stringed orchestra course syllabus: orchestra...

Stringed Orchestra Course Syllabus: Orchestra Intermediate Joli Brooks, Jacksonville High School, Revised August 2016

- 1 -

Course Overview Stringed Orchestra is open to students who play the violin, viola, cello, or contrabass. Instruction emphasizes the development of instrumental technique, performance of music from a variety of styles in large and small groups, and basic music theory and history. Individual practice and performance participation is required. Students must register for Stringed Orchestra for both semesters. Each student must provide his or her own instrument and uniform. General Course Content 1. Audition and competition procedures, techniques and experiences 2. Careers for the musician 3. Composition, including rhythm and melody 4. Concert etiquette for the student as audience member 5. Concert performance and stage presence 6. Critical musical listening, including listening to art music and playing by ear 7. Cultural role of music and musicians in society 8. Historical and global information as encountered in selected literature, curricular and

co-curricular experiences 9. Improvisation, including rhythm and melody 10. Instrument care and maintenance 11. Large ensemble skills, including following the conductor and performing a variety of

orchestral literature in grades III-IV 12. Musical terminology 13. Performance techniques, including posture and position, intonation, tone production,

dynamic control, shifting, articulation and vibrato 14. Reading and interpreting musical notation, including pitches, rhythms, key

signatures, time signatures and expressive indicators 15. Selection and use of appropriate technologies for the advancing musician 16. Self-evaluation, goal-setting and time management, including developing supportive

practice habits 17. Sightreading procedures and skills 18. Small group rehearsal procedures and leadership skills 19. Solo skills, including performance of intermediate solos 20. Student’s role and responsibilities as a member of the JHS Orchestra 21. Tuning


- 2 -

Grades Grading scale A 90-100 B 80-89 C 70-79 D 60-69 F below 60 Grading practices Students earn grades each six-week period as follows: 50% daily performance grades 40% test grades 10% practice record Extra credit (1-5 points added to six-week grade) A final exam will be given at the end of each semester. The exam counts 25% of the semester grade. Make-up work Students are responsible for requesting, obtaining and completing missed assignments. Students who are absent from class should make up missed work immediately upon returning to school. Students will be allowed one day of make-up time for each day absent. Students who are absent for an extended period or who require additional make-up time should see Ms. Brooks personally to discuss a reasonable deadline. Technology Students will be allowed to use cell phones or other personal electronics as follows:

as instructed by the teacher to enhance the lesson

to manage orchestra events and deadlines in their calendars

to record orchestra-related contact information and reminders

to contact parents with time-sensitive or urgent information Students must always request and receive permission before using personal electronics during orchestra class time.


- 3 -

North Carolina Essential Standards Intermediate Music Note on Numbering: I - Intermediate High School Standards Note on Strands: ML – Musical Literacy, MR – Musical Response, CR – Contextual Relevancy Note: Students at the high school level will have the option of studying an individual arts discipline as an area of interest, or specializing or completing a concentration in studies to prepare them for further education and/or a career in the arts. The Essential Standards communicate what students should know and be able to do as a result of instruction at each proficiency level: beginning, intermediate, proficient, and advanced (9-12). Intermediate High School Music standards are designed for those students who have had a complete K-8 progression in music education or who have achieved beginning level high school standards for music. Musical Literacy Essential Standard I.ML.1: Apply the elements of music and musical techniques in order to sing and play music with accuracy and expression. Clarifying objectives I.ML.1.1- Use characteristic tone and consistent pitch to sing and/or play music. I.ML.1.2- Use the fundamental techniques (such as posture, playing position, breath control, fingerings, and bow hold) to sing or play an instrument properly. I.ML.1.3- Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing or playing a diverse repertoire of music with technical accuracy. Essential Standard I.ML.2: Interpret the sound and symbol systems of music. Clarifying objectives I.ML.2.1- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters. I.ML.2.2- Interpret standard notation symbols for pitch in appropriate clefs. I.ML.2.3- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others. Essential Standard I.ML.3: Create music using a variety of sound and notational sources.


