Download - Orchestra Teacher Resource Manual

7/27/2019 Orchestra Teacher Resource Manual

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TEACHERRESOURCE BOOK


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Important InfoArrival:

You must arrive to your scheduled class no later than 15 minutes prior to school

dismissal. Make sure you confirm the exact dismissal time with the school to ensureyou arrive on time.

Show your MMAS ID to the office staff

Upon arrival call customer service at 1-855-998-3110 to confirm that you have

successfully arrived at the school.

If you anticipate being late or absent please call Cris Chiles to notify her of your

absence or tardy

If you are absent from work you will not be paid for that dayIf you are tardy then your paycheck will be deducted by $25. Please make sure you

apologize to the front office staff for your tardiness

During Class:

Ensure that all students complete their MMAS warm-up during the first 15 minutes of

classIf there is an emergency and you have to leave the room to make a phone call please

leave a student in charge and maintain a line of sight with the classroom door


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Important Info

Other:

Communicate frequently with parents when they pick up students and via the MMAS

website.

Submit your monthly Lesson Plans to Cris by the first of each month

Always have your Teacher Resource Book present when you teach

If you need to take a personal day make this request two weeks in advance via the

blog (http://mmasteachers.blogspot.com)

Check the MMAS website and the blog for updates daily

Important Numbers:

For questions about education, classroom details, etc: Cris Cell: 404-308-5331

Cris Office: 678-457-3080 ext. 4510

For questions about payroll, operational matters, and paperwork:

Rena Sutton: 678-456-3080 ext. 4505
http://mmasteachers.blogspot.com/http://mmasteachers.blogspot.com/


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Standard Items Included in Orchestra Teacher Resource Kit

Optional Items to be ordered for Orchestra Teacher Resource Kit

Please place a check by the items you need below

!

Consumables Non-Consumables

Instrument Tape Essential Elements 2000 Teachers Manual

Rosin First Things First Teachers Manual

Rubber bands 5 Sponges

1 Set of Expo Markers Set of Strings

Paper Clips 30 Wooden Dowels

Masking Tape Chinrest Tool

Alcohol Swabs MMAS Lanyard

Band-Aids CD Player

Pencils Metronome/ Tuner

Consumables Non-Consumables

Peg Lubricant Music Style Bingo Set/ Rhythm Bingo Set

Peg Grip


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Please check the items below that you are taking in your Teacher Resource Kit. All non-consumable items must be accounted

for at the end of the semester.

STANDARD

_____Instrument Tape _____Set of Strings

_____Rosin _____30 Wooden Dowels

_____1 Expo Marker Set _____5 Sponges

_____Pencils _____Chinrest Tool

_____Rubber bands

_____Alcohol Swabs OPTIONAL ITEMS

_____Band-Aids _____ _____________________________

_____Paper Clips _____ _____________________________

_____Masking Tape _____ _____________________________

_____Essential Elements 2000 Teachers Guide _____ _____________________________

_____First Things First Teachers Guide _____ _____________________________

_____Tuner/ Metronome

_____CD Player

_____MMAS Lanyard

!


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StringOrchestraLevel1Standards

Standard1:Singing,aloneandwithothersavariedrepertoireofmusic.

O.1.1Studentswilldiscriminatebetweensupportedandnon-supportedtones.

O.1.2Studentswilldemonstrateaccuratevowelshapes/sounds.

O.1.3Studentswillmatchpitchanddevelopanunderstandingofproperintonation

0.1.4Studentswilldevelopphrasingskillsthroughsingingsimplemelodies

Standard2:Performingoninstruments,aloneandwithothersavariedrepertoireofmusic.

O.2.1Studentswillknowthenamesandfingeringsofthenotesintheappropriaterange

O.2.2StudentswillidentifyandperformmusicinthekeyofC,G,andD

O.2.3Studentswillsight-readlevelappropriatepassagesfromGrade1Repertoire

O.2.4Studentswillbeabletomatchpitch.

O.2.5StudentswillrecognizeandaccuratelyperformEighth,Quarter,Half,Dottedhalf,andWhole

notes along with their respective rest


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Standard3:Improvisingmelodies,variations,andaccompaniments

O.3.1Studentswillimprovisesimple4measurerhythmicanswers.

O.3.2Studentswillimprovisesimple4measuremelodicanswers.

O.3.3Studentswillperformsimplemelodiesbyearandcreatecontrastingvariationsofthosemelodies

Standard4:Composingandarrangingmusicwithinspecifiedguidelines.

