Randolph Township Schools Department of Visual and Performing Arts INSTRUMENTAL MUSIC (STRINGS) Grades 9 - 12 Curriculum Department of Visual and Performing Arts Frank Perrone, Supervisor Curriculum Committee Kim Chiesa Sherry Griggs Eric Schaberg Curriculum Developed: Summer 2014 Curriculum Revised: Summer 2016 Date of Board Approval: October 18, 2016 1 Randolph Township Schools Music Department Instrumental Music: Grade 9 - 12 Strings Table of Contents Mission Statement and Education Goals – District 3 Affirmative Action Compliance Statement 3 Educational Goals – District 4 Introduction 5 Pacing 6 Tone Production 7 Rhythm 12 Music Theory 14 Music Expression 17 Knowledge and Maintenance of Instruments 19 Listening and Analysis 22 Advanced Solo Literature 24 Research and Writing 27 Appendix A - Smartmusic 30 Appendix B – Honors Booklet 31 2 Randolph Township Schools Mission Statement We commit to inspiring and empowering all students in Randolph schools to reach their full potential as unique, responsible and educated members of a global society. Randolph Township Schools Affirmative Action Statement Equality and Equity in Curriculum The Randolph Township School district ensures that the district’s curriculum and instruction are aligned to the state’s standards. The curriculum provides equity in instruction, educational programs and provides all students the opportunity to interact positively with others regardless of race, creed, color, national origin, ancestry, age, marital status, affectional or sexual orientation, gender, religion, disability or socioeconomic status. N.J.A.C. 6A:7-1.7(b): Section 504, Rehabilitation Act of 1973; N.J.S.A. 10:5; Title IX, Education Amendments of 1972 3 Randolph Township Board Of Education Educational Goals Values in Education The statements represent the beliefs and values regarding our educational system. Education is the key to self-actualization, which is realized through achievement and self-respect. We believe our entire system must not only represent these values, but also demonstrate them in all that we do as a school system. We believe: ● The needs of the child come first ● Mutual respect and trust are the cornerstones of a learning community ● The learning community consists of students, educators, parents, administrators, educational support personnel, the community and Board of Education members ● A successful learning community communicates honestly and openly in a non-threatening environment ● Members of our learning community have different needs at different times. There is openness to the challenge of meeting those needs in professional and supportive ways ● Assessment of professionals (i.e., educators, administrators and educational support personnel) is a dynamic process that requires review and revision based on evolving research, practices and experiences ● Development of desired capabilities comes in stages and is achieved through hard work, reflection and ongoing growth 4 Randolph Township Schools Music Department Introduction The Strings/Orchestra program in the Randolph School District grades 4 through 12 is designed to allow each student to progress as a musician and achieve musical independence at an extremely high level. Students build upon previously learned musical concepts and knowledge regarding note reading, pitch, melody and rhythm, and other aspects of instrumental music performance. Group lessons are the backbone of this successful program, teaching the orchestra members of Randolph the necessary skills on their individual instruments and creating a meaningful orchestral ensemble experience. At RMS and RHS, the “string orchestras” are the centerpiece of the program with the following ensembles serving as extensions of the orchestra program: Con Brio, Arietta, Symphonic Orchestra and various trios, quartets and other chamber ensembles. It is the common goal of each orchestra director in the Randolph Township School District to help develop life-long learners who will have a love and appreciation for music. Through the use of the NJCCCS for Music, careful lesson and rehearsal planning, meaningful daily or weekly rehearsals and a multitude of performance opportunities on and off campus (concerts and festivals/competitions), students are given experiences that will allow them to be productive members of society and supporters of the arts. *The Honors program is available for grades 10-12. The program is inclusive of all string skills as indicated in this curriculum. Students who are enrolled in the Honors program will go above and beyond the string curriculum as indicated by two additional concepts and noted in the listening and analysis section. The Honors program booklet can be found in Appendix B to provide clear expectations 5 Randolph Township Schools Music Department Instrumental Music: 9th – 12th Grade Strings Pacing The concepts set forth in this curriculum – tone production, rhythm, music theory, musical expression, knowledge and maintenance of instruments, and listening and analysis – are designed to be taught simultaneously throughout the school year. The depth and complexity of those concepts builds throughout the middle school string experience and continues into high school. By the end of twelfth grade, students are expected to be evaluating and creating with these concepts as they perform music in a wide range of styles. Extensive performance opportunities are provided to students as they progress through the 4 – 12 string program. The concepts are taught simultaneously because of the way they are intertwined in order to create music. In a musical setting, each concept is dependent on the others. For example, tone production, musical expression, and listening are related to each other when performing, as are rhythm, theory, and listening and analysis. Varied repertoire provides students with the opportunity to work with many different types and styles of music, thus allowing them to be exposed to different expressive qualities, technical demands, etc. Students also must maintain their instrument in proper playing condition in order to properly execute these skills. Concepts Tone Production – Strings Rhythm – Strings Music Theory - Strings Music Expression - Strings Knowledge and Maintenance of Instruments – Strings Listening and Analysis – Strings Advanced Solo Literature – Honor Strings Research and Writing – Honor Strings 6 RANDOLPH TOWNSHIP SCHOOL DISTRICT Instrumental Music – Strings Grades 9-12 Concept: Tone Production ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS There are several specific bow holds that are acceptable for performance. Why do professional string players use different types of bow holds? Tone quality of a string instrument is largely dependent on bow speed, bow pressure (weight), How do we determine the amount of bow hair used and bow contact area between the bow hair and the strings. in contact with the string in relation to bow pressure and bow speed to make a quality sound on a string instrument? Why is this knowledge important? High School string literature requires understandings of left hand positions up to 5th position. Why is it important to learn shifting above third position? Good tone quality for a High School string player is achieved through left hand finger tip How can different finger positioning affect tone positioning and vibrato control in conjunction with right hand bow control. quality? Variations in vibrato speed in the left hand help shapes musical phrasing as well as tone What constitutes “good tone quality”? production. Why do different professional string players have different vibrato and vibrato speeds? 7 KNOWLEDGE SKILLS CCCS Students will know: Students will be able to: 1.1, 1.4 Where to properly place the right hand fingers/wrist/thumb on the Analyze the function of each finger and thumb while fingerboard of their string instrument for maximum bow control. adjusting each appendage for the maximum effectiveness for proper bow control when performing string literature: Index finger: control pressure with the index finger and play spiccato bow stroke. Middle and ring fingers: play string literature with proper bow balance and weight distribution. Pinky finger: control finger for proper balance. Thumb: stabilize the bow hand using the thumb as a counterweight under the fingers of bow hand. The correct distribution of arm weight/pressure, bow speed, & bow Analyze, comprehend, and adjust the bow distribution point on string needed to produce a “good quality sound” speed/pressure/point of distribution in the bow hand in with various levels of volume. The student will also comprehend the order to achieve the maximum tone quality while right hand bow angle and how the bow hair affects tone production and performing string literature. volume. Increase/decrease level of bow speed needed to create the best tone quality based on tempo of music being played. Right bow hand tilt is adjusted for level of tone clarity 8 and volume depending upon dynamic level of the string literature being performed. The musical vocabulary associated with specific right hand bow control Adjust weight/speed/point of contact of bow to perform needs. advanced spiccato, martele, staccato, and ricochete, & detache bowings in string literature. Perform string literature with an understanding of specific bow marking vocabulary and how the right bow hand executes the bow strokes such as: Spiccato – short and off the string bow stroke Staccato – short and on the string bow stroke. Detache – smooth separate bow stroke on