- 4 -

Clarifying objectives I.ML.3.1- Use improvisation to create simple melodies over given chord progressions. I.ML.3.2- Construct music examples using a variety of traditional and non-traditional sound, notational, and technological sources. Musical Response Essential Standard I.MR.1: Understand the interacting elements to respond to music and music performances. Clarifying objectives I.MR.1.1- Interpret the gestures of a conductor when singing or playing an instrument. I.MR.1.2- Classify examples of music by genre or style and by historical period or culture, explaining the justification for the classifications using correct musical terminology. I.MR.1.3- Generate specific criteria for evaluating the quality and effectiveness of music and apply criteria in personal participation in music. Contextual Relevancy Essential Standard I.CR.1: Understand global, interdisciplinary, and 21st century connections with music. Clarifying objectives I.CR.1.1 Use music to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence). I.CR.1.2- Understand the relationships between music and concepts from other areas. I.CR.1.3 Understand the importance of ethical responsibility in protecting creative works and intellectual property. I.CR.1.4- Recognize effective strategies for recognizing, monitoring, and overcoming performance anxiety. I.CR.1.5- Classify specific musical works in terms of the particular culture and time period in which they were produced.


- 5 -

First Grading Period Major test grades and projects due 1. Autumn concert vocabulary 2. Basic Vocabulary I 3. Basic Vocabulary II 4. Identify notes by letter name 5. Instrument parts and care 6. Intermediate solo vocabulary 7. Perform Happy Birthday by ear, memorized 8. Perform intermediate scales and/or arpeggios 1-2 from memory 9. Perform one section from the intermediate solo Objectives and activities Expectations: Students will review and apply rules, procedures and expectations from the JHS Orchestra Handbook and calendar of events.

I.CR.1.1 Use music to explore concepts of civics and economics (such as systems, functions, structures, democracy, economies, and interdependence).

Reflection: Students will self-evaluate their musical skills and set goals for improvement.

I.MR.1.3- Generate specific criteria for evaluating the quality and effectiveness of music and apply criteria in personal participation in music.

Posture and position: Students will consistently use the correct sitting and/or standing posture, and the correct instrumental playing position including left hand, left arm and bow grip.

I.ML.1.2- Use the fundamental techniques (such as posture, playing position, breath control, fingerings, and bow hold) to sing or play an instrument properly.

Tuning and instrument maintenance: Students will match tuning pitches by singing, tune by matching pitch, change broken or worn strings as needed with assistance using correct techniques, and monitor bridge placement and fine tuner function. Students will monitor bow for wear and will seek appropriate maintenance with assistance. Students will use appropriate technology such as smartphone applications to facilitate tuning (electronic tuners, pitch generators).

I.ML.1.1- Use characteristic tone and consistent pitch to sing and/or play music.

I.CR.1.2- Understand the relationships between music and concepts from other areas.

Practice habits: Students will complete a self-evaluation quiz about their practice habits, read an article on building appropriate practice habits, self-reflect on their current practice habits and set new goals for practice.


- 6 -



I.CR.1.4- Recognize effective strategies for recognizing, monitoring, and overcoming performance anxiety.

Performance techniques: Students will improve skills in intonation, tone production, dynamic control, shifting, articulation and vibrato. Students will use appropriate technologies such as smartphone applications and internet resources to facilitate personal practice (metronomes, recorders, videos, recordings).



I.ML.1.3- Interpret expressive elements, including dynamics, timbre, blending, accents, attacks, releases, phrasing, and interpretation, while singing or playing a diverse repertoire of music with technical accuracy.



Intermediate solo: Students will perform an excerpt from the intermediate solo for skill evaluation pretest and violin section placement. Students will develop performance skills encountered in the intermediate solo through practicing in bi-monthly sectionals and alone, and will perform one section individually. Students will use study sheets, flashcards and/or games to develop knowledge of musical terminology as encountered in the solo, and will define terms studied.