O.4.1Studentswillcreatemelodicandrhythmiccompositions

O.4.2Studentswilltranscribesimplemelodiesfortheirinstrument

Standard5:Readingandnotatingmusic

O.5.1StudentswillidentifynamesofnotesonthestaffandtheirfingeringfortheG,D,andAstrings

O.5.2StudentswillidentifyMajorKeySignaturesandapplytheappropriatefingerpatternsforthose

keys

O.5.3Studentswilldefineanddemonstrateappropriateterminologyandsymbolsrelatingtoexpression,

style,dynamics,tempo,andarticulation

O.5.4Studentswilldemonstratephrasing

O.5.5Studentswillrecognizeandperforminsimplemeters


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Standard7:Evaluatingmusicandmusicperformances.

O.7.1Studentswillevaluatetheaccuracyofrhythmandtempoforindividualandensembleperformances

O.7.2Studentswilljudgethequalityofperformancesbasedupontone,intonation,balance,expression,

andrhythm

O.7.3Studentswilluseappropriateterminologytoprovidefeedbackonindividualandensemble

performances

Standard8:Understandingrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsidethe

arts.

O.8.1Studentswilldevelopanunderstandingoftheworkethicneededforthepreparationofa

performance.Developanunderstandingofstandardrehearsaltechniquesanditsusageforsuccess

inmusicandlifeexperiences

O.8.2Studentswillidentifywaysinwhichtheprinciplesandsubjectmatterofotherdisciplinestaughtin

theschoolareinterrelatedwiththoseofmusic

O.8.3Studentswilldisplayproperetiquetteanddecoruminrehearsalandconcertsettings

Standard9:Understandingmusicinrelationtohistoryandculture.

O.9.1Studentswilllistentorecordingsandcompareperformancestyles


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IntermezzoStringOrchestraStandards

Standard1:Singing,aloneandwithothersavariedrepertoireofmusic.

O.1.1Studentswillsingwithintheirbasicrange,aloneandinagroup

O.1.2Studentswillrespondappropriatelytoconductorcues

O.1.3Studentswillsingin2-partharmony

Standard2:Performingoninstruments,aloneandwithothersavariedrepertoireofmusic.

O.2.1Studentswillknowthenamesandfingeringsofthenotesonallstrings

O.2.2StudentswillidentifyandperformmusicinthekeyofA,F,andBb

O.2.3Studentswillsight-readlevelappropriatepassagesfromGrade1.5Repertoire

O.2.4Studentswillrespondtoconductorcues

O.2.5Studentswillrecognizeandaccuratelyperformsixteenth,dottedquarter,andvariouspatternswiththeirrespectiverests

O.2.6 Students will count and perform rhythmically in a steady tempo


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Standard3:Improvisingmelodies,variations,andaccompaniments

O.3.1Studentswillimprovisesimple4measurerhythmicanswers.

O.3.2Studentswillimprovisesimple4measuremelodicanswers.

O.3.3Studentswillperformsimplemelodiesbyearandcreatecontrastingvariationsofthosemelodies

Standard4:Composingandarrangingmusicwithinspecifiedguidelines.

O.4.1Studentswillcreatemelodicandrhythmiccompositionswithvarietyofmovement

O.4.2Studentswilltranscribesimplemelodiesfortheirinstrument

Standard5:Readingandnotatingmusic

O.5.1Studentswillidentifynamesofnotesonthestaffandtheirfingeringforallstrings

O.5.2Studentswilldefineanddemonstrateappropriateterminologyandsymbolsrelatingtoexpression,

style,dynamics,tempo,andarticulation

O.5.3Studentswillusestandardnotationtorecordtheirmusicalideasandthemusicalideasofothers

O.5.4Studentswillrecognizeandperforminmixedandcompoundmeters

St d d 6 Li t i t d l i i


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O.7.2Studentswilljudgethequalityofperformancesbasedupontone,intonation,balance,expression,

andrhythm

O.7.3Studentswilluseappropriateterminologytodescribemusiceventsinagivenauralexample

Standard8:Understandingrelationshipsbetweenmusic,theotherarts,anddisciplinesoutsidethe

arts.

O.8.1Studentswilldevelopanunderstandingoftheworkethicneededforthepreparationofaperformance.Developanunderstandingofstandardrehearsaltechniquesanditsusageforsuccess

inmusicandlifeexperiences

O.8.2Studentswillidentifywaysinwhichtheprinciplesandsubjectmatterofotherdisciplinestaughtin

theschoolareinterrelatedwiththoseofmusic

O.8.3Studentswilldisplayproperetiquetteanddecoruminrehearsalandconcertsettings

Standard9:Understandingmusicinrelationtohistoryandculture.

