Orchestra Scope and Sequence · Web view3 A - Sight-read major, minor, modal, and chromatic melodies. TEKS (Skills and Processes) 3 A - Sight-read major, minor, modal, and chromatic

Orchestra Scope and Sequence

Orchestra III High School

Week 1Unit of Study: Shifting: Positions I-IIIFirst Grading Period

TEKS (Content)

1 A - Perform appropriate literature expressively.

2 A Exhibit accurate intonation & rhythm, fundamental skills and advanced techniques, using literature ranging from moderately difficult to difficult, while performing independently & in ensembles.

2 C - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.

TEKS (Skills and Processes)


2 A Exhibit accurate intonation & rhythm, fundamental skills and advanced techniques, using literature ranging from moderately difficult to difficult, while performing independently & in ensembles.


College Prep

Vocabulary

Resources

Instructional Guidelines

Word Wall

Shifting

Advanced Technique for Strings (Gold Book), Pages 14-17

Fiddlers Philharmonic,

Fiddlers Philharmonic Encore, & Jazz Philharmonic, Andrew Dabczynksi & Bob Phillips.

Introducing the Positions for Violin, Viola and Cello, Vol. 2

Harvey S. Whistler.

All-Region/ State Audition Music

Daily Warm-ups for Strings, Michael Allen

Metronome

Stereo sound system

Concert Repertoire

Class Handbook

The teacher will use resources and Before, During, and After strategies to:

Demonstrate 3rd & higher positions

Discuss notation for 3rd and higher positions

Analyze shifting notation

Introduce All-region Audition music

Introduce, read & discuss Orchestra class handbook

So that the student will:

Remember note names in third position.

Analyze fingerings in 3rd position.

Discuss the relationship between 1st and 3rd Position.

Prepare for All-Region/ State auditions.

Understand the class rules, procedures & expectations.

How to Teach

Key Questions

Student Behaviors

Getting the Big Ideas

Strategies

A

Rigor

Relevance

1. How would you identify & count required rhythms

2. Can you identify how to produce accurate intonation?

3. Describe a shifting and what it is used for.

Play with proper posture and bowing mechanics

Play exercises to find correct pitches and rhythms

Perform instrumental warm-ups

Play correct rhythms and pitches

Produce characteristic tone

Read and write basic music notation

Begin learning and playing basic & audition repertoire

Explanation

Instruction

Demonstration

Drill & Practice

Observation

Review & re-teach

Assessment

Students demonstrate understanding of music performance and music notation by playing correct notes and rhythms

Students will perform with correct intonation..

Students start learning audition repertoire.

Students will return their signed Class Contract in a timely manner.

Before: Engage:

Have Students: Create a mental overview of the topics of study on the page.

During: Explore:

Have Students: Determine what is important

After: Summarize

Have Students: Complete a Graphic Organizer that shows the notes in position/notation/fingering.

Technology Connection

Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins

Mimi Zweig www.stringpedagogy.com

String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney- Mueller/stringed/home.html

Smart Music http://www.smartmusic.com

Special Education

Written Notes- Terms with Definition

Provide Flash Cards with Terminology and notation.


Week 2Unit of Study: Three Octave Scale Major/Minor/Arpeggio(G Open)First Grading Period

TEKS (Content)

3 A - Sight-read major, minor, modal, and chromatic melodies.


3 A - Sight-read major, minor, modal, and chromatic melodies.

College Prep

Vocabulary

Resources


Word Wall

Arpeggio

Natural (pure) Minor

Harmonic minor

Melodic Minor

Advanced Technique for Strings (Gold Book)

Pages 2,6,11


Fiddlers Philharmonic Encore, & Jazz Philharmonic, Andrew Dabczynksi & Bob Phillips


Harvey S. Whistler,



Metronome

Stereo sound system


Examine scale fingerings

Facilitate scale/arpeggio principles

Clarify tonal criteria

so that the student will:

Recall three octave scales

Construct scales and arpeggios (1B,1C)

Judge key centers and tonalities (3A)

How to Teach

Key Questions

Student Behaviors


Strategies

A

Rigor

Relevance


2. Can you identify the rhythm/meter of the music?

3. Can you identify the key that the music is in?


Learn and play exercises to find correct pitches and rhythms



Play with characteristic tone


Continue learning and playing basic & audition repertoire

Explanation

Instruction

Demonstration

Drill & Practice

Observation

Review & re-teach

Assessment

Students demonstrate understanding of music performance and music notation by playing correct notes and rhythms

Students will perform with accurate intonation.

