Proficient Reading:
32%
|
Distinguished Reading:
38%
|
Proficient Math:
34%
|
Distinguished Math:
29%
|
Course Sequence Goal
- Course Sequence Goal
- Sixth Grade Course Description
- Seventh Grade Course Description
- Eighth Grade Course Description
- Related High School Programs and Academies
- Related Clubs and Extracurricular Activities
Course Sequence Goal
By the end of this course, students will produce a portfolio that includes evidence of:
- Performance in three-four concerts per year (concert program)
- Completion of three-four adjudicated individual performances per year (Individual Performance Evaluation rubric)
- Completion of one adjudicated group performance per year (Group Performance Evaluation rubric)
- Post evaluation of each performed concert (written reflection)
- Post evaluation of adjudicated performances (written reflection)
- Performance in at least one community outreach concert per year (concert program)
Sixth Grade Course Description
Course Description
Students will gain the skills necessary to perform alone, in small groups, and large ensembles on string instruments. Students will gain the technical skills and musical understanding to become independent musicians. By the end of this sequence of courses, students will:
- Play in keys D, G, C, A, F, and Bb Major; D, G, and A minor
- Play in 4/4, 3/4, 2/4, 6/8, and 2/2 time signatures
- Shift between I and III positions (violin/viola), I, III, and IV positions, (cello), and I, II, III, and IV (bass) positions.
- Play and demonstrate rhythmic values of whole, quarter, eighth, and sixteenth notes/rests, as well as play and demonstrate dotted quarter and dotted eighth notes.
- Perform legato, detache, staccato, spiccato, marcato, loure/portato, tremolo, and martel bowing styles
- Perform and describe the meaning of Presto, Allegro, Allegretto, Moderato, Andante, Largo, and Lento
- Perform and describe the meaning of pianissimo, piano, mezzo piano, mezzo forte, forte, and fortissimo
- Perform finger patterns 1, 2, 3, 4, and 5 on all strings
- Proficiently read music in their instrument’s clef, including symbols for notes, rhythms, articulations, and dynamics.
Academic Standards
- MU:Cr1.1.6 Generate simple rhythmic, melodic, and harmonic phrases within AB and ABA forms that convey expressive intent.
- MU: Cr3.1.6 Evaluate their own work, applying teacher-provided criteria such as application of selected elements of music, and use of sound sources
- MU: Cr4.2.6 a. Explain how understanding the structure and the elements of music are used in music selected for performance. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch, articulation, and dynamics. c. Identify how cultural and historical context inform performances.
- MU: Pr4.3.6 Perform a selected piece of music demonstrating how their interpretations of the elements of music and the expressive qualities to convey intent
- MU: Pr5.1.6 Identify and apply teacher provided criteria (such as correct interpretation of notation, technical accuracy, originality, and interest) to rehearse, refine, and determine when a piece is ready to perform.
- MU: Pr6.1.6 a. Perform the music with technical accuracy to convey the creator’s intent. b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue and purpose.
- MU: Re7.2.6 a. Describe how the elements of music and expressive qualities relate to the structure of the pieces. b. Identify the context of music from a variety of genres, cultures, and historical periods.
- MU: Re8.1.6 Describe a personal interpretation of how creators’ and performers’ application of the elements of music and expressive qualities, within genres and cultural and historical context, convey expressive intent.
- MU: Re9.1.6 Apply teacher-provided criteria to evaluate musical works or performances
- MU: Cn10.1.6 Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- MU: Cn11.1.6 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Approaches to Learning Skills
Thinking Skills
- Convey expressive intent
- Evaluate their own work
- Explaining structures
- Analyzing music
- Rehearse and refine music
- Describe how music and expressive qualities relate to the structure of a piece
Social Skills
- Perform music with others
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and daily life
Communication Skills
- Identify cultural and historical context
- Demonstrate expressive qualities in performance
- Describe how music and expressive qualities relate to the structure of a piece
- Perform music with others
- Identify music from the context of a variety of cultures
Self-Management Skills
- Evaluate their own work
- Describe rationales for making revisions to music
- Rehearse and refine music
Research Skills
- Identify names or functions of standard symbols
- Describing rationales
- Personal interpretation of music
- Evaluate music works or performances
- Identify the context of music from a variety of genres, cultures, and historical periods.