O.9.1Studentswilllistentorecordingsandcompareperformancestyles

O.9.2Studentswillknowabasichistoryofcompostersinmajorhistoricalperiods

O.9.3Studentswillcompare,invariousculturesoftheworld,thefunctionmusicserves,rolesof

musicians,andconditionsunderwhichmusicistypicallyperformed


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Beginning String Orchestra Benchmarks (Level 1)

Performance Standards Violin Viola Cello Bass

Rhythms

Whole, Dotted Half, Half,Quarter and EighthTime Signatures 2/4, 3/4,4/4, and Common Time




Note Reading/ Finger

Patterns

Treble Clef- all strings1-23-412-3-4

Alto Clef- all strings1-23-412-3-4

Bass Clef- all strings1-3-41-2-4

Bass Clef- all strings1-3-41-2-4Shifting on the G String

ScalesRecognize, play, and writethe C, G, and D scales

Recognize, play, and writethe C, G, and D scales



Articulations / Bowings/

Dynamics

Up and Down BowBow LiftsSlur and TiesDetache, Staccato, Legato

p-f dynamics


p-f dynamics


p-f dynamics


p-f dynamics

Technique

Proper Bow Grip

Straight Left Wrist w/Fingers on TipsProper Instrument PostureProper Characteristic ToneProduction

Proper Bow Grip

Straight Left Wrist w/Fingers on TipsProper Instrument PostureProper Characteristic ToneProduction

Proper Bow Grip

Straight Left WristProper Instrument PostureProper Characteristic ToneProduction

Proper Bow Grip

Straight Left WristProper Instrument PostureProper Characteristic ToneProduction

Performance

Opportunities

Cluster ConcertsPerforming Ensembles





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Intermezzo String Orchestra Benchmarks (Level 2)

Performance Standards Violin Viola Cello Bass

Rhythms

Dotted Quarter andSixteenthsTime Signatures Cut Time,mixed meter, and compoundmeters




Note Reading/ Finger

Patterns

Treble Clef- all strings1-23-412-3-4

1-2-3-41-2-34

Alto Clef- all strings1-23-412-3-4

1-2-3-41-2-34


X1-2-41-2-X4Shifting to 4th position


Shifting on the G and DStrings

Scales

Recognize, play, and writethe A, F, and Bb scalesLevel One Upper/ LowerOctave Scales




Articulations / Bowings/

Dynamics

AccentsSlur, Multi-Note SlursTiesDetache, Staccato, Legato,

Hooked BowingBow DistributionPhrasing using Dynamics







Technique

Proper Bow GripStraight Left Wrist w/Fingers on TipsProper Instrument PostureProper Characteristic ToneProduction

Proper Bow GripStraight Left Wrist w/Fingers on TipsProper Instrument PostureProper Characteristic ToneProduction

Proper Bow GripStraight Left WristProper Instrument PostureProper Characteristic ToneProductionThumb Placement

Proper Bow GripStraight Left WristProper Instrument PostureProper Characteristic ToneProductionThumb Placement

Performance

Opportunities


Chamber Music


Chamber Music


Chamber Music


Chamber Music


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Mult i-Cultural Links

In the Classroom

In accordance with the MMAS Standards each student will compare the function music

serves, roles of musicians, and conditions under which music is typically performed invarious cultures.

Each teacher must use one of the below pieces or another traditional piece to satisfy this

requirement. Make sure you also teach students about the culture and traditions of music within

the piece you choose. You can use this website to find more information on the use of traditional

music within various cultures. http://spotlightonmusic.macmillanmh.com/music/teachers/articles/

folk-and-traditional-styles/native-american-folk-musicPlease use the piece below as a guideline.

I. Kum-Ba-Yah (Stringing Along)

a. Teach the fundamentals of the piece

a. D Major Scale

b.Pizzicato and Arco

c. Fermata, Ties, and Ritardando

b. Use the website above to find information on how music is used in the African culture

c. Add hand drums and shakers (you can have students make these as a project in class)

d.Potentially have the students read an African poem during the performance
http://spotlightonmusic.macmillanmh.com/music/teachers/articles/folk-and-traditional-styles/native-american-folk-musichttp://spotlightonmusic.macmillanmh.com/music/teachers/articles/folk-and-traditional-styles/native-american-folk-musichttp://spotlightonmusic.macmillanmh.com/music/teachers/articles/folk-and-traditional-styles/native-american-folk-musichttp://spotlightonmusic.macmillanmh.com/music/teachers/articles/folk-and-traditional-styles/native-american-folk-musichttp://spotlightonmusic.macmillanmh.com/music/teachers/articles/folk-and-traditional-styles/native-american-folk-music