Student will demonstrate ability to perform assigned music.

Students continue to learn audition music.

Before: Engage:

Teacher: Set goals for student reading

During: Explore:

Have Students: Organize sequence of fingerings for each octave.

After: Summarize

Have Students: Recall the appropriate set of fingerings for the scale.




String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html


Special Education


Provide Flash Cards with Terminology and notation


Week 3Unit of Study: Dotted Rhythm and Bowing StudiesFirst Grading Period

TEKS (Content)

3 B - Read and write music that incorporates complex rhythmic patterns in simple, compound and asymmetric meters.


3 B - Read and write music that incorporates complex rhythmic patterns in simple, compound and asymmetric meters.

College Prep

Vocabulary

Resources


Word Wall

Dotted rhythms


Page 38




Harvey S. Whistler,



Metronome

Stereo sound system


Demonstrate counting and writing dotted rhythms

Analyze rhythmic patterns

Reflect on compositional elements


Interpret rhythmic notation

Organize & apply counting syllables

Generate a written rhythmic composition (3B)

How to Teach

Key Questions

Student Behaviors


Strategies

C

Rigor

Relevance


2. Can you write music that follows identified rules?

3. Describe the proper posture & positioning for the instrument you are playing.

Continue playing with proper posture and bowing mechanics





Read and write basic & music notation


Explanation

Instruction

Demonstration

Drill & Practice

Observation

Review & re-teach

Assessment

Students demonstrate understanding proper instrument positioning and performance


Student will demonstrate ability to perform assigned music.

Students continue to prepare audition music.

Before: Engage:

Have Students: Make predictions about the text (chart) of rhythms

During: Explore:

Have Students: Ask questions about note values/durations, counting syllables and beat relationships.

After: Summarize

Have Students: Compare rhythmic values to beats






Special Education




Week 4Unit of Study: Musical Styles (Baroque Period) First Grading Period

TEKS (Content)

5 A - Classify by style and by historical period or culture representative examples of music, justify the classifications.

5 B - Identify and describe the effects of society, culture, and technology on music.

5 D - Define the relationships between the content, concepts, and the processes of the other fine arts, other subjects, and those of music.

3 C - Interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and ensemble performances.


5 A - Classify by style and by historical period or culture representative examples of music, justify the classifications.

5 B - Identify and describe the effects of society, culture, and technology on music.

5 D - Define the relationships between the content, concepts, and the processes of the other fine arts, other subjects, and those of music.

3 C - Interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and ensemble performances.

College Prep

Vocabulary

Resources


Word Wall

walking notes

running notes

Baroque Period


Page 40




Harvey S. Whistler,



Metronome

Stereo sound system


Demonstrate Baroque performance characteristics (5D)

Evaluate Baroque notation and ornamentation

Discuss methods of evaluation


Recognize characteristics of Baroque music (5A)

Analyze & apply articulations

Interpret samples of Baroque music (3C)

How to Teach

Key Questions

Student Behaviors


Strategies

C

Rigor

Relevance

1. How would you identify intervals between notes?

2. Can you identify major and minor scales

3. Describe differences and similarities in the music being performed.

Continue playing with proper posture and bowing mechanics


Reproduce instrumental warm-ups


Produce characteristic tone.



Explanation

Instruction

Demonstration

Drill & Practice

Observation

Review & re-teach

Assessment

Students demonstrate knowledge of music performance and music notation by playing correct notes and rhythms.


Students will identify Baroque performance characteristics.