Seventh Grade Course Description
Course Description
Students will gain the skills necessary to perform alone, in small groups, and large ensembles on string instruments. Students will gain the technical skills and musical understanding to become independent musicians. By the end of this sequence of courses, students will:
- Play in keys D, G, C, A, F, and Bb Major; D, G, and A minor
- Play in 4/4, 3/4, 2/4, 6/8, and 2/2 time signatures
- Shift between I and III positions (violin/viola), I, III, and IV positions, (cello), and I, II, III, and IV (bass) positions.
- Play and demonstrate rhythmic values of whole, quarter, eighth, and sixteenth notes/rests, as well as play and demonstrate dotted quarter and dotted eighth notes.
- Perform legato, detache, staccato, spiccato, marcato, loure/portato, tremolo, and martel bowing styles
- Perform and describe the meaning of Presto, Allegro, Allegretto, Moderato, Andante, Largo, and Lento
- Perform and describe the meaning of pianissimo, piano, mezzo piano, mezzo forte, forte, and fortissimo
- Perform finger patterns 1, 2, 3, 4, and 5 on all strings
- Proficiently read music in their instrument’s clef, including symbols for notes, rhythms, articulations, and dynamics.
Academic Standards
- MU:Cr1.1.7 Generate rhythmic, melodic, and harmonic phrases and variations over harmonic accompaniments within AB, ABA, or theme and variation forms that convey expressive intent.
- MU: Cr3.1.7 a. Evaluate their own work, applying selected criteria such as appropriate application of elements of music including style, form, and use of sound sources. b. Describe the rationale for making revisions to the music based on evaluation criteria and feedback from others
- MU: Cr4.2.7 a. Explain and demonstrate the structure of contrasting pieces of music selected for performance and how elements of music are used. b. When analyzing selected music, read and identify by name or function standard symbols for rhythm, pitch articulation, dynamics, tempo, and form. c. Identify how cultural and historical context inform performances and result in different music interpretations.
- MU: Pr4.3.7 Perform contrasting pieces of music demonstrating how their interpretations of the elements of music and the expressive qualities to convey intent
- MU: Pr5.1.7 Identify and apply collaboratively-developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, and interest) to rehearse, refine, and determine when the music is ready to perform.
- MU: Pr6.1.7 a. Perform the music with technical accuracy and stylistic expression to convey the creator’s intent. b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, and context.
- MU: Re7.2.7 a. Classify and explain how the elements of music and expressive qualities relate to the structure of contrasting pieces. b. Identify and compare the context of music from a variety of genres, cultures, and historical periods.
- MU: Re8.1.7 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.
- MU: Re9.1.7 Select from teacher-provided criteria to evaluate musical works or performances.
- MU: Cn10.1.7Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- MU: Cn11.1.7 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Approaches to Learning Skills
Thinking Skills
- Convey expressive intent
- Evaluate their own work
- Explaining structures
- Analyzing music
- Rehearse and refine music
- Describe how music and expressive qualities relate to the structure of a piece
Social Skills
- Perform music with others
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and daily life
Communication Skills
- Identify cultural and historical context
- Demonstrate expressive qualities in performance
- Describe how music and expressive qualities relate to the structure of a piece
- Perform music with others
- Identify music from the context of a variety of cultures
Self-Management Skills
- Evaluate their own work
- Describe rationales for making revisions to music
- Rehearse and refine music
Research Skills
- Identify names or functions of standard symbols
- Describing rationales
- Personal interpretation of music
- Evaluate music works or performances
- Identify the context of music from a variety of genres, cultures, and historical periods.
Eighth Grade Course Description
Course Description
Students will gain the skills necessary to perform alone, in small groups, and large ensembles on string instruments. Students will gain the technical skills and musical understanding to become independent musicians. By the end of this sequence of courses, students will:
- Play in keys D, G, C, A, F, and Bb Major; D, G, and A minor
- Play in 4/4, 3/4, 2/4, 6/8, and 2/2 time signatures
- Shift between I and III positions (violin/viola), I, III, and IV positions, (cello), and I, II, III, and IV (bass) positions.