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ORCHESTRAPACINGGUIDETimeframe Concepts Book

posture and proper instrument maintenance

page 2

posture, guitar position, pizzicato, left hand position, open string note identification,proper pizz tone, aural rote songs, intro to principles of tone

pages 4-5

1st Semester

simple rhythms (quarter notes and rests), simple melodies, match pitches, intro to Dscale, 1-23/ 1-3-4 finger patterns, intro to basic melodic and rhythmic structures on

the D & A strings, aural rote songs

pages 6-13

reading basic melodic and rhythmic notation, beginning bow hold, intro to keysignature, intro to G string notes, concert etiquette

pages 14-15,26-27

Performance/ Winter Break

Review all previous concepts and begin short composition assignments in D major ascomprehensive assessment of skills learned

pages 4-19

2nd SemesterIntro into eighth notes and eighth note patterns with variations, alternate endings,

blend and balance within an ensemble, intro to dotted half notes and 3/4 timesignature

pages 20-25, 28

Intro to F and C natural, 12-3/1-2-4 finger patterns, melodic exercises using theabove scale finger pattern, intro to slurs and ties, intro to the C and E strings

pages 29-35,MMAS Resource

Library

Performance/ Summer Break

BeginningStringOrchestra


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ORCHESTRAPACINGGUIDETimeframe Concepts Book

Review all beginner concepts from year one, D major lower octave for viola/ cello--extensions, 4th finger strengthening exercises, proper tone production

MMAS ResourceLibrary

1st Semester

Multi-Note Slurs, G major upper octave violin, chamber music, phrase and melodicstructure, dotted quarter notes, new finger pattern 1-2-34/1-2-X4, intro to A

major scale


proper concert etiquette, note identification exercises, slurs, phrasing, ensemble

techniques, cut time, A major melodic phrases and variations

MMAS Resource

Library

Performance/ Winter Break

Review all previous concepts and begin short composition assignments in A majoras comprehensive assessment of skills learned, bow distribution


2nd SemesterIntro to F Major scale aurally, finger pattern 1-2-3-4/X1-2-4, hooked bowings,ensemble techniques, sixteenth notes, sixteenth note patterns with variations


Intro to Bb Major scale aurally, finger pattern1-2-34/X1-2-4, mixed meter,syncopation, compound meter


Performance/ Summer Break

IntermezzoStringOrchestra


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Absentee/ Behavior Sheet

Student Name September ctober Nove ber


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Student Name September ctober Nove ber


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Student Name D cember January F brua y


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Student Name D cember January F brua y


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Student Name arc April May


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Student Name arc April May


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SIGN-OUT SHEET

Parentsareinstructedtocomeintotheclassroomtopickupthestudent

Parents/GuardiansmustshowapictureI.D.

ComparenameonI.D.withthestudentsDismissalForm

IfnamediffersfromanylistedonDismissalForm,pleasefollowstepsoutlinedinSecurityProceduressection

STUDENT NAME SIGNATURERELATION TO

STUDENT

1

2

3

4

5

6

7


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SIGN-OUT SHEET

STUDENT NAME SIGNATURERELATION TO

STUDENT

17

18

19

20

21

22

23

24

25

26

27


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Pre-Planning Preparations

Have sufficient materials for everyone in the classPrepare a one-page syllabus for parents outlining goals for each month

during the school year. Include helpful websites along with the MMASwebsite that parents can use as a resource. Ensure that you provideyour Supervisor with a copy of this syllabus prior to giving it toparentsPrepare your lesson plan and submit for the monthHave the class roster readily accessibleCreate an inviting atmosphereOrganize all materials that you need from your Resource Kit so that allmaterials are readily accessiblePrepare a song on your instrument to demonstrate your talent tostudents

Opening Day

Ensure that the Rehearsal Room is prepared with your name and schedule


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First Day of Classes

All Music Matters After School teachers will arrive to their school at least 30 minutes before

students are released. Please take the time to acquaint yourself with the schools location to

ensure timely arrivals each week. Upon arriving to your school for the first day of class you

should complete the following objectives:

Introduce yourself too

Front Desk Staff

o Our primary contact (if a meeting is pre-arranged)o Principal if a meeting is pre-arranged)

