orchestra scope and sequence - saisd.net€¦ · web viewnothin’ but blues, jamey aebersold,...

Orchestra Grade 7 Week 1 Unit of Study: Dotted Eighth Note/Sixteenth Fourth Grading Period

TEKS (Content) 1 B - Describe intervals, music notation, musical instruments or voices and musical performances,

using standard terminology 2 A – Perform independently with accurate intonation and rhythm, demonstrating fundamental skills

and basic performance techniques 3 C - Interpret music symbols and terms referring to dynamics, tempo, and articulation when

performing. 4 A - Create increasingly complex rhythmic and melodic phrases.

TEKS (Skills and Processes) 1 B - Describe intervals, music notation, musical instruments or voices and

musical performance, using standard terminology 2 A – Perform independently with accurate intonation and rhythm, demonstrating

fundamental skills and basic performance techniques 3 C - Interpret music symbols and terms referring to dynamics, tempo, and

articulation when performing. 4 A - Create increasingly complex rhythmic and melodic phrases

Vocabulary Resources Instructional Guidelines

SAISD © 2007-08 7th Grade Orchestra (Fourth Grading Period – Week 1) of 28

Col

lege

Pre

pWord Wall Dotted eighth note

Essential Elements 2000 Book 2 (2002 Edition)

Page 18

UIL Prescribed Music List

Daily Warm-ups for Strings,Michael Allen

Two Octave Scales Page

McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Demonstrate counting and writing dotted eighth & sixteenth rhythms Organize examples of hooked bowing Evaluate student generated scales

So that the student will: Interpret dotted eighth & sixteenth note notation (1B, 2A) Apply hooked bowings to dotted eighth rhythms (3C) Assembles rhythmic units (4A)

How to TeachKey Questions

Student BehaviorsGetting the Big Ideas Strategies

ARigor

Relevance

1. How would you identify & count required rhythms

2. Can you describe how to produce proper intonation?

3. Describe a music staff and what it is used for.

Play with proper posture and bowing mechanics

Learn and play exercises to find correct pitches and rhythms

Play instrumental warm-ups Play correct rhythms and pitches Produce characteristic tone Apply vibrato appropriately Read and write basic music notation Continue learning and playing basic &

concert repertoire

Explanation Instruction Demonstration Drill & Practice Observation Review & re-teach

Assessment Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms Students will play with accurate intonation. Students apply vibrato appropriately

Before: Engage:Have Students: Write dotted eighth & sixteenth rhythm on the board.

During: Explore: Have Students: Discuss and describe how to count the rhythmic figure.

After: SummarizeHave Students: Restate the rhythmic figure using their own syllables.

Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkinsMimi Zweig www.stringpedagogy.comString Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.htmlSmart Music http://www.smartmusic.comThe Strad http://www.thestrad.com


http://www.thestrad.com/

http://www.smartmusic.com/

http://www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html

http://www.stringpedagogy.com/

http://www.uvm.edu/~mhopkins

Spec

ial E

duca

tion

Written Notes- Terms with DefinitionProvide Flash Cards with Terminology and notation


Orchestra Grade 7Week 2 Unit of Study: Low 4th Finger Fourth Grading Period



and basic performance techniques 2B – Perform expressively, from memory & notation, a varied repertoire of music representing styles

from diverse cultures 5 C - Perform music representative of diverse cultures, including American and Texas heritage.

TEKS (Skills and Processes) 1 B - Describe intervals, music notation, musical instruments or voices and

musical performances, using standard terminology 2 A – Perform independently with accurate intonation and rhythm, demonstrating

fundamental skills and basic performance techniques 2B – Perform expressively, from memory & notation, a varied repertoire of music

representing styles from diverse cultures 5 C - Perform music representative of diverse cultures, including American and Texas heritage.



Col

lege

Pre

pWord Wall Essential Elements 2000

Book 2 (2002 Edition)Pages 24-5




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Compare and demonstrate the sound of E flat and B flat Discuss Bb key signature Evaluate student work

So that the student will: Demonstrate moving the 4th finger lower (1B, 2A) Organize patterns in the key of Bb Perform a song using low 4th finger representative of diverse cultures (2B, 5C)



ARigor

Relevance


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

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




concert repertoire


Assessment Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms Students will play with accurate intonation. Student will demonstrate ability to perform assigned music.

Before: Engage:Set goals for their note reading

During: Explore: Have Students: Read and process the steps in forming the 3-4 Pattern on the A and E Strings.

After: SummarizeHave Students: Make observations about the 3-4 Pattern on the A and E Strings.








Spec

ial E

duca

tion



Orchestra Grade 7Week 3 Unit of Study: Finger Patterns by Key Fourth Grading Period



and basic performance techniques 5 D - Identify the relationships between the content, the concepts, and the processes of the other

finer arts, other subjects, and those of music.

