Download Cardinal Orchestra - Willmar Public Schools

Willmar Public Schools
Curriculum Map
Subject Area
Music – Senior High
Course Name
Cardinal Orchestra
Date
October 2010
Course Description: This class is an auditioned orchestra for students primarily in 11th-12th grade. Students may also participate in band and choir in addition to orchestra.
The Willmar Music Curriculum uses the National Association for Music Education Standards
Timeli
ne
Sept
Oct
Nov
Dec
Jan
Feb
Mar
Apr
May
Jan
Feb
Mar
April
Content
Standards Addressed
Skills/Benchmarks
Essential Questions
Assessments
Intonation
Note-reading
Counting
Dynamics
Interpretation
Tone Quality Vibrato
Rhythm
Balance/Blend
Bowing/Articulation
Posture
Advanced Positions
2. Performing on instruments,
alone and with others, a varied
repertoire of music
5. Reading and notating music
6. Listening to, analyzing, and
describing music
7. Evaluating music and music
performances
9. Understanding music in
relation to history and culture
What are the life-long
benefits to learning music?
Performance Assessments
(playing tests)
Group performances
(concerts).
Written evaluations of
performances.
All assessments will
demonstrate the content
standards: intonation, tone
quality, rhythm, technique,
musicianship, balance and
blend, and articulation.
Interpretation of
orchestral literature
for Solo/Ensemble
and Contest building
on above content
standards.
Perform a wide
variety of
predominantly
standard classical
1. Performing on
instruments, alone and with
others, a varied repertoire of
music
5. Reading and notating music
6. Listening to, analyzing, and
describing music
7. Evaluating music and music
performances
9. Understanding music in
Perform with expression and technical
accuracy a large and varied repertoire of
instrumental literature with a level of
difficulty of 5, on a scale of 1 to 6.
Demonstrate the ability to read an
instrumental score of up to four staves by
describing how the elements of music are
used.
Analyze aural examples of a varied
repertoire of music, representing diverse
genres and cultures, by describing the
uses of elements of music and expressive
devices.
Evolve specific criteria for making
informed, critical evaluations of the
quality and effectiveness of
performances, compositions,
arrangements, and improvisations and
apply the criteria in their personal
participation in music.
Classify by genre or style and by
historical period or culture unfamiliar but
representative aural examples of music
and explain the reasoning behind their
classifications.
Perform in small ensembles with one
student on a part.
Demonstrate the ability to read a full
instrumental score by describing how the
elements of music are used and
explaining all transpositions and clefs.
Demonstrate extensive knowledge of the
technical vocabulary of music.
Evaluate a performance, composition,
arrangement, or improvisation by
What does a quality
orchestra sound like?
How have composers
throughout various time
periods in music history
contributed to music?
What skills do we learn in
music that we can use all
throughout life?
What is the role of each
section/instrument of the
orchestra/ensemble in
portraying the proper
interpretation of the piece
of music?
Contest performance –
solo/ensemble and large
group
All-State Audition
Evaluation of own
performance and also the
performance of other
groups at contest
Willmar Public Schools
Curriculum Map
music
relation to history and culture
comparing it to similar or exemplary
models.
Identify and explain the stylistic features
of a given musical work that serve to
define its aesthetic tradition and its
historical or cultural context.
Apr
Perform a wide
1. Performing on instruments,
Perform an appropriate part in an
How can performing in a
May
variety of orchestral alone and with others, a varied ensemble, demonstrating well-developed
musical ensemble make
June
literature
repertoire of music
ensemble skills.
one a better citizen?
Sight-read orchestral 5. Reading and notating music Sight-read, accurately and expressively,
music of various
6. Listening to, analyzing, and music with a level of difficulty of 4, on a
levels of difficulty
describing music
scale of 1 to 6.
7. Evaluating music and music Analyze and describe uses of the elements
performances
of music in a given work that make it
unique, interesting, and expressive.
Evaluate a given musical work in terms of
its aesthetic qualities and explain the
musical means it uses to evoke feelings
and emotions.
Content -- big ideas, broad topics, major subcategories and underlying concepts
Standards Addressed – National Association for Music Education Standards
Skills/Benchmarks -- tells what the student will be able to do as a result of instruction
Essential Questions -- what overarching questions will guide instruction and produce higher levels of thinking?
Assessments -- evidence that the student understands the concepts, demonstration of skills
Group performance
(concert)
Performance Assessments
(playing tests)
Written and verbal
evaluation of performance