Confirm the dismissal procedureso Inform school of MMAS dismissal procedures first, if the school has a different

policy then follow their policy

o Find out exactly when they release your students to come to your classo What time they start arriving in your classroomo Where do the parents come to pick them up

Class roster procedureso Some schools want to know the attendance in your class so find out if they need

the info below:

Absentee list, reporting an absent student Reporting a student in class that is not on your roster


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Focus: concept and skills to emphasizeRhythm Melody

Singing Listening

Form Harmony

Moving Creating

Tone Color

Expressive Qualities

Playing Instruments

National Music Standard(s)

Achieved:

Singing, alone and with others, a variedrepertoire of music

Performing on instruments, alone and with

others, a varied repertoire of music

Improvising melodies, variations and

accompaniments

Composing and arranging music within

specific guidelines

Reading and notating music

Listening to, analyzing, and describing

music

Evaluating music and music performances Understanding relationships between music,

the other arts and disciplines outside the

arts

Understanding music in relation to history

Materials/Equipment/Repertoire:

TEACHER:

School: Date:

Objectives/ Goals:

1.

Beginner Techniques:

1.


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DAILYWARM-UP

GoalfortheMonth:

Week1 Week2

Evaluateyoursectiononascaleof1to4andgivecommentsforallscoresbelow4.

1=poor(11ormoremistakes)2=fair(8-10)3=average(4-7)4=excellent(1-3)

SCORE

NameofComposition:

TERMS

INDEPENDENTPRACTICESUMMARY(week1)

Rhythm:

Bowing:

LISTENINGLOG(week2)

Ensemble:

Intonation:


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DAILYWARM-UP

Week3 Week4

WEEK3

WEEK4 TheoryAssignment

WritetheAssignedScale

THEORY

TERMS


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Posture Pass Comments/ Date Intonation Pass Comments/ Date

edge of chair adjust pitch

back straight tune by matching pitches

feet on the floor double stops (open strings)

Pizzicato--guitar position Pass Comments/ Date Dynamics Pass Comments

good sound adjusts to phrase structure

uses thumb adjusts to melodic contour

Pizzicato--playing position Pass Comments/ Date Sight Reading Pass Comments

uses index finger to pluck 4 measure excerpt

thumb attached to fingerboad 8 measure excerpt

plucks over fingerboard Grade 1 piece

Bow Hold Pass Comments/ Date Scales Pass Comments/ Date

curved thumb C major

middle fingers together on the frog G major

pinky curved/ pinky on the screw D major

flat wrist A major

Playing Position Pass Comments/ Date Rhythmic Counting Pass Comments/ Date

thumb across from 1st finger/ 2nd finger September

left arm parallel to the floor October

draws a straight bow November

fingers on tips January

February

Finger Patterns Pass Comments/ Date March

1--2 April

Plays the Instrument Alone and with Others


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Compose Pass Comments/ Date Evaluate your own performance Pass Comments/ Date

a piece for your instrument intonation

ABA form rhythm

2 measures tone

4 measures concert etiquette

Improv Pass Comments/ Date Identify and Describe Pass Comments/ Date

simple melody parts of the instrument

4 measure answer parts of the bow

scale instrument maintenance

simple rhythm

4 measure answer Identify and Perform Time Signatures Pass Comments/ Date

scale simple meters (2/4, 3/4, 4/4)

compound (2/2, 6/8, 9/8, 12/8)

Arrange Pass Comments/ Date mixed meter

2-4 meaure song

teachers choice Evalute Others Performance Pass Comments/ Date

student's choice intonation

rhythm

tone

Conducting Pass Comments/ Date

Common Time

Simple

Compound

Analyze, Describe, and EvaluateCompose, Arrange, and Improvise


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PRACTICELOG--YOUMUSTPRACTICE20-30MINUTESEVERYDAY

DAYONE DAYTWO DAYTHREE DAYFOUR DAYFIVE DAYSIX DAYSEVEN TOTAL


ParentSignature

TechniquesUsed:Youmustuseatleastfourofthesixeachweek

GOALFORWEEK1:

Whatdidyoupractice:

GOALFORWEEK2:


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PRACTICELOG--YOUMUSTPRACTICE20-30MINUTESEVERYDAY



GOALFORWEEK3:

ParentSignature

GOALFORWEEK4:

Whatdidyoupractice:

TechniquesUsed:Youmustuseatleastfourofthesixeachweek


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Pre-Observation Form

1. What are your goals as a teacher for this school year?

2. What are your goals for your students for this school year?

3. What are your strengths and weaknesses as a teacher? How do you plan to use your strengths

in the classroom? What steps do you intend to take to strengthen your weaknesses?


