1.0 Artistic Perception. 1.0 Artistic Perception & 2.0 Creative Expression. 4.0 Creative Expression

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1 Beginning Strings Transitional Kindergarten Grade 3 The students learn strings to the Suzuki method with some variation. Notational accuracy is expected and correct bow hold is paramount in this endeavor. Students must learn to pitch the notes and this sometimes is done through singing each tune they play. Technical accuracy is developed through the bow hold and the ability to create tone, color, articulation through playing, Communication is taught and students interprets the music, engages the audience and conveys a sense of the meaning of the music they are playing. Strings are able to be taught in multi level abilities as students can play simple notes and more advanced harmonies written by the teachers. Three performances a year are developed to give students a chance to learn these skills. Classes are ongoing. Three levels are offered: Beginners usually Grade 1-3 (some schools offer strings to TK and Kindergarten separately), Grade 4 within music class for 6 weeks and Ensemble Grades 5-8. Students who are older beginners will advance more quickly but they will start with the same curriculum as below. Curriculum for Strings Grades 1-3 Learn one octave scales: A and D Major scales C Students play along to CD tracks in class at home for practice folk tunes, classical and world music are memorized by students. The students are taught to sing solfege, names of note starting with Open A with hand in air and then each finger is named in scale degree. Learn basics of quality sound production through a new note each week. Songs such as Baa Baa Black Sheep and Twinkle Variations are played as ostinatos with different abilities of players to strengthen right hand coordination and rhythm Pepperoni Basic rhyme for 1/8 and ¼ notes Triplets are taught in the banana rhyme. Learn basics of left hand efficiency and stay in tune. Use of bowing games and rhymes to teach the correct holding of the bow. Up Like a rocket, Grand Duke of York marching in circle for beat and actions with bow As music is taught moods in minor and major keys. Students are asked for preferences in different tunes they play. The value of practice is encouraged with all levels of students who have a CD backing track given by the teachers to rehearse at home. Chim Cheree responds with sad minor or happy major. Performances are given in three formats: Informal for their peers, a lunchtime performance for the whole schools and a final concert win formal dress with other instruments (percussion, Grade 2 & Grade 3- Listen to, Analyze, and Describe Music 1.3 Identify ascending/descending melody and even/uneven rhythm patterns in selected pieces of music. & 2.0 Creative Expression Grade 2 & Grade Identify visually and aurally individual wind, string, brass, and percussion instruments used in a variety of music. 2.3 Play rhythmic and melodic ostinatos on classroom instruments. Creative Expression 2.0 Grade 2- Apply Vocal and Instrumental Skills 2.1 Play with accuracy in a developmentally appropriate range for pitching. 4.0 Creative Expression 4.3 Describe how specific musical elements communicate particular ideas or moods in music. Diversity of Music Grade 3

2 piano). Students analyze with their teacher how the different music had diverse response from the audiences. Holiday music such as Jingle Bells and or in movies it creates a mood. 3.3 Play memorized songs from diverse cultures. 3.4 Identify differences and commonalities in music from various cultures.

3 Introduction to Violin Grade 4 Every student in grade 4 class learns strings to the Suzuki method with some variations. This is a six special program designed for in-school residency. This violin course is a graded music course in alignment with the school music program offered as a 6 week introductory course. All students play together and are encouraged to play from a wide repertoire of music aligned to California Music standards for Grade 4. By Grade 5 students can join the ensemble with their choice of instruments from strings, woodwinds or percussion. Curriculum for Strings Grade 4 Introduction to bowing styles Refine and perfect posture, bow hold and left hand position for playing the violin and viola. Listen to music from stringed instruments so that students can learn tone color and understand dynamics. Demonstration of bowing by teacher of staccato and legato Students Plucking the strings pizzicato copycat style is played with teacher. String names are taught through songs aurally and reading through alpha/numerical the zipper song is taught as forwards and backwards 1.5 Classify how a variety of instruments from diverse cultures produce sound. (Grade 4) 1.0 Listen to, Analyze, and Describe Music 1.4 Describe music according to its elements, using the terminology of music. (Grade 4) Learn one major one octave major scales up to A. Learn simple songs in simple keys Hot Cross Buns, Boil Cabbage. During their 6 week course they listen to the string class and give critiques and suggestions on what they heard. Group evaluation is important for group playing and listening. Improvise is introduced small amounts of notes with beat track with 4 notes the students wish to play. At the last lesson students share their improvements and what they have learnt. Three types of performances are given: Informal for their peers, lunchtime concerts for the whole school and a final formal dress recital. The students constructively share their thoughts on each performance with their teacher. Read and Notate Music 1.2 Read, write, and perform diatonic scales. (Grade 4) Read and Notate Music 1.1 Read, write, and perform melodic notation for simple songs in major keys, using solfege. (Grade 4) 4.0 AESTHETIC VALUING Analyze and Critically Assess 4.1 Use specific criteria when judging the relative quality of musical performances. (Grade 4) 5.0 CONNECTIONS, RELATIONSHIPS, APPLICATIONS Careers and Career-Related Skills 5.4 Evaluate improvement in personal musical performances after practice or rehearsal. (Grade 4)

