Orchestra II - High School
Week 1 Unit of Study: Positions (II, A, D, and E Strings) Third Grading Period
TEKS (Content)§ 2 A - Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature independently and in ensembles.
§ 3 B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
§ 5 C - Identify music-related vocations and avocations within the community. / TEKS (Skills and Processes)
§ 2 A - Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature independently and in ensembles.
§ 3 B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
§ 5 C - Identify music-related vocations and avocations within the community
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
¨ concerto
¨ pianissimo
¨ fortissimo
¨ Beethoven / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Pages 12-13,16-17
Introducing the Positions for Violin, Viola and Cello, Vol. 2
Harvey S. Whistler
Daily Warm-ups for Strings, Michael Allen
McAdams 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 fingerings in 2nd position
· Relate a career in publishing to music (5C)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Ø 1. How would you identify & count required rhythms
Ø 2. Can you describe how to produce accurate intonation?
Ø 3. Describe a music staff and what it is used for. / Ø Play with proper posture and bowing mechanics
Ø Learn and play exercises to find correct pitches and rhythms
Ø Play instrumental warm-ups
Ø Play correct rhythms and pitches
Ø Produce characteristic tone with appropriate vibrato
Ø Read and write basic notation
Ø Continue learning and playing basic, contest and Solo & Ensemble repertoire / Ø Explanation
Ø Instruction
Ø Demonstration
Ø Drill & Practice
Ø Observation
Ø Review & re-teach
Assessment
Ø Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
Ø Students will play with accurate intonation & appropriate vibrato.
Ø Students demonstrate proficiency performing selected repertoire.
Before: Engage:
Have Students: Create a list of terms in the reading
During: Explore:
Have Students: Define each term
After: Summarize
Have Students: Restate the importance of symphonic form in society
Technology Connection
· Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
· Mimi Zweig www.stringpedagogy.com
· String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html
· Smart Music http://www.smartmusic.com
· The Strad http://www.thestrad.com
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra II - High School
Week 2 Unit of Study: Scales - F Major and D Minor (2 Octave) Third Grading Period
TEKS (Content)§ 1 B - Compare and contrast music forms of literature selected for performances and/or listening.
§ 2 B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures. / TEKS (Skills and Processes)
§ 1 B - Compare and contrast music forms of literature selected for performances and/or listening.
§ 2 B - 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)
¨ ABA Form / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Pages 26-27, 34
Introducing the Positions for Violin, Viola and Cello, Vol. 2
Harvey S. Whistler
Daily Warm-ups for Strings, Michael Allen
McAdams Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use resources and Before, During, and After strategies to:
· Examine interval sequences/patterns in major and minor scales
· Instruct about scale alterations for the minor scales
· Evaluate student performance
So that the student will:
· Recognize interval differences between the scales (1B)
· Transfer minor scale sequences to performance
· Relate key to cultural music (2B)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Ø 1. How would you identify & count required rhythms
Ø 2. Can you identify the rhythm/meter of the music?
Ø 3. How do you identify the key that the music is in? / Ø Play with proper posture and bowing mechanics
Ø Learn and play exercises to find correct pitches and rhythms
Ø Play instrumental warm-ups
Ø Play correct rhythms and pitches
Ø Produce characteristic tone with appropriate vibrato
Ø Read and write basic music notation
Ø Continue learning and playing basic concert and Solo & Ensemble repertoire / Ø Explanation
Ø Instruction
Ø Demonstration
Ø Drill & Practice
Ø Observation
Ø Review & re-teach
Assessment
Ø Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
Ø Students will play with accurate intonation & appropriate vibrato.
Ø Student will demonstrate proficiency to performance of selected 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 www.uvm.edu/~mhopkins
· Mimi Zweig www.stringpedagogy.com
· String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html
· Smart Music http://www.smartmusic.com
· The Strad http://www.thestrad.com
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra II - High School
Week 3 Unit of Study: Rhythm and Bowings (Syncopated Rhythms) Third Grading Period
TEKS (Content)§ 2 A – demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles.
§ 3 A - Sight-read ensemble parts.
§ 3 B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters. / TEKS (Skills and Processes)
§ 2 A – demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles.
§ 3 A - Sight-read ensemble parts.
§ 3 B - Read and write music that incorporates rhythmic patterns in simple, compound and asymmetric meters.
College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
¨ Syncopation / Essential Elements 2000 for Strings, Book 3 (2002 Edition)
Page 40
Introducing the Positions for Violin, Viola and Cello, Vol. 2
Harvey S. Whistler
Daily Warm-ups for Strings, Michael Allen
McAdams Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use 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 (2A)
§ Organize counting syllables thru writing (3B)
§ Discuss sight-reading technique (3A)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Ø 1. How would you identify & count required rhythms
Ø 2. Can you write music that follows identified rules?