I.CR.1.5- Classify specific musical works in terms of the particular culture and time period in which they were produced.

Scales and arpeggios: Using intermediate scales and arpeggios, students will study shifting notation and how to interpret fingerings. Students will sing the major scale and arpeggio using solfege. Students will perform intermediate scales and/or arpeggios 1-2


- 7 -

from memory using bowings and fingerings as indicated in materials provided or as directed by the private instructor.




Sightreading: Students will follow established sightreading procedures (STARRS), and will improve sightreading accuracy.


I.ML.2.1- Interpret whole, half, quarter, eighth, sixteenth, and dotted note and rest durations in simple duple, simple triple, and simple compound meters.

I.ML.2.2- Interpret standard notation symbols for pitch in appropriate clefs.


Large ensemble skills: Students will rehearse Autumn concert selections and demonstrate improved responsiveness to the conductor, precision, blend, balance and phrasing. Students will prepare for rehearsals during personal practice time.


I.MR.1.1- Interpret the gestures of a conductor when singing or playing an instrument.





Note-reading: Students will complete a note-reading pretest. If needed, students will complete remediation worksheets and activities, and retest as needed to demonstrate mastery at 90% or greater.


I.ML.2.3- Use standard symbols for pitch and rhythm to notate personal musical ideas and the musical ideas of others.

Aural skills- play by ear: Students will discuss the role of music in celebrations and other cultural events. Students will sing Happy Birthday, figure out Happy Birthday by


- 8 -

ear without assistance, and perform and/or notate Happy Birthday using standard notation.



Listening to art music recreationally: Students will read Beyond Peter and the Wolf, and will listen to and discuss the familiarity of selected musical examples listed in the article. Students will reflect on their current music listening patterns and brainstorm ways to incorporate art music.



Basic Vocabulary: Students will use study sheets, flashcards and/or games to study musical vocabulary commonly encountered in middle school, and will demonstrate mastery recall of vocabulary at 90% or greater.


I.ML.2.2- Interpret standard notation symbols for pitch in appropriate clefs. Autumn concert vocabulary: Students will use study sheets, flashcards and/or games to study musical terminology encountered in Autumn concert selections, and will define terms studied.



Parts and care: Students will use study sheets to review parts and care terminology and procedures, and will identify parts of the instrument and bow and explain appropriate procedures for maintenance. Students will discuss repair concerns, procedures and instrument insurance recommendations.



Historical and global information: Students will discuss and compare historical and global information as encountered in performance literature and co-curricular activities.


- 9 -

I.MR.1.2- Classify examples of music by genre or style and by historical period or culture, explaining the justification for the classifications using correct musical terminology.




Second Grading Period Major test grades and projects due 1. Autumn concert preparation and performance 2. Autumn concert seating 3. Basic Vocabulary I (as needed to demonstrate mastery) 4. Basic Vocabulary II (as needed to demonstrate mastery) 5. Holiday concert vocabulary 6. Identify notes by letter name (as needed to demonstrate mastery) 7. Instrument construction and quality project: Fiddle Fair attendance and reflection or

alternative assignment 8. Note values and time signatures 9. Perform 1 octave chromatic scale from memory 10. Perform intermediate scales and/or arpeggios 3-5 from memory 11. Perform intermediate scales and/or arpeggios 6-8 from memory 12. Perform intermediate solo section 2 13. Perform intermediate solo section 3 Objectives and activities Posture and position: Students will consistently use the correct sitting and/or standing posture, and the correct instrumental playing position including left hand, left arm and bow grip.


Tuning and instrument maintenance: Students will match tuning pitches by singing, tune by matching pitch, change broken or worn strings as needed with assistance using correct techniques, and monitor bridge placement and fine tuner function. Students will monitor bow for wear and will seek appropriate maintenance with assistance. Students will use appropriate technology such as smartphone applications to facilitate tuning (electronic tuners, pitch generators).



- 10 -


Improvisation: Students will improvise within specified parameters.

