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.
/ TEKS (Skills and Processes)
  • 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
So that the student will:
  • Remember note names in second position
  • Analyze second position fingerings
  • Relate a career in publishing to music (5C)
How to Teach
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.
/ TEKS (Skills and Processes)
  • 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
So that the student will:
  • Recognize interval differences between the scales (1C)
  • Transfer minor sequences to scales (1B)
  • Relate key to cultural music (2B)
How to Teach
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.
/ TEKS (Skills and Processes)
  • 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
so that the student will:
  • Interpret rhythmic notation (1B)
  • Organize counting syllables thru writing (3B)
  • Discuss sight-reading technique (3A)
How to Teach
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.
/ TEKS (Skills and Processes)
  • 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
So that the student will:
  • Respond to notated music
  • Manipulate left hand motion
  • Evaluate musical expressiveness through vibrato motion (2B)
How to Teach
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.
/ TEKS (Skills and Processes)
  • 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
So that the student will:
  • Recognize patterns in G Major (1B)
  • Analyze melody and harmony (1A)
  • Relate key to cultural music (2A-B)
How to Teach
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.
/ TEKS (Skills and Processes)
  • 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
So that the student will:
  • Recognize chromatic patterns (1B)
  • Apply fingerings to chromatics & enharmonics (2A)
  • Assemble chromatic patterns
How to Teach
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