- Play and demonstrate rhythmic values of whole, quarter, eighth, and sixteenth notes/rests, as well as play and demonstrate dotted quarter and dotted eighth notes.
- Perform legato, detache, staccato, spiccato, marcato, loure/portato, tremolo, and martel bowing styles
- Perform and describe the meaning of Presto, Allegro, Allegretto, Moderato, Andante, Largo, and Lento
- Perform and describe the meaning of pianissimo, piano, mezzo piano, mezzo forte, forte, and fortissimo
- Perform finger patterns 1, 2, 3, 4, and 5 on all strings
- Proficiently read music in their instrument’s clef, including symbols for notes, rhythms, articulations, and dynamics.
Academic Standards
- MU:Cr1.1.8 Generate rhythmic, melodic and harmonic phrases and harmonic accompaniments within expanded forms (including introductions, transitions, and codas) that convey expressive intent.
- MU: Cr3.1.8 a. Evaluate their own work by selecting and applying criteria including appropriate application of compositional techniques, style, form, and use of sound sources. b. Describe the rationale for refining works by explaining the choices, based on evaluation criteria.
- MU: Cr4.2.8 a. Compare the structure of contrasting pieces of music selected for performance, explaining how the elements of music are used in each. b. When analyzing selected music, sight-read in treble or bass clef simple rhythmic, melodic, and/or harmonic notation. c. Identity how cultural and historical context inform performances and result in different musical effects
- MU: Pr4.3.8 Perform contrasting pieces of music demonstrating how their interpretations of the elements of music and the expressive qualities to convey intent
- MU: Pr5.1.8 Identify and apply personally developed criteria (such as demonstrating correct interpretation of notation, technical skill of performer, originality, emotional impact, variety, and interest) to rehearse, refine, and determine when the music is ready to perform.
- MU: Pr6.1.8 a. Perform the music with technical accuracy, stylistic expression, and culturally authentic practices in music to convey the creator’s intent. b. Demonstrate performance decorum (such as stage presence, attire, and behavior) and audience etiquette appropriate for venue, purpose, context, and style.
- MU: Re7.2.8 a. Compare how the elements of music and expressive qualities relate to the structure within programs of music. b. Identify and compare the context of programs of music from a variety of genres, cultures, and historical periods.
- MU: Re8.1.8 Describe a personal interpretation of contrasting works and explain how creators’ and performers’ application of the elements of music and expressive qualities, within genres, cultures, and historical periods, convey expressive intent.
- MU: Re9.1.8 Apply appropriate personally developed criteria to evaluate musical works or performances.
- MU: Cn10.1.8 Demonstrate how interests, knowledge, and skills related to personal choices and intent when creating, performing, and responding to music.
- MU: Cn11.1.8 Demonstrate understanding of relationships between music and the other arts, other disciplines, varied contexts, and daily life.
Approaches to Learning Skills
Thinking Skills
- Convey expressive intent
- Evaluate their own work
- Explaining structures
- Analyzing music
- Rehearse and refine music
- Describe how music and expressive qualities relate to the structure of a piece
Social Skills
- Perform music with others
- Demonstrate how interests, knowledge, and skills relate to personal choices and intent when creating, performing, and responding to music.
- Demonstrate understanding of relationships between music and other arts, other disciplines, varied contexts, and daily life
Communication Skills
- Identify cultural and historical context
- Demonstrate expressive qualities in performance
- Describe how music and expressive qualities relate to the structure of a piece
- Perform music with others
- Identify music from the context of a variety of cultures
Self-Management Skills
- Evaluate their own work
- Describe rationales for making revisions to music
- Rehearse and refine music
Research Skills
- Identify names or functions of standard symbols
- Describing rationales
- Personal interpretation of music
- Evaluate music works or performances
- Identify the context of music from a variety of genres, cultures, and historical periods.