I.ML.3.1- Use improvisation to create simple melodies over given chord progressions.







Intermediate solo: Students will develop performance skills encountered in the intermediate solo through practicing in bi-monthly sectionals and alone, and will perform sections 2 and 3 individually.







Scales and arpeggios: Students will sing the major scale, melodic minor scale, and major and minor arpeggios using solfege. Students will perform intermediate scales and/or arpeggios 3-5 and 6-8 from memory using bowings and fingerings as indicated in materials provided or as directed by the private instructor. Students will perform 1-octave chromatic scale from memory as fingered in Daily Warm-Ups.



- 11 -



Sightreading: Students will follow established sightreading procedures (STARRS), and will demonstrate improved sightreading accuracy.





Large ensemble skills: Students will rehearse Autumn concert selections and Holiday concert selections and demonstrate improved responsiveness to the conductor, precision, blend, balance and phrasing. Students will prepare for rehearsals during personal practice time.







Small-group rehearsal skills and leadership: Students will follow established procedures for rehearsing in sectionals, and will develop their skills as leaders and team players by choosing actions that maximize rehearsal effectiveness.





- 12 -



Audition procedures and experience: Students will perform blind auditions for Autumn concert seating, and will evaluate the auditions of others.



Concert performance: Students will demonstrate established concert performance procedures while performing in the Autumn concert.



Concert etiquette: Students will demonstrate established concert etiquette through attending the Autumn concert as audience members.



Reflection: Students will self-evaluate their progress following the Autumn concert and revise goals for improvement.


Note values and time signatures: Students will use study sheets, flashcards, worksheets and/or games to review and/or remediate note values and time signatures. Students will identify note values by name and duration, and explain the interpretation of time signatures.



Composition: Each student will compose a melody for his/her primary instrument within specified parameters, and will perform the melody for one or more classmates.



- 13 -

I.ML.3.2- Construct music examples using a variety of traditional and non-traditional sound, notational, and technological sources.

Holiday concert vocabulary: Students will use study sheets, flashcards and/or games to study musical terminology encountered in Holiday concert selections, and will define terms studied.



Instrument construction and quality: Students will read and discuss selected articles about instrument construction and quality including endangered pernambuco wood, traditional use of ivory and whalebone, alternative materials such as graphite, and factors to consider when purchasing an instrument or bow. Students will experience playing on instruments of differing materials and qualities by participating in the Fiddle Fair, or will complete an alternative research project on instrument quality.








Third Grading Period Major test grades and projects due 1. All-County concert vocabulary 2. Basic Vocabulary I (as needed to demonstrate mastery) 3. Basic Vocabulary II (as needed to demonstrate mastery) 4. Careers in music research activity 5. Holiday concert preparation and performance 6. Holiday concert seating


- 14 -

7. Holiday Pops concert preparation and performance 8. Identify notes by letter name (as needed to demonstrate mastery) 9. Key signatures and scale structures 10. Perform intermediate scales and/or arpeggios 9-11 from memory 11. Perform intermediate scales and/or arpeggios 12-14 from memory 12. Perform intermediate solo section 4 13. Perform intermediate solo section 5 EXAM: Performance, teacher-selected from all intermediate scales/arpeggios and entire intermediate solo Objectives and activities Posture and position: Students will consistently use the correct sitting and/or standing posture, and the correct instrumental playing position including left hand, left arm and bow grip.


Tuning and related maintenance: Students will match tuning pitches by singing, tune in fifths and/or by using harmonics with assistance, change broken or worn strings as needed with assistance using correct techniques, and monitor bridge placement and fine tuner function. Students will monitor bow for wear and will seek appropriate maintenance with assistance. Students will use appropriate technology such as smartphone applications to facilitate tuning (electronic tuners, pitch generators).











- 15 -


Intermediate solo: Students will develop performance skills encountered in the intermediate solo through practicing in bi-monthly sectionals and alone, and will perform sections 4 and 5 individually.