TEKS (Skills and Processes) 1 B - Describe intervals, music notation, musical instruments or voices and musical

performances, using standard terminology 2 A – Perform independently with accurate intonation and rhythm, demonstrating

fundamental skills and basic performance techniques 5 D - Identify the relationships between the content, the concepts, and the

processes of the other finer arts, other subjects, and those of music.



Col

lege

Pre


Book 2 (2002 Edition)Pages 42-3




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Examine illustrations of finger patterns Discuss the notation for different tetra chords Harmonize the values of patterns

so that the student will: Recognize left hand patterns by string Compare notational changes for the different patterns (1B, 2A) Assess the importance of patterns in other subjects (5D)



CRigor

Relevance


2. Can you write music that follows identified rules?

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

Continue playing with proper posture and bowing mechanics



concert repertoire


Assessment Students demonstrate knowledge of correct instrument positioning and performance Students will play with accurate intonation and appropriate vibrato. Student will demonstrate ability to perform assigned music.

Before: Engage:Have Students: Create a mental overview of the sequence of finger patterns to be played on each key.

During: Explore: Have Students: After every 3 measures, have students stop and quickly explain what changes they will make to their finger pattern before playing the next three.

After: SummarizeHave Students: Complete a Comparison Chart which shows the different finger patterns for the different keys.








Spec

ial E

duca

tion



Orchestra Grade 7 Week 4 Unit of Study: Syncopation Fourth Grading Period


using standard terminology.

TEKS (Skills and Processes) 1 B - Describe intervals, music notation, musical instruments or voices and musical

performances, using standard terminology.



Col

lege

Pre

pWord Wall

syncopationEssential Elements 2000 Book 2 (2002 Edition)Page 19




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Discuss the characteristics of syncopation Show counting processes of Syncopation Evaluate student work

so that the student will: Define syncopation (1B) Construct a counting system Perform a song using syncopated rhythms



CRigor

Relevance

1. How would you identify and count required rhythms?

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


Play instrumental warm-ups Play correct rhythms and pitches Produce characteristic tone Apply vibrato appropriately Read and write basic music notation Continue learning and playing basic

& concert repertoire


Assessment Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms Students will play with accurate intonation. Students apply vibrato appropriately. Students will identify major and minor scales

Before: Engage:Write on the board "What is Syncopation?" and "What does it sound/feel like?"

During: Explore: Have Students: Describe syncopated rhythms found in an example of music.

After: SummarizeHave Students: Complete a graphic organizer that shows syncopation and its counting syllables.








Spec

ial E

duca

tion



Orchestra Grade 7 Week 5 Unit of Study: Creating Music Fourth Grading Period

TEKS (Content) 4 A - Create increasingly complex rhythmic and melodic phrases. 4 B - Arrange increasingly complex rhythmic and melodic phrases.

TEKS (Skills and Processes) 4 A - Create increasingly complex rhythmic and melodic phrases. 4 B - Arrange increasingly complex rhythmic and melodic phrases.



Col

lege

Pre

pWord Wall

Improvisation Composition

Essential Elements 2000 Book 2 (2002 Edition)Page 46



Nothin’ but Blues, Jamey Aebersold, vol. 2


McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Examine the art of creating music while you play Organize call and answer phrases Analyze compositional techniques

so that the student will: Define improvisation Apply knowledge of phrases Generate original written music of arranged and created phrases. (4A) (4B)



CRigor

Relevance


2. Can you describe the meter of the music?

3. How would you describe asymmetric meter.



Play instrumental warm-ups Play correct rhythms and pitches Produce characteristic tone Use vibrato appropriately Read and write basic music notation Continue learning and playing basic &

concert repertoire


Assessment Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms Students will play with accurate intonation. Students apply vibrato appropriately.

Before: Engage:Set goals for their reading (What is the difference between improvisation and composition?).

During: Explore: Have Students: Describe "Q and A" and "Phrase Builders"

After: SummarizeHave Students: Write/compose/complete musical sequences.








Spec

ial E

duca

tion



Orchestra Grade 7Week 6 Unit of Study: Double Stops Fourth Grading Period

TEKS (Content) 1 A - Demonstrate characteristic vocal or instrumental timbre individually and in groups.

TEKS (Skills and Processes) 1 A - Demonstrate characteristic vocal or instrumental timbre individually and in groups



Col

lege

Pre

pWord Wall

Double StopEssential Elements 2000 Book 2 (2002 Edition)Page 47




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Examine notation for two notes at the same time Discuss balance between two tones Extend open string drones/pedals to a melody

so that the student will: Recognize double-stop notation Compare two tones (1A) Assemble double stops within a melody



BRigor

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




concert repertoire


Assessment Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms Students will play with accurate intonation. Students use vibrato appropriately.

