Wethersfield Public Schools Course Outline

Transcription

1 Course Name: Elementary Strings Department: Instrumental Music Grade(s): First Year Strings Wethersfield Public Schools Course Outline Course Description: Instrumental Music Instruction in grades 4-6 promotes the development of creativity, music literacy, critical thinking skills, and lifelong learning. In rehearsal and lesson settings students develop critical 21st century skills of creativity and innovation, critical thinking and problem solving, and communication and collaboration. The curriculum and instruction address the National Core Arts Standards of Music Education and Connecticut Common Core Music Standards enabling students to create perform and responding to music. The instrumental curriculum will build on techniques and skills and expand upon learning of the previous year. The following Wethersfield Music Department are addressed in this curriculum: Music is a unique way of express, experiencing and knowing life. Meaningful contact with music expands an individual s understand of history and culture. Everyone can perform, create and respond to music in significant and meaningful ways. Instructional Time: First year string students will participate in weekly 30-minute pull out, small group instruction. As the first year string students are ready, they will be pulled for weekly full orchestra rehearsals. Required Instructional Materials: Essential Elements EEI for Strings Books 1 by Michael Allen, Robert Gillespie and Pamela Tellejohn Hayes Suzuki Book 1 Suzuki Book 1 Transposed by E. Caravella (Orchestra Friendly Keys) Revised/Approval Date: July 14, 2015 Approved by Administrative Team: May 12, 2016 Approved by Student Programs and Services: May 18, 2016 Approved by Board of Education: 5/24/2016 Authors/Contributors: Emily Caravella & Jakob Voychick First Year Strings - Page 1 of 15

2 Overarching Skills This section includes 21 st Century skills and discipline focused skills such as inquiry skills, problem solving skills, research skills, etc. These objectives should be taught and assessed through the integration of the other units. This unit is not meant to be taught in isolation as a separate unit. Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. Use specific essential questions for each unit. from 2015 NAFME Core Arts Standards addressed: Creating (Cr) Performing (P) Responding (R) Connecting (Cn) National Core Arts Standards: Custom Handbook for Elem Strings National Core Arts Vocabulary Glossary: NCAS Glossary software and microphones Ipads, computer access Large open, safe space for movement Chairs and music stands Piano/keyboard Sound system Finale software Smart/white board & markers Cooperative learning Modeling Conferencing Technology implementation Weekly lesson rubrics District-Wide Assessment for Strings Performance Tasks (written and playing) recording assessments First Year Strings - Page 2 of 15

3 Unit 1: Instrument Safety and Playing Position Time of Year: September Length of Unit: Week 1-2 Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. Why is it important to keep my instrument in working condition? How can I keep my instrument safe? Why is it important to perform with correct posture? (P) How do performers improve the quality of their performance? (Cr) How do musicians improve the quality of their creative work? The student will be able to: 1.1. Demonstrate knowledge of instrument parts Understand care and instrument safety Perform with proper playing position. 1.4 Perform with proper pizzicato technique. MU: Cn10.0.3, Cn10.0.4, Cr1.1.5 Shoulder rests and/or sponges Rubber bands Finger tape (as needed) Felt/velcro tape for cello & bass Circular sticker tapes (for thumbs) Teacher model instruments (violin, viola, cello, and bass) Sound before sight (No repertoire is needed at this point) Technology - teacher generated website concept reinforcement, YouTube model videos, etc. First Year Strings - Page 3 of 15

4 Unit 2: Three Note Restricted Range Time of Year: September Length of Unit: Weeks 1-5 Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. How can I expand the range on my instrument? (P) How do performers improve the quality of their performance? (Cr) How do musicians improve the quality of their creative work? 2.1. Perform pizzicato with proper tone production Demonstrate knowledge of open strings. 2.3 Perform call and response/echo improvisation using: D, E, F# in tune, with proper hand position Perform folks tunes, aurally using D-F# range, with a steady beat. 2.5 Demonstrate consistent and effective home practice habits.* * (Will be addressed for rest of instrumental studies.) Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4 Shoulder rests and/or sponges Rubber bands Finger tape (as needed) Felt/velcro tape for cello & bass Circular sticker tapes (for thumbs) Teacher model instruments (violin, viola, cello, and bass), rote sheets. Sound before sight (No repertoire is needed at this point) Technology - model videos (YouTube), teacher generated website concept reinforcement. First Year Strings - Page 4 of 15

5 Unit 3: Range Expansion: D, E, F#, G, A Time of Year: October Length of Unit: Weeks 6-10 Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. How can I expand the range on my instrument? (P) How do performers improve the quality of their performance? (Cr) How do musicians generate creative ideas? (Cr) How do musicians make creative decisions? (Cr) How do musicians improve the quality of their creative work? (Cr) When is creative work ready to share? 3.1. Perform pizzicato with proper tone production. 3.2 Perform call and response/echo improvisation using: D, E, F#, G, A in tune, with proper hand position (Weeks 5-6) Perform folk tunes, by rote using D, E, F#, and A with a steady beat (Weeks 7-9) Perform folk tunes, by rote using D, E, F#, G, and A with a steady beat. Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Pr6.1.4 Shoulder rests and/or sponges Teacher model instruments (violin, viola, cello, and bass) Teacher Generated Handouts, Rote sheets Sound before sight (No repertoire is needed at this point) Technology - model videos (YouTube), Website concept reinforcement, etc. First Year Strings - Page 5 of 15