Scales and arpeggios: Students will sing the major scale, melodic minor scale, and major and minor arpeggios using solfege. Students will perform intermediate scales and/or arpeggios 9-11 and 12-14 from memory using bowings and fingerings as indicated in materials provided or as directed by the private instructor.









Large ensemble skills: Students will rehearse Holiday concert selections, Holiday Pops selections and All-County selections and demonstrate increasingly improved responsiveness to the conductor, precision, blend, balance and phrasing. Students will prepare for rehearsals during personal practice time.


- 16 -













Audition procedures and experience: Students will perform blind auditions for Holiday concert seating, and will evaluate the auditions of others. Selected students will audition for All-County Orchestra and/or for ERO.



Concert performance: Students will demonstrate established concert performance procedures while performing in the Holiday concert and Holiday Pops concert.




- 17 -

Concert etiquette: Students will demonstrate established concert etiquette through attending the Holiday concert as audience members.



Reflection: Students will self-evaluate their progress following the Holiday concert and revise goals for improvement.


Key signatures and scale structures: Students will use study sheets, flashcards, worksheets and/or games to study commonly encountered major and minor key signatures. Students will perform examples of major and minor scales and arpeggios in the keys studied. Students will identify major and minor key signatures by key name, define associated terms, aurally identify scale forms, and explain the differences between scale forms by building major and minor scales in the keys studied.



All-County concert vocabulary: Students will use study sheets, flashcards and/or games to study musical terminology encountered in All-County concert selections, and will define terms studied.



Careers in music research activity: Students will use web searches and research techniques to explore careers in music and extramusical careers for musicians, including JHS career academy choices that support musical interests.



I.CR.1.3 Understand the importance of ethical responsibility in protecting creative works and intellectual property.



- 18 -





Fourth Grading Period Major test grades and projects due 1. All-County concert preparation and/or performance 2. Early Spring/MPA concert seating 3. Early Spring/Music Performance Adjudication (MPA) concert vocabulary 4. Perform intermediate broken thirds keys 1-2 from memory Objectives and activities Posture and position: Students will consistently use the correct sitting and/or standing posture, and the correct instrumental playing position including left hand, left arm and bow grip.


Tuning and related maintenance: Students will match tuning pitches by singing, tune in fifths and/or by using harmonics, change broken or worn strings as needed with assistance using correct techniques, and monitor bridge placement and fine tuner function. Students will monitor bow for wear and will seek appropriate maintenance with assistance. Students will use appropriate technology such as smartphone applications to facilitate tuning (electronic tuners, pitch generators).







- 19 -






Broken thirds: Students will sing broken thirds in major keys using solfege. Students will perform intermediate broken thirds 1-2 from memory using bowings and fingerings provided.









Large ensemble skills: Students will rehearse All-County and Early Spring/MPA concert selections and demonstrate increasingly improved responsiveness to the conductor, precision, blend, balance and phrasing. Students will prepare for rehearsals during personal practice time.






- 20 -









Audition procedures and experience: Students will perform blind auditions for Early Spring/MPA concert seating, and will evaluate the auditions of others.



Concert performance: Selected students will demonstrate established concert performance procedures while performing in the All-County Orchestra concert.



Concert etiquette: Selected students will demonstrate established concert etiquette through attending the All-County concert as audience members.



Reflection: Students will self-evaluate their progress following the All-County concert and revise goals for improvement.



- 21 -

Early Spring/MPA concert vocabulary: Students will use study sheets, flashcards and/or games to study musical terminology encountered in Early Spring/MPA concert selections, and will define terms studied.








Fifth Grading Period Major test grades and projects due 1. Composition project 2. Early Spring/MPA concert preparation and performance 3. Perform intermediate broken thirds keys 3-4 from memory 4. Spring concert vocabulary 5. Vocabulary from intermediate or advanced selected solo Objectives and activities Posture and position: Students will consistently use the correct sitting and/or standing posture, and the correct instrumental playing position including left hand, left arm and bow grip.