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Teacher Performance Observation

I. IDENTIFICATIONTeacher: Discipline: School Year:

Curriculum and PlanningThe teacher makes decisions about planning that demonstrate an understanding of pedagogy and curriculum implementation byappropriately planning for what students are expected to know, understand, and be able to do.

oExceeds Standards oMeets Standards oNeeds Improvementh h h id f k l d f h AS i l i hi / h hi ?

Instructions:

Complete the following evaluation based upon what you observe in during the classroom. Make sure you

document all evidence for each area of evaluation. If you have additional comments please use the back for

this information. Do NOT show this to the teacher you are evaluating. He/she will receive a copy of thisdocument once it has been completed.

Please submit this document to the Education Department no later than one week after your observation.

If you have any questions please contact the Education Department at 678-456-3080 ext. 4510.


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InstructionThe teacher consistently uses a combination of research-based strategies (method book), conceptual teaching, and motivationalresources in the classroom to challenges each student to achieve high levels of learning.

oExceeds Standards oMeets Standards oNeeds ImprovementDoes the teacher maximize instructional time? Does the teacher inform students of expectations for the day?Evidence:

Does the teacher provide differentiation for each student?Evidence:

Does the teacher use conceptual teaching with all levels of students combined? Does this teaching engage all students?Evidence:

Does the teacher use a variety of strategies and resources for student mastery? Do any of these include technology?Evidence:



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AssessmentThe teacher consistently uses a balance of assessments that are systematically implemented and produce student mastery ofstandards. The teacher provides consistent feedback throughout the class that is both informative and constructive.

oExceeds Standards oMeets Standards oNeeds ImprovementDoes the teacher provide consistent and constructive feedback?

Evidence:

Does the teacher use formative and summative assessments?Evidence:

Does the teacher demonstrate high expectations for students?Evidence:

Does the teacher create assessments that promote student mastery of standards/ objectives?


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Teacher Name______________________________ School Year_______________

Standard 1: Curriculum and Planning ES MS NI

1. The teacher plans instruction that is in alignment with theMMAS standards and benchmarks.

2. The teacher plans instruction that reflects strong

knowledge of both content and effective instructional

delivery to meet the needs of the students.

3. The teacher plans assessments to measure student progress

toward mastery of the standards.

4. The teacher plans for appropriate use of differentiation.

Comments:


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Standard 2: Instruction ES MS NI

1. The teacher effectively communicates learning

expectations.

2. The teacher uses an appropriate variety of instructional

techniques and materials designed to meet the needs of the

student.

3. The teacher differentiates to meet student needs through

the use of: check for understanding, vary the pace of the

learning, and provide guided/ independent practiceaccordingly.

4. The teacher uses available technology to enhance student

learning.

5. The teacher fosters the development of higher order

thinking skills.

6. The teacher maximizes instructional time.

7 The teacher fosters self-motivated learning and effective


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Standard 3: Assessment ES MS NI

1. The teacher uses assessment strategies to identify

individual and class strengths, misconceptions, and areas of

weakness to guide planning

2. The teacher uses both formative and summative

assessments to evaluate and communicate student progress

toward mastery of standards.

3. The teacher provides effective and timely feedback tostudents and parents

4. The teacher uses assessments to monitor student progress

and adjust instruction to maximize student achievement.

Comments:


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Standard 4: Administrative Duties Yes No

1. The teacher is ALWAYS punctual to all schools and MMAS events

2. The teacher adheres to all MMAS policies and administrative

procedures.

3. The teacher exhibits good judgement, a professional attitude, and

ethical behavior in all MMAS related matters.

4. The teacher communicates effectively with students, parents, office

staff, and school personnel.

5. The teacher uses established channels of communication when

professional concerns arise.

6. The teacher attends all meetings regularly and makes positive

contributions to discussions.

7. The teacher keeps accurate classroom records and submits reports

punctually.


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Additional Notes/ Comments:


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Teacher Performance Rubric

Curriculum and PlanningThe teacher makes decisions about planning that demonstrate an understanding of pedagogy and curriculum implementation by appropriately planning for what studentsare expected to know, understand, and be able to do.

