8th Grade Orchestra Curriculum Map

Music Reading:

 Student will be able to read and perform one octave major and melodic minor scales in the keys of EbM/cm; BbM/gm; FM/dm; CM/am; GM/em; DM/bm; AM/f#m  Student will be able to read and perform key changes.  Student will be able to read and correctly perform accidentals and understand their duration.  Student will be able to read and perform simple tenor clef selections in cello/bass; treble clef in viola  Students will be able to read and perform written on upper ledger lines.

Rhythm:

 Students will review basic time signature concepts  Students will read, write and perform compound dotted , 32nd notes  Students will learn and perform basic concepts of asymmetrical meter  Students will review/reinforce elements of successful time signature changes  Students will be able to perform with internal subdivision  Students will be able to count and perform passages successfully with correct rhythms, using professional counting system.  Students will be able to synchronize performance of rhythmic motives within the section.  Students will be able to synchronize performance of the sections’ to the other sections of the orchestra.

Pitch:

 Student is proficient in turning his/her own instrument with the fine tuners.  Student is able to hear bottom open string of octave ring when top note is played.  Students will review and reinforce tuning to perfect 5ths using the following methods: o tuning across the orchestra o listening and tuning to the 5ths on personal instrument.  Student performs with good intonation within the section.  Student is able to listen and perform with good intonation across the sections.

Tone:

 Student understands the concepts of bow Placement/Speed/Pressure and can use these elements to perform with sensitivity and .  Student’s left fingers are placed on the fingerboard for best tone production.  Students begin to use more advanced fingerings and position work to enhance tone quality/musical phrasing.  Student is able to match tone quality to other sections.  Student understands and can perform the correct technique(s) for clear articulation.

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Form:

 Student is able to identify and perform the following:

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o ABA o Fugue o 12 Bar Blues o Exposition and Development

Style:

 Student is able to quickly and effectively respond to dynamic changes  Student can successfully perform multiple crescendo/decrescendo when notated.  Student is able to recognize differences between Baroque, Classical, and Romantic styles and be able to produce them on the instrument.  Student is able to recognize notation for / and perform it successfully.

Technique:

 Student is able to perform daily with good LH and RH instrument and bow position  Student continues to extend his/her ability to vary bow pressure, speed, placement, and length to produce tone and musical effects.  Student continues to acquire and control .  Student will solidify violin/viola III positions; Cello II/III/IV positions; Bass II/IV positions.  Students will learn and perform the following positions: violin/viola II/V positions; Cello V/VI positions, Bass V/VI positions.  Students will learn and perform two fingered double stops.  Students will be able to name and use multiple practice strategies.

Ensemble:

 Student is able to listen and discern his/her own individual balance/blend within the section  Student is able to analyze the role each section plays in any given spot of a piece of music.  Student is able to listen and discern his/her section balance/blend within the group  Student is able to match his/her performance style to correct style/historical period of each piece.  Student continues to develop his/her ability to watch and respond to conductor cues and gestures.  Student continues to work towards positive consensus/cooperation in small and large group settings.

Improvisation:

 Improvise over a I, IV, V, I chord structure

History/Interdisciplinary:

 Students will be able to identify and classify music according to period.  Students will learn and perform music from diverse time periods and styles  Students continue to improve understanding of the role of music in history, literature  Students will learn and be able to demonstrate a basic knowledge of physics as it relates to sound/stringed instruments 3

 Students continue to improve understanding of the connections between movements in art and music

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 Students will learn goal development and implementation  Students will continue to advance in their people skills, interpersonal relationships, leadership opportunities

Evaluation:

 Student will be able to compare and contrast outside ensemble performances using appropriate terminology.  Students will be able to evaluate individual, section and ensemble performances using appropriate terminology.

Artistic Development:

 Students will be able to read and interpret phrases and lines of music with artistic shaping.  Students will be able to coordinate the LH and RH to match articulation and style.  Students will perform with an expanded range of tone, dynamics and color.