Before: Engage:

Teacher: Write on board, "What makes Jazz jazzy?" Relate findings (Improvisation/ornamental notes) to Baroque music

During: Explore:

Have Students: Discuss Baroque musical characteristics

After: Summarize

Have Students: Recap the main points of Baroque music






Special Education




Week 5Unit of Study: Three Octave Scale Major/Minor/Arpeggio (Ab-A "1st Finger")First Grading Period

TEKS (Content)

4 A - Improvise musical melodies


4 A - Improvise musical melodies

College Prep

Vocabulary

Resources


Word Wall

Improvisation

Essential Technique for Strings (Gold Book)

Pages 2,6,11




Harvey S. Whistler,



Metronome

Stereo sound system


Examine scale fingerings

Facilitate scale/arpeggio principles

Clarify tonal criteria


Recall three octave scales

Construct scales and arpeggios

Judge key centers and tonalities

How to Teach

Key Questions

Student Behaviors


Strategies

C

Rigor

Relevance

1. How would you identify & count required rhythms?

2. Can you describe the meter of the music?

3. How would you describe asymmetric meter?








Explanation

Instruction

Demonstration

Drill & Practice

Observation

Review & re-teach

Assessment

Students demonstrate knowledge of music performance and music notation by playing correct notes and rhythms

Students will play with accurate intonation.

Before: Engage:

Have Students: Teacher: Set goals for student reading

During: Explore:

Have Students: Examine sequence of fingerings for each octave

After: Summarize

Have Students: Recall the appropriate set of fingerings for the scale.






Special Education




Week 6Unit of Study: Baroque Repertoire First Grading Period

TEKS (Content)

1 C - Identify music forms of performance and listening repertoire.

2 B - Demonstrate comprehension of musical styles be seeking appropriate literature for performance.


1 C - Identify music forms of performance and listening repertoire.

2 B - Demonstrate comprehension of musical styles be seeking appropriate literature for performance.

College Prep

Vocabulary

Resources


Word Wall

overture

concerto


Pages 41-42




Harvey S. Whistler,



Metronome

Stereo sound system


Examine Baroque musical examples

Observes Baroque concepts and principles

Reflect upon sources of Baroque Literature


Recognize Baroque musical Forms (1C)

Apply Baroque Period characteristics to music (1A)

Generate music performance recommendations(2C-D)

How to Teach

Key Questions

Student Behaviors


Strategies

B

Rigor

Relevance

1. How would you identify the stylistic or historical background of the music you are playing?

2. Can you demonstrate the ability to read and analyze higher levels of rhythmic complexity?

3. Describe a series of complex rhythms.







Learning and playing basic & audition repertoire

Explanation

Instruction

Demonstration

Drill & Practice

Observation

Review & re-teach

Assessment

Students demonstrate musical understanding of music performance and music notation by playing correct notes and rhythms

Students will play with accurate intonation.

Students will play Baroque music with correct interpretation.

Before: Engage:

Teacher: Set goals for student reading (Teacher selected excerpt of Baroque ornamentation)

During: Explore:

Have Students: Describe notations and sounds of ornamentation

After: Summarize

Have Students: Recognize ornamental notation.






Special Education




Week 7Unit of Study: Repertoire for Shifting (Positions I-III) First Grading Period

TEKS (Content)


2 A - Exhibit accurate intonation and rhythm, fundamental skills, and advanced techniques, using literature ranging from moderately difficult to difficult, while performing moderately easy to moderately difficult literature.




2 A - Exhibit accurate intonation and rhythm, fundamental skills, and advanced techniques, using literature ranging from moderately difficult to difficult, while performing moderately easy to moderately difficult literature.


College Prep

Vocabulary

Resources


Word Wall


Pages 18-21




Harvey S. Whistler,



Metronome

Stereo sound system


Show 3rd Position Notation

Discuss note names

Analyze shifting notation


Recall fingerings in 3rd position

Analyze fingerings for upper positions

Discuss the relationship between 1st and 3rd Position

How to Teach

Key Questions

Student Behaviors


Strategies

B

Rigor

Relevance

Can you demonstrate basic performance techniques?

Can you recall the requirements for sight-reading?

How do you read complex rhythms?