Needs Improvement Meets Standards ExemplaryExamples of Evidence

Creates lessons that are not connected toassessments

Utilizes the method book as the onlysource of instruction

Plans activities that are strung togetherrather than being based on studentlearning needs or standards

Uses activities that do not lead studentsto mastery but are more likely a way tokeep students busy/ controlled

Observations Asks students for facts with no

expectation in achieving deeperunderstanding

Overlooks incorrect or confused studentresponses by moving on to anotherstudent or changing topics

Limits students interactions with oneanother and controls class discussions

Examples of Evidence

Uses method book as primary source ofinstruction.

Creates lessons that fall within the MMaSCurriculum Guideline

Implements components of aninstructional framework with a sequencefor lessons (e.g., warm-up, primaryfocus, wrap-up, etc.)

Plans lessons starting with the standardsand then moving to logically connectedactivities and assessments

Observations Uses current and accurate content

knowledge in teaching Explains content in more than one way Relies on teacher-student-teacher

response pattern that keeps studentsdependent on teacher for approval/disapproval of their ideas

Asks simple questions of fact orinterpretation


Implements an instructional frameworkthat brings all components of the lessontogether

Considers students prior knowledge inrelation to standards, then createsappropriate assessments and strategies

Aligns standards, instruction, andassessments logically for lessons andunits

Uses the method book as a guideline butuses a variety of resources to provide forstudent learning and engagement

Designs opportunities for students tolearn content in ways that support their

learning styles, multiple intelligences,etc.

Observations Uses students prior knowledge and/or

misconceptions to guide instruction Expects and encourages students to learn

and reason about problems in thecontent area

Arranges opportunities for students toexplore content knowledge in complexways and report discoveries to others


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InstructionThe teacher consistently uses a combination of research-based strategies (method book), conceptual teaching, and motivational resources in the classroom to challenges eachstudent to achieve high levels of learning.

Needs Improvement Meets Standards Exemplary


Plans the same instruction and assessment

delivered the same way for all students Does not plan the incorporation of resources

to differentiate instruction Makes assignments without explaining lesson

goals or expectations

Does not identify or display work samples to

demonstrate levels of performance toward

mastery of the goal Does not explain the purposes of the lessons

or articulate expectations for student work Focuses lesson on coverage of material rather

than on understanding Does not include motivating strategies that

engage students in learning Does not provide opportunities for choice or

student decision-making, but instead

regulates all aspects of assignments

Observations Explains content in one way only

Provides no logical purpose for selectedstrategies

Attends to teacher concerns more thanstudent concerns

Teaches all students in the same way, not

adapting lessons for students needs Ignores students attempts to contribute prior

knowledge or experience


Modifies planning as needed for some

students, but tends to be teacher-centered

and whole-group in approach Sometimes differentiates lessons while

maintaining challenge for all students Plans for students to learn with

understanding, beyond acquisition of facts

and skills

Selects activating strategies (anticipationguides, demonstrations, games, etc.) to

motivate learners Includes a limited number of research-based

strategies in lessons

Observations Adjusts instruction to use alternative

strategies when whole class struggles inlearning

Demonstrates a working knowledge of

characteristics of recognized exceptionalities,multiple intelligences, and learning styles but

is not always sure how to adapt lessons forspecial needs

Tries various instructional strategies but limits

student engagement Uses mostly teacher-centered strategies Demonstrates superficial coverage of the

curriculum


Plans for student differences Creates lessons that address multiple levels to

meet developmental and individual needs of

diverse learners Plans lessons, units, and assessments

designed so that students can succeed Plans in advance, but sometimes adapts plans

as knowledge of specific students evolve Selects a wide range of research-based

strategies that provide multiple perspectives

on concepts and problems of the content

area(s) and standards

Observations Uses exemplary work, benchmarks, or

examples of student work to illustrate various

levels of achievement frequently during

instruction Teaches students how to compare their work

to the benchmark work to identify the next

steps

Explains content in multiple ways untilstudents demonstrate understanding

Adjusts instruction to use alternative

strategies when students struggle in learning Provides appropriate scaffolding, coaching,

and modeling to support students as they

learn new skills or learn new concepts,

removing supports and students are ready tocontinue and expand on their own


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AssessmentThe teacher consistently uses a balance of assessments that are systematically implemented and produce student mastery of standards. The teacher provides consistentfeedback throughout the class that is both informative and constructive.