Ø 3. Describe the proper positioning for the instrument you are playing. / Ø Play with proper posture and bowing mechanics
Ø Learn and play exercises to find correct pitches and rhythms
Ø Play instrumental warm-ups
Ø Play correct rhythms and pitches
Ø Produce characteristic tone with appropriate vibrato
Ø Read and write basic music notation
Ø Continue learning and playing basic, contest & Solo & Ensemble repertoire / Ø Explanation
Ø Instruction
Ø Demonstration
Ø Drill & Practice
Ø Observation
Ø Review & re-teach
Assessment
Ø Students demonstrate knowledge of proper instrument positioning and performance
Ø Students play with accurate intonation with appropriate vibrato.
Ø 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, shadow bow and play exercises.
After: Summarize
Have Students: Compare rhythmic values to beats
Technology Connection
· Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
· Mimi Zweig www.stringpedagogy.com
· String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html
· Smart Music http://www.smartmusic.com
· The Strad http://www.thestrad.com
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra II - High School
Week 4 Unit of Study: Vibrato Exercises (1st Position) Third Grading Period
TEKS (Content)§ 2 A – Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles.
§ 2 B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures. / TEKS (Skills and Processes)
§ 2 A – Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles.
§ 2 B - 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. 2
Harvey S. Whistler
Daily Warm-ups for Strings, Michael Allen
McAdams Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use resources and Before, During, and After strategies to:
§ Examine vibrato exercises
§ Evaluate basic steps to control vibrato
§ Guide through illustration or example
So that the student will:
§ Respond to notated music
§ Manipulate left hand vibrato motions (2A)
§ Evaluate musical expressiveness through vibrato motion (2B)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Ø 1. How would you identify intervals between notes?
Ø 2. Can you identify major and minor scales?
Ø 3. Describe differences and similarities in the music being performed.
Ø 4. What does vibrato add to your playing? / Ø Play with proper posture and bowing mechanics
Ø Learn and play exercises to find correct pitches and rhythms
Ø Play instrumental warm-ups
Ø Play correct rhythms and pitches
Ø Produce characteristic tone with appropriate vibrato
Ø Read and write basic music notation
Ø Continue learning and playing basic, contest and Solo & Ensemble repertoire / Ø Explanation
Ø Instruction
Ø Demonstration
Ø Drill & Practice
Ø Observation
Ø Review & re-teach
Assessment
Ø Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
Ø Students will play with accurate intonation using appropriate vibrato.
Ø 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 vibrato workouts
Technology Connection
· Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
· Mimi Zweig www.stringpedagogy.com
· String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html
· Smart Music http://www.smartmusic.com
· The Strad http://www.thestrad.com
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra II - High School
Week 5 Unit of Study: Scale - G Major (2 Octave/Review) Third Grading Period
TEKS (Content)§ 1 A - Define melody, harmony, rhythm, and texture of music listened to or performed using standard terminology.
§ 2 A – Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles
§ 2 B - Perform expressively, from memory and notation, a varied repertoire of music representing styles from diverse cultures. / TEKS (Skills and Processes)
§ 1 A - Define melody, harmony, rhythm, and texture of music listened to or performed using standard terminology.
§ 2 A – Demonstrate independently and in ensembles accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature, independently and in ensembles
§ 2 B - 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. 2
Harvey S. Whistler
Daily Warm-ups for Strings, Michael Allen
McAdams Metronome
Stereo sound system
Concert Repertoire
UIL Prescribed Music List / The teacher will use resources and Before, During, and After strategies to:
§ Examine interval sequences/patterns in a major scale
§ Probe melodic and harmonic relationships
§ Evaluate student performance
So that the student will:
§ Recognize patterns in G Major
§ Analyze melody and harmony (1A, 2A)
§ Relate key to cultural music (2B)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Ø 1. How would you identify & count required rhythms
Ø 2. Can you describe the meter of the music?
Ø 3. How would you describe asymmetric meter. / Ø Play with proper posture and bowing mechanics
Ø Learn and play exercises to find correct pitches and rhythms
Ø Play instrumental warm-ups
Ø Play correct rhythms and pitches
Ø Produce characteristic tone with appropriate vibrato
Ø Read and write basic music notation
Ø Continue learning and playing basic, Contest & Solo & Ensemble repertoire / Ø Explanation
Ø Instruction
Ø Demonstration
Ø Drill & Practice
Ø Observation
Ø Review & re-teach
Assessment
Ø Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
Ø Students will play with accurate intonation & 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 A Major
Technology Connection
· Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
· Mimi Zweig www.stringpedagogy.com
· String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html
· Smart Music http://www.smartmusic.com
· The Strad http://www.thestrad.com
Special Education / Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Orchestra II - High School