4 Strings Ensemble Grades 5 Grade 8 The students learn strings (violin, viola, cello) to the Suzuki method with some variations. By this grade we have higher expectations using parts and harmonies with more concert work and playing with other instruments towards performances (i.e. percussion and woodwinds). High school playing is encouraged at this level so that each player strives to work at an advanced level. Curriculum for Strings Grades 5-8 Further refine rhythmic skills by playing songs with syncopated rhythms, songs in mixed meters and songs in compound meters. Refine and perfect note reading skills, especially on the G and E strings (violin) or C and G strings (viola). Students will also refine sight-reading skills. Begin to play two-octave arpeggios up to three sharps. Some students learn violin 1 and violin 2 parts. Teachers arrange popular music such as Star Wars Start to play ensemble music that is in multiple melodic and rhythmic parts. The teacher will have those who have played before play Part 2 with harmony while beginners take the simple part 1. Frere Jacques is played as a round. Refine legato and staccato strokes. Memorize songs of 24 measures or more often Canon in D, Ode to Joy, Variations on classic repertoire. Through our teachers who are professional musicians on TV and stage the students learn the value of how musicians play in an orchestra or record popular music in different cultural styles. Talk about current movie and how music is portrayed. Introduce student s different techniques such as plucking. More memorization is expected and Read and Notate Music 1.2 Read, write, and perform rhythmic and melodic notation in duple, triple, and mixed meters. (Grade 7) Read and Notate Music 1.3 Read, write, and perform rhythmic notation, including quarter-note triplets and tied syncopation. (Grade 5) 2.0 Creative Expression Compose, Arrange, and Improvise 2.5 Arrange simple pieces for instruments, using traditional sources of sound. (Grade 6) 1.4 Analyze the use of music elements in aural examples from various genres and cultures. 1.4 Describe music according to its elements, using the terminology of music. (Grade 4) Artistic Perception 1.6 Describe larger music forms (sonata-allegro form, concerto, theme and variations). (Grade 6) 3.0 Historical and Cultural Context Understanding the Historical Contributions and Cultural Dimensions of Music 3.1 Compare music from two or more cultures of the world as to the functions the music serves and the roles of musicians. Creative Expression Apply Vocal and Instrumental Skills

5 expression of dynamics. Double stops for songs one string at a time for accuracy, play only E string and then fingers on A for dexterity. (Grade 6) Give 4 notes backing track or drum track play any rhythm so they learn to play in time. Sight read parts of songs such as: William Tell Overture, Irish Fiddle Songs, and Yankee Doodle. Older students apply criteria appropriate for different styles of music to evaluate the quality and effectiveness of their performances. Those who are competent on their instruments will solo or work in small ensemble work to improve their improvisational work. 2.1 Play a repertoire of music literature representing various genres, styles, and cultures with expression, technical accuracy, good posture, tone quality, in ensembles (level of difficulty: 1 on a scale of 1-6) 2.0 Creative Expression Grade 6- Compose, Arrange, and Improvise 2.6 Improvise simple melodies. 4.0 AESTHETIC VALUING Derive Meaning 4.3 Compare and contrast the differences between one performance of a specific musical work and another performance of the same work. (Grade 7) Analyze and Critically Assess 4.1 Develop criteria for evaluating the quality and effectiveness of musical performances and compositions, including arrangements and improvisations, and apply the criteria in personal listening and performing. (Grade 6) Suggested Music: Au Claire de la Lune Hot Cross Buns Rocking 'Round the Strings Jingle Bells Jingle Bell Rock Dreidl Good King Wenceslas Mozart Medley (Twinkle Variations) Ode To Joy It's a Small World Somewhere Over the Rainbow Supercalifragilistic Paddy Whack (triplets) Minuet 1 J.S. Bach (key change) Stars Wars

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