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 Violin Students will be able to read and perform music written on upper ledger lines. Rhythm: Students will review basic time signature concepts Students will read, write and perform compound dotted rhythms, 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’ rhythm 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 musicality. 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 pizzicato articulation. 1 Form: Student is able to identify and perform the following: 2 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 tremolo/col legno 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 vibrato. 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 4 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. 5 Intonation Learning Targets 6 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. 8 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.