- 22 -









I.MR.1.3- Generate specific criteria for evaluating the quality and effectiveness of music and apply criteria in personal participation in music. I.CR.1.4- Recognize effective strategies for recognizing, monitoring, and overcoming performance anxiety

Intermediate or advanced solo: Students will choose an appropriate intermediate or advanced solo and develop performance skills encountered in the solo through practicing in bi-monthly sectionals and alone. Students will discuss and/or demonstrate all advanced techniques encountered in the solo, and explain appropriate approaches for personal practice. Students will use study sheets, flashcards and/or games to develop knowledge of musical terminology as encountered in the selected solo, and will define terms studied.








- 23 -

Broken thirds: Students will sing broken thirds in major and minor keys using solfege. Students will perform intermediate broken thirds 3-4 from memory using bowings and fingerings provided.




Scales and arpeggios: Students will sing major and minor scales and arpeggios using solfege. Students will discuss and/or demonstrate all advanced techniques encountered in the advanced scales, and explain appropriate approaches for personal practice. Students will choose one advanced scale and arpeggio to perform from memory before the end of the semester, using bowings and fingerings as indicated in materials provided or as directed by the private instructor.









Large ensemble skills: Students will rehearse Early Spring/MPA concert selections and Spring concert selections, demonstrating increasingly improved responsiveness to the conductor, precision, blend, balance and phrasing. Students will prepare for rehearsals during personal practice time.






- 24 -









Concert performance: Students will demonstrate established concert performance procedures while performing in the Early Spring concert and for MPA.



Concert etiquette: Students will demonstrate established concert etiquette through attending the Early Spring concert and MPA as audience members.



Reflection: Students will self-evaluate their progress following the Early Spring concert and again following MPA and will revise goals for improvement.


Composition: Using a web-based notation program, each student will compose a melody for his/her primary instrument and create variations on the melody within specified parameters.



- 25 -

I.ML.3.2- Construct music examples using a variety of traditional and non-traditional sound, notational, and technological sources.

Spring concert vocabulary: Students will use study sheets, flashcards and/or games to study musical terminology encountered in Spring concert selections, and will define terms studied.








Sixth Grading Period Major test grades and projects due 1. Perform selected intermediate or advanced solo section 1 2. Perform one advanced scale and arpeggio from memory 3. Spring seating auditions 4. Spring concert preparation and performance 5. Pops concert preparation and performance 6. Perform intermediate broken thirds keys 5-6 from memory EXAM: Performance, to be selected from intermediate broken thirds, advanced scales/arpeggios and intermediate or advanced solo Objectives and activities Posture and position: Students will consistently use the correct sitting and/or standing posture, and the correct instrumental playing position including left hand, left arm and bow grip.



- 26 -












Intermediate or advanced solo: Students will show appropriate improvement on the selected intermediate or advanced solo through practicing in bi-monthly sectionals and alone, and will perform one section of the solo individually.








- 27 -

Broken thirds: Students will sing broken thirds in major and minor keys using solfege. Students will perform intermediate broken thirds 5-6 from memory using bowings and fingerings provided.




Scales and arpeggios: Students will sing major and minor scales and arpeggios using solfege. Students will perform one advanced scale and arpeggio from memory, using bowings and fingerings as indicated in materials provided or as directed by the private instructor.









Large ensemble skills: Students will rehearse Spring concert and Pops concert selections and demonstrate increasingly improved responsiveness to the conductor, precision, blend, balance and phrasing. Students will prepare for rehearsals during personal practice time.







- 28 -








Audition procedures and experience: Students will perform blind auditions for Spring concert seating, and will evaluate the auditions of others.



Concert performance: Students will demonstrate established concert performance procedures while performing in the Spring and Pops concerts.



Concert etiquette: Students will demonstrate established concert etiquette through attending the Spring concert as audience members.



Reflection: Students will self-evaluate their progress following the Spring concert and again following the Pops concert. Students will evaluate their total progress throughout the school year and revise goals for improvement.



- 29 -






stringed orchestra course syllabus: orchestra...

Documents