8th Grade Orchestra Learning Targets

Music Reading Learning Targets

 I know the Major and Melodic Minor scale patterns and can construct and perform one octave scales in keys from 0-3 flats/sharps.  I know that when the key signature changes, I must change my finger patterns to match those of the new key signature.  I can perform accidentals and I know how they are applied and how long they last.  If I am a violist, cellist or bassist, I can read and perform simple treble clef notes when necessary.  If I am a cellist or bassist, I can read and perform simple tenor/treble clef notes when necessary.  If I am a violinist, I can read and perform higher ledger line notes when necessary.

Rhythmic Reading Learning Targets

 I can count rhythmic figures and perform them in basic time signatures. 4/4; 2/4; ¾; 6/8; 9/8; 12/8.  I can count rhythmic figures and perform them in asymmetrical time signatures: 5/4; 7/8  I can perform time changes successfully.  I know how to subdivide a rhythmic unit.  I can subdivide a rhythmic unit internally and verbally.  I know how to utilize internal subdivision to improve my rhythmic precision.  I understand the mathematical concepts of the counting system and can use it to analyze difficult rhythms.  I can use my aural/visual/kinesthetic skills and strategies to perform uniformly with my section.  I can use my aural/visual/kinesthetic skills and strategies to perform rhythms that align vertically with the other sections.

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Intonation Learning Targets

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 I am able to use my fine tuners to tune my own instrument.  I can hear when perfect 5ths/4ths are in tune.  I can hear the open string below ring when the top octave above is bowed.  I know where all the notes are located on my fingerboard in the positions we have studied.  I know and can perform all finger patterns successfully in tune.  I can listen and adjust my pitch to others in my section successfully.  I can listen and adjust my pitch to other sections successfully.

Tone Quality Learning Targets

 I know what good tone sounds like and can identify it.  I can recognize different types of tone related to stylistic requirements in the music.  I know where to place my bow on the string to achieve the desired tone quality.  I know how much bow pressure/speed is needed to achieve the desired tone quality.  I can listen to someone else’s tone quality and evaluate it for strengths and weaknesses.  I know how to shift to enhance my tone quality.  I know how to produce pizzicato notes that are clear and pleasant.

Form and Analysis Learning Targets

 I can visually and aurally identify the following formal concepts: o Fugue o 12 Bar Blues o Exposition of Theme and Development

Style Learning Targets

 I can respond quickly and effectively to dynamic changes by using specific playing techniques  I know how to produce a crescendo/decrescendo on my instrument  I know the stylistic differences between Baroque, Classical and Romantic periods and am able to produce them on my instrument.  I can read and perform “tremolo” and “Col Legno”

Technique Learning Targets

 I know and consistently demonstrate good posture  I know and consistently demonstrate good playing position in both R/L hands  I know the specific techniques used to produce a controlled and refined vibrato  I understand how to release my hand and shift without tension.  I can read and perform two fingered double stops.  I can select an appropriate practice strategy to master difficult musical passages.

Ensemble Learning Targets

 I know where I am dominant/subordinate in the piece and can perform the correct musical response to execute my part successfully 7

 I can listen and determine the success/failure of my section to blend within the group  I know how to watch the conductor and respond to cues and gestures.

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 I feel responsibility towards my orchestra program, and I know how to build positive consensus/cooperation in small and large orchestra groups.

Improvisation Learning Targets

 I can improvise using the pentatonic scale.

History/Interdisciplinary Learning Targets:

 I can see connections between historical time periods and the music produced.  I am able to identify and classify music according to period.  I can learn and perform music from diverse time periods and styles.  I can see connections between music and literature inspired by the same theme  I know the basic principles of sound production of stringed instruments  I recognize the similarities between movements in art and music.  I know how to set goals and I can implement the practice strategies needed to attain them.  I can recognize individual differences in people and work successfully with them in leadership or subordinate positions.

Evaluation:

 I am able to compare and contrast outside ensemble performances using appropriate terminology.  I am able to evaluate individual, section, and ensemble performances using appropriate terminology.

Artistic Development:

 I am able to read and interpret phrases and lines of music with artistic shaping.  I am able to coordinate and match the LH and RH to match articulation and style.  I can perform with an expanded range of tone, dynamics, and color.

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