Learn concert repertoire by memory

Demonstrate fundamental performance techniques in rehearsal/ concert setting

Demonstrate performance etiquette in rehearsal/ concert setting

Evaluate rehearsals/ performance with basic criteria

Demonstrate appropriate audience etiquette.

Demonstrations

Compare & Contrast

Drill & Practice

Observation

Instruction

Review & re-teach

Assessment

Students demonstrate appropriate concert etiquette.

Students rate a recorded performance using performance criteria.

Before: Engage:

Have Students: Create a mental overview of the chosen piece of music

During: Explore:

Have Students: Determine what is important

After: Summarize

Have Students: Complete a Graphic Organizer that sequences important events in the music






Special Education




Week 8Unit of Study: Concert PerformanceFirst Grading Period

TEKS (Content)

2 D - Exhibit, describe and critique appropriate small-and large-ensemble performance techniques experienced and observed during formal and informal concerts.

6 A - Evaluate musical performances and compositions by comparing them to similar or exemplary models and offering constructive suggestions for improvement.

6 B - Exhibit informed concert etiquette during live performances in a variety of settings.




6 B - Exhibit informed concert etiquette during live performances in a variety of settings.

College Prep

Vocabulary

Resources


Word Wall

Audition


REVIEW




Harvey S. Whistler,



Metronome

Stereo sound system


Show conducting patterns and cues

Evaluate models of exemplary performances

Guides student discussions


Respond musically

Actively listens to others perform

Develop exemplary standards

How to Teach

Key Questions

Student Behaviors


Strategies

B

Rigor

Relevance

Can you leave out one criterion for performance and still have a musical performance? Why not?

Organize criteria for evaluating performances.

Why is it necessary to have appropriate audience etiquette?


Demonstrate fundamental performance techniques in rehearsal/concert-setting



Demonstrate appropriate audience etiquette

Evaluate an audition of Region music.

Demonstrations

Compare & Contrast

Drill & Practice

Instruction

Observation

Review & re-teach

Audition

Assessment

Students demonstrate informed concert etiquette.

Students rate a recorded performance using appropriate criteria.

Before: Engage:

Have Students: Predict the characteristics found in a exemplary performance.

During: Explore:

Have Students: Draw comparisons between Good and Exemplary Performances, Describe important elements of a performance.

After: Summarize

Have Students: Write an evaluation of a performance.






Special Education




Week 9Unit of Study: Concert PerformanceFirst Grading Period

TEKS (Content)



6 B - Exhibit concert etiquette during live performances in a variety of settings.




6 B - Exhibit concert etiquette during live performances in a variety of settings.

College Prep

Vocabulary

Resources


Word Wall

Advanced Technique for Strings (Gold Book) REVIEW




Harvey S. Whistler,



Metronome

Stereo sound system


Demonstrate conducting patterns and cues

Evaluate models of exemplary performances

Guides student discussions


Respond musically

Actively listens to others perform

Develop exemplary standards

How to Teach

Key Questions

Student Behaviors


Strategies

B

Rigor

Relevance

Can you demonstrate expression in the music for solo contest?

How do you apply basic performance techniques to a solo performance?

Why is it necessary to have appropriate concert group etiquette?


Demonstrate fundamental performance techniques in rehearsal/ concert setting



Demonstrate appropriate audience etiquette

Evaluate an audition of Region music.

Demonstrations

Compare & Contrast

Drill & Practice

Observation

Instruction

Review & re-teach

Reflection

Assessment

Students demonstrate appropriate concert etiquette.

Students rate a recorded performance using performance criteria.

Students use a rubric to reflect on 1st 9 weeks performance.

Before: Engage:

Have Students: Predict the characteristics found in a exemplary performance.

During: Explore:

Have Students: Draw comparisons between Good and Exemplary Performances, Describe important elements of a performance.

After: Summarize

Have Students: Write an evaluation of a performance.






Special Education



SAISD 2007-08 8th Grade Band (First Grading Period Week 1)

Page 16 of 18

Documents

Orchestra Scope and Sequence · Web view3 A - Sight-read major, minor, modal, and chromatic melodies. TEKS (Skills and Processes) 3 A - Sight-read major, minor, modal, and chromatic