Orchestra I - High School
Week 1Unit of Study: Positions (II, A, D, and E Strings)Third Grading Period
TEKS (Content)- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 3B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
- 5C - Identify music-related vocations and avocation within the community.
- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 3B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
- 5C - Identify music-related vocations and avocation within the community.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
concerto
pianissimo
fortissimo
Beethoven / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Page 12-13,16-17
Introducing the Positions for Violin, Viola and Cello, Vol. 1
Harvey S. Whistler,
Violin, pp. 2-29
Viola, pp. 2-38
Cello, pp. 2-48
Daily Warm-ups for Strings, Michael Allen
Two Octave Scales Page
Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use resources and Before, During, and After strategies to:
- Demonstrate 2nd Position on A, D, and E strings
- Discuss notation
- Analyze the art of publishing
- Remember note names in second position
- Analyze second position fingerings
- Relate a career in publishing to music (5C)
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. How would you identify & count required rhythms
2. Can you describe how to produce accurate intonation?
3. Describe a music staff and what it is used for.
4. How do you set your left hand for second position? / 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 with appropriate vibrato
Read and write basic notation
Continue learning and playing basic, concert and Solo & Ensemble 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 & appropriate vibrato.
Before: Engage:
Create a list of terms in the reading, Have Students reflect on those terms.
During: Explore:
Have Students: Read and Define each term
After:Summarize
Have Students: Restate the importance of symphonic form in society
Technology Connection
- Michael Hopkins String Pedagogy Notebook
- Mimi Zweig
- String Education Resources
- Smart Music
- The Strad
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra I - High School
Week 2Unit of Study: Scales - F Major (2 Octave/5th Pos.) / D Minor (2 Octave)Third Grading Period
TEKS (Content)- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 1C - Compare and contrast elements of music through literature selected for performance and/or listening.
- 2B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.
- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 1C - Compare and contrast elements of music through literature selected for performance and/or listening.
- 2B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
loure (portato)
form (ABA) / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Pages 26-27, 34
Introducing the Positions for Violin, Viola and Cello, Vol. 1
Harvey S. Whistler,
Violin, pp. 2-29
Viola, pp. 2-38
Cello, pp. 2-48
Daily Warm-ups for Strings, Michael Allen
Two Octave Scales Page
Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher willuse resources and Before, During, and After strategies to:
- Examine interval sequences/patterns in major and minor scales
- Show scale alterations used in the minor scales
- Evaluate student performance
- Recognize interval differences between the scales (1C)
- Transfer minor sequences to scales (1B)
- Relate key to cultural music (2B)
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. How would you identify & count required rhythms
2. Can you identify the rhythm/meter of the music?
3. Can you identify the key that the music is in?
4. Can you describe how to find fifth position? / 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 with appropriate vibrato
Read and write basic notation
Continue learning and playing basic, concert & Solo & Ensemble 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 and appropriate vibrato.
Students will demonstrate ability to perform assigned music.
Before: Engage:
Have Students: Preview text by highlighting different terms
During: Explore:
Have Students: Define each term
After:Summarize
Have Students: Rewrite the definitions.
Technology Connection
- Michael Hopkins String Pedagogy Notebook
- Mimi Zweig
- String Education Resources
- Smart Music
- The Strad
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra I - High School
Week 3Unit of Study: Rhythm and Bowings (Syncopated Rhythms)Third Grading Period
TEKS (Content)- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 3A - Sight-read ensemble parts.
- 3B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 3A - Sight-read ensemble parts.
- 3B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Page 40
Introducing the Positions for Violin, Viola and Cello, Vol. 1
Harvey S. Whistler,
Violin, pp. 2-29
Viola, pp. 2-38
Cello, pp. 2-48
Daily Warm-ups for Strings, Michael Allen
Two Octave Scales Page
Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher willuse resources and Before, During, and After strategies to:
- Demonstrate counting and writing syncopated rhythms
- Dissect rhythmic patterns
- Analyze elements of sight-reading
- Interpret rhythmic notation (1B)
- Organize counting syllables thru writing (3B)
- Discuss sight-reading technique (3A)
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. How would you identify & count required rhythms
2. Can you write music that follows identified rules?
3. Describe the proper positioning for the instrument you are playing. / Continueplaying 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 with appropriate vibrato
Read and write basic music notation
Continueplaying basic, concert & Solo & Ensemble repertoire / Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Assessment
Students demonstrate knowledge of proper 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: Make predictions about the text (rhythm chart) of rhythms
During: Explore:
Have Students: Ask questions about note values/durations, counting syllables and beat relationships.