6 Unit 4: Music Literacy Skills- Reading/writing standard music notation. Time of Year: November/December Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. (P) How do performers improve the quality of their performance? (Cr) How do musicians improve the quality of their creative work? (Cr) When is creative work ready to share? 4.1. Identify musical symbols (4/4 Meter, Clef, Staff, Measure, Bar line, Double Bar Line, Repeat Sign, Pizzicato, Sharp, Quarter notes (D-A) and quarter rests Write a brief composition using quarter notes and rests D-F# in 4/4 meter Perform from notated music. (EE1: Pg 6-9) 4.4 Prepare correct bow holds on pencils (Prep for unit 5) Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Pr6.1.4 Shoulder rests and/or sponges Teacher model instruments (violin, viola, cello, and bass) technology Technology - model videos (YouTube), Website concept reinforcement, etc. Suzuki Self assessment Peer assessment District wide assessment 1: lightly row First Year Strings - Page 6 of 15

7 Unit 5: Bowing Time of Year: December/January Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. (P) How do performers improve the quality of their performance? (Cr) How do musicians generate creative ideas? (Cr) How do musicians make creative decisions? (Cr) How do musicians improve the quality of their creative work? (Cr) When is creative work ready to share? 5.1 Perform arco with proper tone production and bow hold Perform arco using open strings, demonstrating proper bow distribution and string crossing. (Echo improvisation, open string call and response aurally and EE1 - Pg 16-17) 5.3 Perform call and response/echo improvisation using: D, E, F# in tune, arco. 5.4 Perform Unit 2 Rote Songs (D-F#) arco. (No standard notation) 5.5 Perform acro, using standard notation (D-G, no string crossing) (EE1: Pg 6-8.) 5.6 Identify bowing vocabulary and symbols: Up, Down, Bow Lift, Arco, Pizz. Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Pr6.1.4, Pr6.1.3, Pr4.3.4, Cr2.1.3, Cr2.1.4 Shoulder rests and/or sponges Violin/viola/cello rosin and bass rosin Teacher model instruments (violin, viola, cello, and bass) Technology - model videos (YouTube), website concept reinforcement, etc. Suzuki Self assessment Peer assessment First Year Strings - Page 7 of 15

8 Unit 5: Bass - Shifting (C and D Range Expansion) Time of Year: December/January Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. How can I expand the range on my instrument? (P) How do performers improve the quality of their performance? (Cr) How do musicians improve the quality of their creative work? Bass Only: B5.1 Shift to third position for new notes C and High D, pizz (EE1: pg 10-11) B5.2 Perform pizzicato using full D scale from standard musical notation (EE1: Pg ) B5.3 Perform arco using full D scale from standard musical notation (EE1: Pg ) B5.4 Identify vocabulary for F-Sharp, C-Sharp, First position, Third Position, shifting Key signature, D Major, and Scale. Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Pr6.1.4, Pr6.1.3, Pr4.3.4, Cr2.1.3, Cr2.1.4 Teacher model instruments (violin, viola, cello, and bass) technology Suzuki Supplemental Material Technology - Model videos (YouTube), website concept reinforcement, etc. Self assessment Peer assessment First Year Strings - Page 8 of 15

9 Unit 6: String Crossings and Range Expansion - Full Octave D-Scale Time of Year: February/March Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. How can I expand the range on my instrument? (P) How do performers improve the quality of their performance? (Cr) How do musicians generate creative ideas? (Cr) How do musicians make creative decisions? (Cr) How do musicians improve the quality of their creative work? 6.1 Perform arco using open strings, demonstrating proper bow distribution and string crossing. ( Rainbows, Echo improvisation, open string call and response aurally and EE1 - Pg 16-17) 6.2 Perform pizzicato using full D scale from standard musical notation (EE1: Pg ) 6.3 Perform arco using full D scale from standard musical notation (EE1: Pg ) 6.4 Identify vocabulary for F-Sharp, C-Sharp, Key signature, string crossing, D Major, and Scale. Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Pr6.1.4, Pr6.1.3, Pr4.3.4, Cr2.1.3, Cr2.1.4 Shoulder rests and/or sponges Violin/viola/cello rosin technology Suzuki Supplemental Material Technology - model videos (YouTube), website concept reinforcement, etc. Self assessment Peer assessment Mid-Year District Wide Strings Assessment 2: Twinkle Arco First Year Strings - Page 9 of 15

