orchestra teacher resource manual
TRANSCRIPT
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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
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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
Whole, Dotted Half, Half,Quarter and EighthTime Signatures 2/4, 3/4,4/4, and Common Time
Whole, Dotted Half, Half,Quarter and EighthTime Signatures 2/4, 3/4,4/4, and Common Time
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
Recognize, 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
Up and Down BowBow LiftsSlur and TiesDetache, Staccato, Legato
p-f dynamics
Up and Down BowBow LiftsSlur and TiesDetache, Staccato, Legato
p-f dynamics
Up and Down BowBow LiftsSlur and TiesDetache, Staccato, Legato
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
Cluster ConcertsPerforming Ensembles
Cluster ConcertsPerforming Ensembles
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
Dotted Quarter andSixteenthsTime Signatures Cut Time,mixed meter, and compoundmeters
Dotted Quarter andSixteenthsTime Signatures Cut Time,mixed meter, and compoundmeters
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
Bass Clef- all strings1-3-41-2-4
X1-2-41-2-X4Shifting to 4th position
Bass Clef- all strings1-3-41-2-4
Shifting on the G and DStrings
Scales
Recognize, play, and writethe A, F, and Bb scalesLevel One Upper/ LowerOctave Scales
Recognize, play, and writethe A, F, and Bb scalesLevel One Upper/ LowerOctave Scales
Recognize, play, and writethe A, F, and Bb scalesLevel One Upper/ LowerOctave 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
AccentsSlur, Multi-Note SlursTiesDetache, Staccato, Legato,
Hooked BowingBow DistributionPhrasing using Dynamics
AccentsSlur, Multi-Note SlursTiesDetache, Staccato, Legato,
Hooked BowingBow DistributionPhrasing using 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
Cluster ConcertsPerforming Ensembles
Chamber Music
Cluster ConcertsPerforming Ensembles
Chamber Music
Cluster ConcertsPerforming Ensembles
Chamber Music
Cluster ConcertsPerforming Ensembles
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
MMAS ResourceLibrary
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
MMAS ResourceLibrary
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
MMAS ResourceLibrary
Intro to Bb Major scale aurally, finger pattern1-2-34/X1-2-4, mixed meter,syncopation, compound meter
MMAS ResourceLibrary
Performance/ Summer Break
IntermezzoStringOrchestra
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Absentee/ Behavior Sheet
Student Name September ctober Nove ber
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Absentee/ Behavior Sheet
Student Name September ctober Nove ber
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Absentee/ Behavior Sheet
Student Name D cember January F brua y
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Absentee/ Behavior Sheet
Student Name D cember January F brua y
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Absentee/ Behavior Sheet
Student Name arc April May
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Absentee/ Behavior Sheet
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
DAYONE DAYTWO DAYTHREE DAYFOUR DAYFIVE DAYSIX DAYSEVEN TOTAL
ParentSignature
TechniquesUsed:Youmustuseatleastfourofthesixeachweek
GOALFORWEEK1:
Whatdidyoupractice:
GOALFORWEEK2:
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PRACTICELOG--YOUMUSTPRACTICE20-30MINUTESEVERYDAY
DAYONE DAYTWO DAYTHREE DAYFOUR DAYFIVE DAYSIX DAYSEVEN TOTAL
DAYONE DAYTWO DAYTHREE DAYFOUR DAYFIVE DAYSIX DAYSEVEN TOTAL
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:
Teacher Performance Observation
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Teacher Performance Observation
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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Teacher Name______________________________ School Year_______________
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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Teacher Name______________________________ School Year_______________
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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Teacher Name______________________________ School Year_______________
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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Teacher Name______________________________ School Year_______________
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
Examples of Evidence
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
Examples of Evidence
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
Examples of Evidence
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
Examples of Evidence
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
Examples of Evidence
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
Examples of Evidence
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
Examples of Evidence
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
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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
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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
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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
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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
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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
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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