After:Summarize
Have Students: Compare rhythmic values to beats
Technology Connection
- Michael Hopkins String Pedagogy Notebook
- Mimi Zweig
- String Education Resources
- Smart Music
- The Strad
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra I - High School
Week 4Unit of Study: Vibrato Exercises (1st Position)Third Grading Period
TEKS (Content)- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 2B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.
- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 2B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall / Essential Elements 2000 for Strings, Book 3(2002 Edition)
Page 43
Introducing the Positions for Violin, Viola and Cello, Vol. 1
Harvey S. Whistler,
Violin, pp. 2-29
Viola, pp. 2-38
Cello, pp. 2-48
Daily Warm-ups for Strings, Michael Allen
Two Octave Scales Page
Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher willuse resources and Before, During, and After strategies to:
- Examine musical exercises
- Evaluate basic steps to vibrato
- Guide through illustration or example
- Respond to notated music
- Manipulate left hand motion
- Evaluate musical expressiveness through vibrato motion (2B)
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. How would you describe intervals between notes?
2. Can you identify major and minor scales?
3. Describe differences and similarities in the music being performed. / Continueplaying 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 with appropriate vibrato
Read and write basic music notation
Continue learning and playing basic and 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 and appropriate vibrato.
Students will identify major and minor scales
Before: Engage:
Teacher: Set goals for student reading of the vibrato exercises
During: Explore:
Have Students: Ask students to sequence by demonstrating each measure.
After:Summarize
Have Students: Recap the main points of the workouts
Technology Connection
- Michael Hopkins String Pedagogy Notebook
- Mimi Zweig
- String Education Resources
- Smart Music
- The Strad
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra I - High School
Week 5Unit of Study: Scale - G Major (2 Octave/Review)Third Grading Period
TEKS (Content)- 1A - Identify melodic and harmonic parts when listening to and/or performing music.
- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 2B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.
- 1A - Identify melodic and harmonic parts when listening to and/or performing music.
- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 2B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Adagio / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Pages 20-1
Introducing the Positions for Violin, Viola and Cello, Vol. 1
Harvey S. Whistler,
Violin, pp. 2-29
Viola, pp. 2-38
Cello, pp. 2-48
Daily Warm-ups for Strings, Michael Allen
Two Octave Scales Page
Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use resources and Before, During, and After strategies to:
- Examine step sequences/patterns in a major scale
- Probe melodic and harmonic relationships
- Evaluate student performance
- Recognize patterns in G Major (1B)
- Analyze melody and harmony (1A)
- Relate key to cultural music (2A-B)
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. How would you identify & count required rhythms
2. Can you describe the fingerings for a two octave G major scale?
3. How would you describe asymmetric meter. / 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 with appropriate vibrato
Read and write basic music notation
Continue learning and playing basic and contest 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 and appropriate vibrato.
Before: Engage:
Have Students: Create a mental overview of the topics of study.
During: Explore:
Have Students: Determine what is important
After:Summarize
Have Students: Complete a Graphic Organizer that shows the different finger patterns in G Major. Play G Major scale in canon with accurate intonation.
Technology Connection
- Michael Hopkins String Pedagogy Notebook
- Mimi Zweig
- String Education Resources
- Smart Music
- The Strad
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra I - High School
Week 6Unit of Study: Chromatics IIIThird Grading Period
TEKS (Content)- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 5A - Listen to and classify music by style and/or by historical period.
- 1B - Define concepts of intervals, music notation, chord structure, rhythm/meter, and musical performances using standard terminology.
- 2A - Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately easy to moderately difficult literature.
- 5A - Listen to and classify music by style and/or by historical period.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
chromatic scale / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Page 37 (Exercise 185)
Introducing the Positions for Violin, Viola and Cello, Vol. 1
Harvey S. Whistler,
Violin, pp. 2-29
Viola, pp. 2-38
Cello, pp. 2-48
Daily Warm-ups for Strings, Michael Allen
Two Octave Scales Page
Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use resources and Before, During, and After strategies to:
- Examine chromatic fingerings
- Evaluate finger movement
- Analyze intonation and fingerings
- Recognize chromatic patterns (1B)
- Apply fingerings to chromatics & enharmonics (2A)
- Assemble chromatic patterns
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 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 melodic complexity?
3. Describe a series of complex melodies. / 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 with appropriate vibrato
Read and write basic music notation
Continue learning and playing basic & contest 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 and appropriate vibrato.
Before: Engage:
Teacher: Set goals for student reading (Find out how many note names one enharmonic has?)
Have Students: Preview musical examples of chromaticism thru listening and/or notation
During: Explore:
Have Students: Describe notations and sounds of chromaticism within musical examples. (5A)
After:Summarize
Have Students: Recognize chromatic notation.
Technology Connection
- Michael Hopkins String Pedagogy Notebook
- Mimi Zweig
- String Education Resources
- Smart Music
- The Strad
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra I - High School