10 Unit 6: Bass - Bowing Time of Year: February/March Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. (P) How do performers improve the quality of their performance? (Cr) How do musicians generate creative ideas? (Cr) How do musicians make creative decisions? (Cr) How do musicians improve the quality of their creative work? B6.1 Perform arco with proper tone production and bow hold. B6.2. Perform arco using open strings, demonstrating proper bow distribution and string crossing. (Echo improvisation, open string call and response aurally and EE1 - Pg 16-17) B6.3 Perform call and response/echo improvisation using: D, E, F# in tune, arco. B6.4 Perform Unit 2 Rote Songs (D-F#) arco. (No standard notation) B6.5 Perform acro, using standard notation (D-G, no string crossing) (EE1: Pg 6-8.) B6.6 Identify bowing vocabulary and symbols: Up, Down, Bow Lift, Arco, Pizz. and string crossing. B6.7 Perform arco using open strings, demonstrating proper bow distribution and string crossing. ( Rainbows, Echo improvisation, open string call and response aurally and EE1 - Pg 16-17) Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Pr6.1.4, Pr6.1.3, Pr4.3.4, Cr2.1.3, Cr2.1.4 Bass rosin Teacher model instrument - bass technology Suzuki Supplemental Material Technology - model videos (YouTube), Website concept reinforcement, etc. First Year Strings - Page 10 of 15

11 Informal and Formal Visual Assessment. Self Assessment/Peer Assessment Mid-Year District Wide Strings Assessment 2: Twinkle Arco First Year Strings - Page 11 of 15

12 Unit 7: Rhythm (eighth notes) and Meter (2/4 time) Time of Year: March/April Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. (P) How do performers improve the quality of their performance? (Cr) How do musicians improve the quality of their creative work? 7.1 Perform Eighth notes in 4/4 and 2/4 meter, in full D-Scale, arco. (EE1: Pg 20-21, #89, #91, #92) 7.2 Demonstrate understanding of 4/4 vs. 2/4 meter. 7.3 Write and Count eighth note rhythm in 4/4 and 2/4 meter. 7.4 Read notated music with first and second endings and repeats. 7.5 Identify vocabulary and symbols: tempo, time signature, eighth notes. Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Re8.1.4, Pr6.1.4, Pr6.1.3, Pr4.3.4, Pr.4.2.4, Pr4.2.3, Cr2.1.3, Cr2.1.4 Shoulder rests and/or sponges Violin/viola/cello rosin Teacher model instruments (violin, viola, cello and bass) technology Suzuki Supplemental Material Technology - model videos (YouTube), website concept reinforcement, etc. Self assessment Peer assessment First Year Strings - Page 12 of 15

13 Unit 8: Rhythm (Half notes) and Fourth Finger Technique Time of Year: April Length of Unit: Week Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. (P) How do performers improve the quality of their performance? (Cr) How do musicians make creative decisions? (Cr) How do musicians improve the quality of their creative work? (R) How do we judge the quality of musical work(s) and performance(s)? Violin and Viola: 8.1 Perform A using fourth finger. 8.2 Identify the appropriate time to use fourth finger in music. All Instruments: 8.3 Perform using fourth finger pizzicato. (#82, #43- replacing all open strings with 4th finger pizz) 8.4 Perform half note rhythms in 4/4 and 2/4 meter in full D scale arco. (EE1: page 24-25, #188) 8.5 Identify vocabulary and symbols: Fourth finger pizz (+), half notes, round, and duet. Bass: 8.6 Review performing using new notes C and high D in third position, with bow. (Unit 5, now with bow) Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Re8.1.4, Pr6.1.4, Pr6.1.3, Pr4.3.4, Pr technology Suzuki supplemental material Technology - model videos (YouTube), website concept reinforcement, etc. Self assessment Peer assessment First Year Strings - Page 13 of 15

14 Unit 9: Orchestra Prep/Review Time of Year: May - June Length of Unit: Weeks Meaningful contact with music expands an individual s understanding of history and culture. Everyone can perform, create, and respond to music in significant and meaningful ways. What skills and etiquette are needed to play in an ensemble. (P) How do performers improve the quality of their performance? (P) How do performers select repertoire? (Cr) How do musicians improve the quality of their creative work? (Cr) When is creative work ready to share? (R) How do we judge the quality of musical work(s) and performance(s)? (Co) How do musicians make meaningful connections to creating, performing, and responding? 9.1 Perform round, duets, trios, and orchestral music in a large group. 9.2 Perform ensemble repertoire using full D scale, eighth notes, half notes, quarter notes, arco. 9.3 Analyze and respond to orchestral performances. 9.4 React to conductor s cues related to performing. 9.5 Demonstrate a 4/4 beat pattern. 9.6 Identify vocabulary related to full orchestra. (conductor, cue, cutoff, section) Mu:Cn10.0.4, Cr1.1.4, Cr3.1.4, Re9.1.3, Re7.2.4, Re9.1.3, Re8.1.4, Pr6.1.4, Pr6.1.3, Pr4.3.4, Pr.4.2.4, +Ensemble: Pr4.2.3, Cr2.1.3, Cr2.1.4, Pr4.1.4, Pr5.1.4, Re7.1.4, Cr3.2.4, Cr3.1.3 Cn technology Suzuki Supplemental Material Technology - Model videos (Youtube), Website concept reinforcement, etc. First Year Strings - Page 14 of 15

15 Self assessment Peer assessment Final - District Wide Strings Assessment 3: Cripple Creek, arco First Year Strings - Page 15 of 15