3 MU.68.H.3.1 MU.68.F.3.2 

SyncopationSubdivision Dotted quarter note Eighth note/rest Up beat Piano Mezzo piano Mezzo forte Forte Phrase Fermata Waltz March Intonation Melody Harmony Chromatics Half steps / whole steps Staccato Hooked bowing  

 

 

INSTRUMENTAL MUSIC CURRICULUM MAP – M/J ORCHESTRA 1 Grade 6‐8 

 

   

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 http://flmusiced.org/dnn/  Florida Orchestra Association http://myfoa.org/  National Association for Music Education http://www.nafme.org/  American String Teachers Association http://www.astaweb.com  Suzuki Association of the Americas http://suzukiassociation.org/  All Things Strings https://www.allthingsstrings.com/   Michael Hopkins String Pedagogy Notebook http://stringtechnique.com/about.htm  Violin Websites http://www.theviolinsite.com/violin_websites.html  Viola Websites http://www.viola.com/  Cello Websites http://www.celloprofessor.com/Cello‐Links.html  Bass Websites http://www.talkbass.com/forum/f16/best‐bass‐string‐websites‐356713/  

 

 

ASSESSMENT RUBRIC   

4Points(Advanced)

Ascoreoffourisaresponseinwhichthestudentdemonstratesathoroughunderstandingofthemusicconceptsand/orproceduresembodiedinthetask.Thestudenthasrespondedcorrectlytothetask,usedmusicallysoundprocedures,andprovidedclearandcompleteexplanationsandinterpretations.

3Points

(Proficient)

Ascoreofthreeisaresponseinwhichthestudentdemonstratesanunderstandingofthemusicconceptsand/orproceduresembodied inthetask. Thestudents’ response to the task is essentially correctwith themusical procedures used and theexplanations and interpretations provided demonstratinganessentialbutlessthanthoroughunderstanding.The responsemay contain minor flaws that reflect inattentive execution of musical procedures or indications of somemisunderstanding of theunderlyingmusicconceptsand/orprocedures.

2Points(Basic)

A score of two indicates that the student has demonstrated only a partial understanding of the music concepts and/orproceduresembodiedinthetask.Althoughthestudentmayhaveusedthecorrectapproachtoobtainingasolutionormayhaveprovidedacorrectsolution,thestudents’worklacksanessentialunderstandingoftheunderlyingmusicconcepts.

1Point

(Emerging)

A score of one indicates that the student has demonstrated a very limited understanding of the music concepts and/orprocedures embodied in the task. The students’ response is incomplete and exhibitsmany flaws. Although the students’responsehasaddressedsomeof theconditionsof the task, thestudentreachedan inadequateconclusionand/orprovidedreasoningthatwasfaultyorincomplete.Theresponseexhibitsmanyflawsormaybeincomplete.

0Points

Ascoreofzeroindicatesthatthestudenthasprovidedacompletelyincorrectornon‐interpretableresponseornoresponseatall.

 

 

 

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 4  3  2  1  0 Comment: Demonstrated correct bow grip  4  3  2  1  0 Comment: Demonstrated correct use of bow 4  3  2  1  0 Comment: Demonstrated correct left hand / arm position  4  3  2  1  0 Comment: Played with a full, characteristic tone 4  3  2  1  0 Comment:           Performed in a steady tempo  4  3  2  1  0 Comment: Began notes correctly  4  3  2  1  0 Comment:   Played proper phrases   4  3  2  1  0 Comment: Played prescribed articulations / dynamics 4  3  2  1  0 Comment: Played with confidence / pride 4  3  2  1  0 Comment: Played correct notes  4  3  2  1  0 Comment: Played correct note / rest values 4  3  2  1  0 Comment: 

TOTAL SCORE 4 3  2 1 0

 

 

 

 

 

 

Course Number: 1302040 Course Path: Section: Grades PreK to 12 Education Courses » Grade Group: Grades 6 to 8 Education Courses » Subject: Music » SubSubject: Music Performance - Orchestra » Course Title: M/J Orchestra 1 Course Section: Grades PreK to 12 Education Courses Abbreviated Title: M/J ORCH 1 Course Length: Year Course Level: 2 Course Status: DRAFT - State Board approval pending Course Description: Students who have little or no experience on violin, viola, cello, bass, or harp explore high-quality music literature written or transcribed for string orchestra. Study includes the development of foundational instrumental ensemble techniques, performance skills, music literacy, and aesthetic awareness. 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. This course may also require students to obtain a musical instrument (e.g., borrow, rent, purchase) 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.68.C.1.1 Develop strategies for listening to unfamiliar musical works. Assessing our own and others’ artistic work, using critical-thinking, problem-solving, and decision- making skills, is central to artistic growth.

MU.68.C.2.1 Critique personal performance, experiment with a variety of solutions, and make appropriate adjustments with guidance from teachers and peers.

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.68.S.1.3 Arrange a short musical piece by manipulating melody, form, rhythm, and/or voicing.

MU.68.S.1.4 Sing or play melodies by ear with support from the teacher and/or peers.

Development of skills, techniques, and processes in the arts strengthens our ability to remember, focus on, process, and sequence information.

MU.68.S.2.1 Perform music from memory to demonstrate knowledge of the musical structure.

MU.68.S.2.2 Transfer performance techniques from familiar to unfamiliar pieces.

 

 

Through purposeful practice, artists learn to manage, master, and refine simple, then complex, skills and techniques.

MU.68.S.3.1 Sing and/or play age-appropriate repertoire expressively. MU.68.S.3.2 Demonstrate proper vocal or instrumental technique. MU.68.S.3.3 Sight-read standard exercises and simple repertoire. MU.68.S.3.4 Compare written notation to aural examples and analyze for accuracy of rhythm and pitch.

MU.68.S.3.6 Develop and demonstrate efficient rehearsal strategies to apply skills and techniques.

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.68.O.1.1 Compare performances of a musical work to identify artistic choices made by performers. Every art form uses its own unique language, verbal and non-verbal, to document and communicate with the world.

MU.68.O.3.1 Describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image.

MU.68.O.3.2 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.

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.

The arts reflect and document cultural trends and historical events, and help explain how new directions in the arts have emerged.

MU.68.H.2.3 Classify the literature being studied by genre, style, and/or time period.

Connections among the arts and other disciplines strengthen learning and the ability to transfer knowledge and skills to and from other fields.

MU.68.H.3.1 Identify connections among music and other content areas and/or contexts through interdisciplinary collaboration.

INNOVATION, TECHNOLOGY, and the FUTURE: Curiosity, creativity, and the challenges of artistic problems drive innovation and adaptation of new and emerging technologies.

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.68.F.3.2 Investigate and discuss laws that protect intellectual property, and practice safe, legal, and responsible acquisition and use of musical media.

 

 

Additional Required Benchmarks:

LACC.6.SL.1 Comprehension and Collaboration

LACC.6.SL.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

LACC.6.SL.1.2 Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study.

LACC.6.SL.1.3 Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not. LACC.6.SL.2 Presentation of Knowledge and Ideas

LACC.6.SL.2.4 Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation. LACC.68.RST.2 Craft and Structure LACC.68.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 6–8 texts and topics.LACC.68.WHST.3 Research to Build and Present Knowledge LACC.68.WHST.3.9 Draw evidence from informational texts to support analysis reflection, and research. DA.68.S.2.1 Sustain focused attention, respect, and discipline during classes and performances. 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.