Needs Improvement Meets Standards Exemplary


Lesson Plans/Curriculum Units Does not use formative assessments to

guide instruction Makes a single plan for all learners Does not re-teach concepts and instructs

students simply practice if they arehaving trouble

Observations Does not adjust instruction to meet the

needs of students who are havingdifficulty understanding the lesson


Lesson Plans/Curriculum Units Plans for some formative assessment, but

does not know how to use data to adjustinstruction to meet individual studentneeds

Re-teaches rarely and then primarily tothe whole class instead of individuals

Assesses student learning typically at theend of a unit (summative evaluation) todetermine student achievement ratherthan to identify students in need ofsupport

Observations Adjusts instruction at the whole class

level and does not address individual

needs Demonstrates limited skill in making

adjustments abased on formativeassessment data

Notices consciously how studentsrespond to teaching strategies, but is notcomfortable adjusting instruction in themiddle of a lesson


Lesson Plans/Curriculum Units Uses formative assessments to guide

adjustments to instruction Adapts plans as he/she develops

knowledge of specific students Experiments with a variety of formative

assessment measures including studentnotes and reflections, assignments,quizzes, performances, etc.

Plans time and guidance for students toreflect on and assess progress

Identifies a repertoire of benchmarks ofstudent work that show various levels ofachieving standards

Observations Adjusts instruction to address the needs

of students who are having difficulty

understanding the lesson Encourages student questions and talk in

the classroom and uses student input forspontaneous planning and adjustments

Provides alternative explanations andseeks effective approaches whenstudents questions reveal lack ofunderstanding

I R


46/51

Incident Report

Date: _________________

Incident Time: _______________

Submitted by: __________________

Personnel to resolve: ______________________

Instructions: Used to document inquiries, notify managementof adverse situations, requests from teachers, school staff or

parents. Must be submitted to management by customerservice by no later than 5pm on the day the event took

place/inquiry was made.

Tardiness arriving to classTeacher: ________________________________ School: _________________________________

Notified by: _____________________________ Teacher


47/51

HELPFUL HINTS...

Stop Slipping and Sticking Pegs

Peg Compound can be used to helplubricate sticking pegs or you can rub

pencil graphite on the sticking part of

the peg.

Peg/ Grip Drops can be used for slipping

pegs or you can rub candle wax on the

peg to help the peg stick

PreventSticky Fingerboard, Rosin Build-up

Alcohol Swabs can be used to get rid ofexcess rosin on the fingerboard and strings.

Make sure you dont get any alcohol on

the wood because it will destroy the

varnish

Steel Wool can also be used to clean rosin

build-up on the strings. Make sure you dont

do this often because it can strip the

strings.Prevent Strings Cutting Into..

Rub pencil graphite on the bridge and

nut where the string lies to prevent the

string from cutting into these places.Use The Pencil

Draw a Straight Bow-- place a pencil

(eraser down) in the upper tip of the F-

Hole. The student should draw the bow so

that the stick glides along the pencilThe Thumb

Proper Thumb Placement-- place a pencil

grip on the stick below the grip where the

thumb should go. You must remove the frog

in order to do this.

The Bow Hold

Setup a proper bow hold--make bull horns,extending the index and pinky finger.buck-toothed bunny (middle fingers together arethe bucked teeth, index finger is the lazyear, pinky is the pointy ear and the thumb is

the mouth)..the rock on sign with thethumb behind the middle fingers


48/51

Violin Neck to PalmMeasurement

Viola Neck to PalmMeasurement

4/4

3/4

1/2

1/4

1/8

23.6 and above 16 26.4-27.1

22.2-23.6 15.5 25.6-26.4

20.4-22.2 15 24.9-25.6

18.5-20.4 14 23.2-24.9

16.9-18.5 12-13 21.9-23.2

Cello Student Height Cello Neck to PalmMeasurement

4/4

3/4

1/2

1/4

5 and up 4/4 24 and up

46-5 3/4 22-24

4-46 1/2 20-22

up to 4 1/4 18-20

ORCHESTRA INSTRUMENT SIZING CHART

G R G H RT


49/51

G D A E G D A E

A E B F#A E B

F

B F# C#

G

C G D A

D A E BD A E B

C G D A

F C G

B

1

H2

3

4

L2

1

3

4

FINGERING CHART

G STRING D STRING A STRING E STRING

F GER G CH RT


50/51

C G D A C G D A

A E B A E B

B F# C#

C G D

D A E D A E

C G D

F C

B

1

H2

3

4

L2

1

3

4

FINGERING CHART

C STRING G STRING D STRING A STRING

D

E

F

G

D

E

F

G

FINGERING CHART


51/51

C G D A C G D A

A E B A E B

C G D

B

F C

1

3

4

1

2

4

FINGERING CHART

D

F

D

EE B F#C#

C GDF

3

Download - Orchestra Teacher Resource Manual

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