Before: Engage:Set goals for their note reading.

During: Explore: Have Students: Describe double stop notation.

After: SummarizeHave Students: Recognize double stop notation.








Spec

ial E

duca

tion



Orchestra Grade 7Week 7 Unit of Study: Folk Fiddling Music Fourth Grading Period

TEKS (Content) 5 C - Perform music representative of diverse cultures, including American and Texas heritage.

TEKS (Skills and Processes) 5 C - Perform music representative of diverse cultures, including American and Texas

heritage.



Col

lege

Pre


Book 2 (2002 Edition)

Pages Teacher Provided




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Demonstrate different folksongs Probe different Folk music genres Evaluate folk music notation

so that the student will: Recognize different cultures Contrast folk music instrumentation perform a folksong (5C)



BRigor

Relevance

Can you demonstrate basic performance techniques?

Can you evaluate 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 Instruction Compare & Contrast Drill & Practice Observation Review & re-teach

Assessment Students demonstrate concert etiquette. Students rate a recorded performance using performance criteria.

Before: Engage:Using the titles of some songs, Have Students state their initial impressions about each title.

During: Explore: Have Students: Draw a picture of what they are visualizing.

After: SummarizeHave Students: Perform examples of Folk Music.








Spec

ial E

duca

tion



Orchestra Grade 7Week 8 Unit of Study: Concert Preparation Fourth Grading Period

TEKS (Content) 2 C - Demonstrate appropriate small-and large-ensemble performance technique during

formal and informal concerts. 6 A - Design and apply criteria for evaluating the quality and effectiveness of music and

musical performances. 6 B - Evaluate the quality and effectiveness of personal performances 6 C - Exhibit concert etiquette during live performance in a variety of settings.

TEKS (Skills and Processes) 2 C - Demonstrate appropriate small-and large-ensemble performance technique during


musical performances. 6 B - Evaluate the quality and effectiveness of personal performances 6 C - Exhibit concert etiquette during live performance in a variety of settings



Col

lege

Pre


Book 2 (2002 Edition)Pages REVIEW




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Compare/contrast performance criteria Facilitate student performances Guides student discussions

So that the student will: Demonstrate good performance characteristics (6A) (2C) Actively listen to others perform Interpret the effectiveness of a musical performance (6B)



BRigor

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?

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 Evaluate a dress rehearsal of Concert

music.

Demonstrations Compare & Contrast Drill & Practice Instruction Observation Dress Rehearsal Review & re-teach

Assessment Students demonstrate concert etiquette. Students rate a recorded performance using performance criteria.

Before: Engage:Have Students: Predict the characteristics found in a good performance

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

After: SummarizeHave Students: Write an evaluation of a performance.








Spec

ial E

duca

tion



Orchestra Grade 7Week 9 Unit of Study: Concert Performance Fourth Grading Period

TEKS (Content) 2 C - Demonstrate appropriate small-and large-ensemble performance technique during


musical performances. 6 B - Evaluate the quality and effectiveness of personal performances 6 C - Exhibit concert etiquette during live performance in a variety of settings.

TEKS (Skills and Processes) 2 C - Demonstrate appropriate small-and large-ensemble performance technique during formal

and informal concerts. 6 A - Design and apply criteria for evaluating the quality and effectiveness of music and musical

performances. 6 B - Evaluate the quality and effectiveness of personal performances. 6 C - Exhibit concert etiquette during live performance in a variety of settings



Col

lege

Pre


Book 2 (2002 Edition) REVIEW




McAdams Metronome

The teacher will use resources and Before, During, and After strategies to: Compare/contrast performance criteria Facilitate student performances Guides student discussions

so that the student will: Demonstrate good performance characteristics (6A) (2C) Actively listen to others perform Interpret the effectiveness of a musical performance (6B)



BRigor

Relevance

Can you demonstrate expression in the music for Spring Concert?

How do you apply basic performance techniques to a Spring Concert?

Why is it necessary to have appropriate concert group etiquette?

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 Evaluate a performance of Spring concert.

Demonstrations Compare & Contrast Drill & Practice Instruction Reflection

Assessment Students demonstrate concert etiquette. Students rate a recorded performance using established performance criteria. Students use a rubric to reflect on 4th 9 weeks performance.

Before: Engage:Have Students: Predict the characteristics found in a good performance

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

After: SummarizeHave Students: Write an evaluation of a performance.








Spec

ial E

duca

tion



orchestra scope and sequence - saisd.net€¦ · web viewnothin’ but blues, jamey aebersold,...

Documents