Orchestra Scope and Sequence

Orchestra Scope and Sequence

Orchestra II - High School

Week 1Unit of Study: Positions (III C String)Fourth Grading Period

TEKS (Content)
  • 2A - Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing difficult literature independently and in ensembles.
  • 4A - Create a simple of musical phrases.
  • 4B - Arrange a simple of musical phrases.
/ TEKS (Skills and Processes)
  • 2A - Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing difficult literature independently and in ensembles.
  • 4A - Create a simple of musical phrases.
  • 4B - Arrange a simple of musical phrases.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall / Essential Technique 2000 for Strings, Book 3 (2002 Edition)
Pages 14-5
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 / The teacher will use resources and Before, During, and After strategies to:
  • Demonstrate 3rd Position on C String
  • Discuss notation
  • Analyze compositional techniques
So that the student will:
  • Remember note names in third position
  • Analyze & apply fingerings
  • Rewrite/rearrange rhythms and notes
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. / 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 & 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.
Before: Engage:
Teacher: Write on board, "What techniques can you use to compose or arrange music?"
During: Explore:
Have Students: Discuss the important points of the reading applied to C string.
After:Summarize
Have Students: Restate the major points.
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 II - High School

Week 2Unit of Study: Scales - Eb Major and C minor (2 Octave)Fourth Grading Period

TEKS (Content)
  • 1B - Compare and contrast music forms of literature selected for performances and/or listening.
  • 5D - Define the relationships between the content, concepts, and the processes of the other fine arts, other subjects, and those of music.
/ TEKS (Skills and Processes)
  • 1B - Compare and contrast music forms of literature selected for performances and/or listening.
  • 5D - Define the relationships between the content, concepts, and the processes of the other fine arts, other subjects, and those of music.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
Wagner
Gavotte
Smetana / Essential Technique 2000 for Strings, Book 3 (2002 Edition)
Pages 30-1, 36
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 / The teacher will use resources and Before, During, and After strategies to:
  • Examine interval sequences/patterns in major and minor scales
  • Demonstrate scale alterations for the minor scales
  • Reflect upon the life of a composer
So that the student will:
  • Recognize interval differences between the scales (1B)
  • Apply minor sequences to scales
  • Relate world events to biographical information (5D)
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? / 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 & 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.
Student will demonstrate ability to perform assigned music.
Before: Engage:
Teacher: Set goals for student reading & performance
During: Explore:
Have Students: Discuss the cultural and social events during each composer’s Life
After:Summarize
Have Students: Construct a time-line for each composer
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 II - High School

Week 3Unit of Study: Rhythms and Bowings (6/8 Rhythms)Fourth 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.
  • 3A - Sight-read ensemble parts.
  • 3B - 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.
  • 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 Technique 2000 for Strings, Book 3 (2002 Edition)
Page 41
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 / The teacher will use resources and Before, During, and After strategies to:
  • Demonstrate counting and writing 6/8 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
/ 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. / Continue playing 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 & Concert 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 with 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 and apply to performance.
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 II - High School

Week 4Unit of Study: Spiccato BowingFourth 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.
  • 3C - Interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and ensemble performances.
/ 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.
  • 3C - Interpret music symbols and terms referring to dynamics, tempo, and articulation during solo and ensemble performances.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
spiccato
staccato
Offenbach
Presto / Essential Technique 2000 for Strings, Book 3 (2002 Edition)
Page 44
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 / The teacher will use resources and Before, During, and After strategies to:
  • Demonstrate spiccato Notation and technique
  • Evaluate articulations
  • Guide student responses
So that the student will:
  • Respond to articulations
  • Demonstrate different articulations (2A)
  • Interpret & apply spiccato and staccato articulations (3C)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ 1. How would you identify intervals between notes
2. Can you identify major and minor scales
3. Describe differences and similarities in the music being performed. / 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 & 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:
Have Students: Make predictions about the text.
During: Explore:
Have Students: Define different articulations
After:Summarize
Have Students: Complete a chart that shows articulations and their meaning.
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 II - High School

Week 5Unit of Study: CompositionFourth Grading Period

TEKS (Content)
  • 4A - Create a simple of musical phrases.
  • 4B - Arrange a simple of musical phrases.
  • 5C - Identify music-related vocations and avocations within the community.
/ TEKS (Skills and Processes)
  • 4A - Create a simple of musical phrases.
  • 4B - Arrange a simple of musical phrases.
  • 5C - Identify music-related vocations and avocations within the community.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall
composition / Essential Technique 2000 for Strings, Book 3 (2002 Edition)
Page 48
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
All-State Audition Etudes / The teacher will use resources and Before, During, and After strategies to:
  • Examine definition of composition
  • Guide student discussion and discovery
  • Analyze compositional techniques
So that the student will:
  • Recognize compositional forms
  • Uncover "call and answer" phrase relationships
  • Construct melodic phrases (4A)(4B)
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 meter of the music?
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 & 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.
Before: Engage:
Have Students: Predict elements of composition
During: Explore:
Have Students: Discuss compositional techniques
After:Summarize
Have Students: Relate careers to music (5C)
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 II - High School

Week 6Unit of Study: Chromatics IVFourth 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.
  • 5A - Classify aurally-presented music by genre, style, and historical period.
/ 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.
  • 5A - Classify aurally-presented music by genre, style, and historical period

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall / Essential Technique 2000 for Strings, Book 3 (2002 Edition)
Page 37 (Exercise 186)
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
All-State Audition Etudes / 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 & play chromatic patterns (2A)
  • Apply fingerings to enharmonics
  • 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 & concert repertoire
Start studying All-State Etudes / 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 II - High School

Week 7Unit of Study: Shifting (I-III, C String)Fourth Grading Period

TEKS (Content)
  • 1 B – Define musical performances, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology
  • 2A - Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature independently and in ensembles.
/ TEKS (Skills and Processes)
  • 1 B – Define musical performances, intervals, music notation, chord structure, rhythm/meter, and harmonic texture, using standard terminology
  • 2A - Exhibit accurate intonation and rhythm, fundamental skills, and basic performance techniques while performing moderately difficult literature independently and in ensembles.

College Prep / Vocabulary / Resources / Instructional Guidelines
Word Wall / Essential Technique 2000 for Strings, Book 3 (2002 Edition)
Page 15
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
All-State Audition Etudes / The teacher will use resources and Before, During, and After strategies to:
  • Examine shifting symbols
  • Discuss notation
  • Evaluate student performance
So that the student will:
  • Interpret shifting notation
  • Analyze fingerings
  • Relate shifting to technical exercises (2A)
How to Teach
Key Questions / Student Behaviors
Getting the Big Ideas / Strategies
/ Can you demonstrate basic performance techniques?
Can you evaluate the requirements for sight-reading?
How do you read complex rhythms? / Learn concert repertoire by memory
Demonstrate fundamental performance techniques in rehearsal/ concert setting
Demonstrate performance etiquette in rehearsal/ concert setting
Evaluate rehearsals/ performance with basic criteria
Demonstrate appropriate audience etiquette.
Continue learning & playing basic, Concert repertoire and All-State etudes / Demonstrations
Compare & Contrast
Drill & Practice
Instruction
Observation
Review & re-teach
Assessment
Students demonstrate appropriate concert etiquette.
Students critique a recorded performance using performance criteria.
Before: Engage:
Have Students: Create a mental overview of the music to be sight-read.
During: Explore:
Have Students: Determine what is important
After:Summarize
Have Students: Complete a Graphic Organizer that shows the notes in third position.
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 II - High School

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