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Orchestra Grade 6 Week 1 Unit of Study: Orchestra Introduction TEKS “(Content) “ 1 B – Use standard terminology in explaining intervals, music notation, musical instrument or voices, and musical performances. Vocabulary Resources Essential Elements 2000 for Strings, Book 1 2001-02 Edition Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Page(s) 1-3 Orchestra Class Handbook Examine orchestra class handbook Show and examine instrument nomenclature and history Evaluate playing postures Guide student work So that the student will: College Prep Word Wall orchestra instrument Violin Viola Cello String Bass Da Salo Amati Stadivari First Grading Period TEKS (Skills and Processes) 1 B – Use standard terminology in explaining intervals, music notation, musical instrument or voices, and musical performances. Become aware of class rules and expectations Recognize the different parts of the instruments. (1B) Gain an awareness of where our modern instruments are derived. Demonstrate proper playing position. Reconstruct the parts of the instrument. (1B) How to Teach Key Questions Rigor A Relev ance 1. Who created our modern instruments? 2. Can you hold the instrument properly? 3. Can you describe how to hold the bow correctly? 4. Describe a music staff and what it is used for. Student Behaviors Getting the Big Ideas Learn the history of string instruments Begin playing with proper posture and bowing mechanics Learn and play exercises to find correct pitches and rhythms Reproduce instrumental warm-ups Play correct rhythms and pitches Produce proper sounds Begin learning and playing basic repertoire Start exploring careers Strategies Guided Reading Explanation Explicit Teaching Demonstrating Drill & Practice Observation Assessment Students demonstrate musical understanding of music production Students will show how to hold instrument correctly. Students will demonstrate understanding of the history of string instruments. Students will understand the contents of class handbook and return their contracts. Before: Engage: What is the difference between violins, violas, cellos, and basses? Have students: List the differences and similarities between the instruments. During: Explore and Evaluate Have students: read and study the history of their instruments, read and examine the Orchestra class handbook, say and identify the names of the different parts of the instruments, distinguish between the different playing positions of each instrument, preview illustrations, and predict content. SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 1 of 18 Have students manipulate and touch actual instrument parts that are no longer being used on an instrument. After: Summarize: Have students create a drawing of their instruments, labeling the different parts of the instrument. Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources http://lrs.ed.uiuc.edu/students/r-muel/stringed/home.html Smart Music, http://www.smartmusic.com Written Notes- Terms with Definition Provide word cards for each term and appropriate illustrations SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 2 of 18 Orchestra Grade 6 Week 2 Unit of Study: Basic Notation TEKS (Content) 2 A – Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques. College Prep Vocabulary Word Wall Beat Metronome Quarter Note Quarter Rest Pizzicato Music Staff Bar Lines Measures Treble Clef Alto Clef Bass Clef Time Signature Double Bar Repeat Sign Resources Essential Elements 2000 for Strings, Book 1 (2001-02 Edition Page(s) 4-5 Stereo Sound System Metronome Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Demonstrate the process of musical notation Facilitate music reading exercises Clarify the concept of a steady beat so that the student will: Understand basic music notation. Perform with accurate rhythm and intonation. (2A) Evaluate individual and ensemble performance. How to Teach Key Questions Rigor A Bilingual Word Wall First Grading Period TEKS (Skills and Processes) 2 A – Perform independently, with accurate intonation and rhythm, demonstrating fundamental skills and basic performance techniques. 1. Can you describe how to produce proper intonation? 2. Describe playing proper tone. 3. Can you identify the key that the music is in? Relev ance Student Behaviors Getting the Big Ideas Begin playing with proper posture and bowing mechanics Learn and play exercises to find correct pitches and rhythms Perform instrumental warm-ups Play correct rhythms and pitches Produce proper tone quality Read and write basic music notation Continue learning and playing basic repertoire Strategies Explanation Explicit Teaching Demonstration Drill & Practice Observation Review and re-teach Assessment Students demonstrate understanding of music production and music theory by playing correct notes and rhythms Students will show how to produce proper intonation. Student will demonstrate ability to perform assigned music. Before: Engage: What is the language of music or How do musicians communicate? List student responses on the board and have students preview page 4. During: Explore and Evaluate: Have students predict a system of notation, read simple quarter note and quarter rest rhythms, introduce the sound of a metronome, clap with the beat, and perform various exercises. After: Summarize Have students: call out different terms of notation SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 3 of 18 Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music http://www.smartmusic.com SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide Flash Cards with Terminology and notation. Page 4 of 18 Orchestra Grade 6 Week 3 Unit of Study: Hand Shapes TEKS (Content) 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript or computer generated) Vocabulary Word Wall Sharp Natural Interval Resources Essential Elements 2000 for Strings, Book 1 (2001-02 Edition Page(s) 6-7 Stereo Sound System Metronome Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Demonstrate proper hand position Guide and demonstrate hand shapes to perform notes on D string Clarify the concept of F# as a note so that the student will: Explain the shaping of the left and right hand. Compare the shapes of right hand to pictures. Identify and interpret which notes are and are not sharp. (3B) Learn to perform notes on the D string How to Teach Key Questions College Prep First Grading Period TEKS (Skills and Processes). 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript or computer generated) 1. How would you identify & count required rhythms Rigor 2. Can you describe how to produce intonation? C proper 3. Describe the proper positioning for Relev ance the instrument you are playing. Student Behaviors Getting the Big Ideas Continue playing with proper posture and bowing mechanics Learn and play exercises to find correct pitches and rhythms Perform instrumental warm-ups Play correct rhythms and pitches Produce characteristic tone quality Read and write basic music theory Continue learning and playing basic repertoire Strategies Explanation Explicit Teaching Demonstration Drill & Practice Observation Review and re-teach Assessment Students demonstrate understanding of proper instrument positioning and performance Students will show how to produce proper intonation. Student will demonstrate ability to perform assigned music. Before: Engage: What are the different shapes that a musician makes with their body while playing their instrument? Demonstrate playing and have students identify straight lines, curves, and angles in your own posture. During: Explore and Evaluate: Have students: Preview the illustrations on pages 6-7, demonstrate the different steps in forming the correct pencil hold, identify the names of the different left hand fingers and perform the notes on the D string. After: Summarize Have students: Perform the various ensemble exercises SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 5 of 18 Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music http://www.smartmusic.com SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide Flash Cards with Terminology and notation. Page 6 of 18 Orchestra Grade 6 Week 4 Unit of Study: D String Notes TEKS (Content) 5 A – Describe aurally-presented music representing diverse styles, periods, and cultures. Vocabulary Word Wall Bilingual Word Wall First Grading Period TEKS (Skills and Processes) 5 A – Describe aurally-presented music representing diverse styles, periods, and cultures. Resources Instructional Guidelines Essential Elements 2000 for Strings, Book 1 (200102) Edition Page(s) 8-9 The teacher will use resources and Before, During, and After strategies to: Stereo Sound System so that the student will: College Prep Metronome Teach pencil exercises Inquire about the importance of differing cultures (5A) Guide ensemble performance Perform the different bow builder exercises. Explore the relevance of folk music. (5A) Perform musical excerpts. How to Teach Student Behaviors Key Questions Getting the Big Ideas 1. Can you identify music notation? 2. Describe how to produce a Rigor steady tone. Identify flat and sharp C 3. signs. Relev ance Continue playing with proper posture and improve bowing mechanics Learn and play exercises to find correct pitches and rhythms Perform instrumental warm-ups Play correct rhythms and pitches Produce characteristic tone Read and write basic music notation Continue learning and playing basic repertoire Strategies Explanation Explicit Teaching Demonstration Drill & Practice Observation Review and re-teach Assessment Students demonstrate musical understanding of tone production and music theory by playing correct notes and rhythms Students will show how to produce proper intonation. Students will aurally identify major and minor scales. Before: Engage: Using the titles of the workouts and bow builders found on page 8-9, have students predict subject matter of “Finger Taps, Pull Aways, and Folk Music” During: Explore: Have Students: demonstrate bow builder two, bow builder three, and finger workouts. Read and discuss the History paragraph on Folk music. Perform various 5-note tunes as an ensemble. After: Summarize Students will demonstrate individually and in groups the different pencil exercises/workouts and perform a SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 7 of 18 folksong. Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music www.smartmusic.com SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide word cards for each term and appropriate illustrations Page 8 of 18 Orchestra Grade 6 Week 5 Unit of Study: A String Notes TEKS (Content) 4 A – Create rhythmic and melodic phrases. Vocabulary Word Wall Scale Shifting Resources Essential Elements 2000 for Strings, Book 1 200102 Edition Page(s) 10-11 Bilingual Word Wall Stereo Sound System Metronome Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Demonstrate the notes using the left hand fingers on the A string Organize musical examples of One Octave D’s Extend the simple tetra chord on each string so that the student will: Memorize the notes on the A string. Discern how to read notes with the same name. Assemble Major scales. (4A) How to Teach Key Questions College Prep First Grading Period TEKS (Skills and Processes) 4 A – Create rhythmic and melodic phrases. 1. How would you identify & count required rhythms 2. Describe a good bow hold. Rigor C Relev ance Student Behaviors Getting the Big Ideas Begin playing with proper posture and bowing mechanics Learn and play exercises to find correct pitches and rhythms Reproduce instrumental warm-ups Play correct rhythms and pitches Produce proper tone Read and write basic music notation Begin learning and playing basic repertoire Strategies Explanation Explicit Teaching Demonstration Drill & Practice Observation Review and re-teach Assessment Students demonstrate understanding of tone production and music notation by playing correct notes and rhythms with characteristic tone quality Students will show how to produce proper intonation. Before: Engage: Have students make predictions about how the notes on the A-string will be played. Have students make predictions about the name of the notes. During: Explore: Have students: perform the different exercises using the notes on the A-String, read sequences involving octave D’s, and diagram a musical scale using ladders or steps. After: Summarize Ask students to call out the names of the notes on the A-String as you finger/pizzicato each note on an instrument. SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 9 of 18 Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music www.smartmusic.com SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide Flash Cards with Terminology and notation. Page 10 of 18 Orchestra Grade 6 Week 6 Unit of Study: Bow Builders TEKS (Content) 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript or computer generated) Vocabulary Word Wall Down Bow Up Bow Rosin Shadow Bowing Bilingual Word Wall Resources Essential Elements 2000 for Strings, Book 1 200102 Edition Page(s) 12-13 Stereo Sound System Metronome First Grading Period TEKS (Skills and Processes) 3 B – Use standard symbols to notate meter, rhythm, pitch and dynamics (manuscript or computer generated) Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Examine hand shapes Evaluate bow directions Guides composition process so that the student will: Participate in forming bow holds. Demonstrate knowledge of bowing symbols. Spell words using note names. (3B) College Prep How to Teach Key Questions Rigor B 1. How would you identify notation for up bow and down bow. 2. Describe a whole note and a whole rest Student Behaviors Getting the Big Ideas Relev ance Begin playing with proper posture and bowing mechanics Learn and play exercises to find correct pitches and rhythms Performs instrumental warm-ups Play correct rhythms and pitches Produce proper tone Read and write basic music notation Begin learning and playing basic repertoire Strategies Explanation Explicit Teaching Demonstration Drill & Practice Observation Review and re-teach Assessment Students demonstrate individually and in groups understanding of music production and music notation by playing correct notes and rhythms Students will show how to produce proper intonation. Before: Engage: Have students: write words using musical notation on a staff or thru exercise #35. During: Explore: Have students: use their right hand to match the hold of an early bow hold on pg.12; demonstrate the process of shadow bowing; read definitions to bowing symbols; perform simple shadow bow exercises involving bow direction. SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 11 of 18 After: Summarize Have students write a descriptive summary of an early bow hold. Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music www.smartmusic.com SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide Flash Cards with Terminology and notation. Page 12 of 18 Orchestra Grade 6 Week 7 Unit of Study: True Notation TEKS (Content) 4 A – Create rhythmic and melodic phrases. 4 B – Arrange rhythmic and melodic phrases. Vocabulary Word Wall Key Signature D Major Mozart Resources Essential Elements 2000 for Strings, Book 1 (2001-02 Edition Page(s) 14-15 Stereo Sound System Bilingual Word Wall Metronome First Grading Period TEKS (Skills and Processes) 4 A – Create rhythmic and melodic phrases. 4 B – Arrange rhythmic and melodic phrases. Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Direct oral response from the ensemble Observe note sets Guide a music writing activity so that the student will: Recognize the names of the notes. Apply knowledge of key signatures. Construct notes on a staff. (4A) (4B) How to Teach Key Questions College Prep Rigor B Can you demonstrate a quality sound on your instrument? Can you identify Music signs? How do you read simple rhythms? Student Behaviors Getting the Big Ideas Relev ance Demonstrate fundamental performance techniques Demonstrate performance etiquette in rehearsal/ concert setting Demonstrate appropriate audience etiquette Strategies Demonstrations Compare & Contrast Drill & Practice Teacher Questions Observation Review and Re-teach Assessment Students demonstrate proper concert etiquette. Students evaluate and rate a taped performance using performance criteria. Before: Engage: What is the purpose of a key? How does a key work? During: Explore: Have students: Read and discuss “Key Signature-D Major”; Complete a diagram chart showing the notes of D Major (Changing F’s to F#’s and C’s to C#’s); Write notes on a staff that completes ending of an 4 measure phrase. After: Summarize Have students: Perform various musical exercises involving notes of a 1-octave D Major Scale in any order. Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 13 of 18 Special Education String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music http://www.smartmusic.com Have the students complete the assignments using Finale “Notepad” or another music notation software. SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide Flash Cards with Terminology and notation. Page 14 of 18 Orchestra Grade 6 Week 8 Unit of Study: Concert Preparation TEKS (Content) 2 C Demonstrate appropriate small and large-ensemble performance techniques during formal and informal concerts. 6 C Exhibit concert etiquette as an informed, actively involved listener during varied live performances. Vocabulary Word Wall Concert Resources Instructional Guidelines Essential Elements 2000 for Strings, Book 1 (2001-02 Edition The teacher will use resources and Before, During, and After strategies to: Page(s) 2-15 (Review) so that the student will: Stereo Sound System Metronome College Prep Bilingual Word Wall First Grading Period TEKS (Skills and Processes) 2 C Demonstrate appropriate small and large-ensemble performance techniques during formal and informal concerts. 6 C Exhibit concert etiquette as an informed, actively involved listener during varied live performances. Teach performance etiquette Teach & polish music for concert Evaluate overall performance Restate good peformance characteristics for a formal concert. (2C) Analyze good performance characteristics. (6C) Interpret different parts of a performance. Rigor B Relev ance How to Teach Student Behaviors Key Questions Getting the Big Ideas Can you leave out one criterion for performance and still have a musical performance? Why not? Organize criteria for evaluating performances. Why is it necessary to have appropriate audience etiquette? Learn concert repertoire by memory Demonstrate fundamental performance techniques in rehearsal/concert-setting Demonstrate performance etiquette in rehearsal/concertsetting Evaluate rehearsals/performance with basic criteria Demonstrate appropriate audience etiquette Strategies Demonstrations Compare & Contrast Drill & Practice Teacher Questions Dress Rehearsal Observation Review & Re-teach Assessment Students demonstrate appropriate concert etiquette. Students rate a recorded performance using performance criteria. Before: Engage: Have you ever seen a good performance by a musician or music group? Describe what you saw. During: Explore: Have students: list good performance characteristics, dissect some of those characteristics by diagramming the SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 15 of 18 steps needed to create a good performance, and discuss reproductions of their performance in class. After: Summarize Have students demonstrate proper stage entrance, starts, endings, and exits of a performance. Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music http://www.smartmusic.com Record their performances using MP3 or other devices for recording. Written Notes- Terms with Definition Provide Flash Cards with Terminology and notation. SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 16 of 18 Orchestra Grade 6 Week 9 Unit of Study: Concert Performance TEKS (Content) 2 C Demonstrate appropriate small and large-ensemble performance techniques during formal and informal concerts. 6 C Exhibit concert etiquette as an informed, actively involved listener during varied live performances. Vocabulary Word Wall Bilingual Word Wall Resources Essential Elements 2000 for Strings, Book 1 200102 Edition Page(s) 2-15 (Review) Stereo Sound System College Prep Metronome First Grading Period TEKS (Skills and Processes) 2 C Demonstrate appropriate small and large-ensemble performance techniques during formal and informal concerts. 6 C Exhibit concert etiquette as an informed, actively involved listener during varied live performances. Instructional Guidelines The teacher will use resources and Before, During, and After strategies to: Teach and polish concert music Teach performance etiquette Evaluate overall performance so that the student will: Restate good peformance characteristics for a formal concert. (2C) Analyze good performance characteristics. (6C) Interpret different parts of a performance. How to Teach Key Questions Rigor B Relev ance Can you demonstrate expression in the music? Why is it necessary to have appropriate concert group etiquette? Student Behaviors Getting the Big Ideas Learn concert repertoire by memory Demonstrate fundamental performance techniques in rehearsal/ concert setting Demonstrate performance etiquette in rehearsal/ concert setting Evaluate rehearsals/ performance with basic criteria Demonstrate appropriate audience etiquette Strategies Demonstrations Compare & Contrast Drill & Practice Teacher Questions Observation Reflection Assessment Students demonstrate concert etiquette. Students rate a taped performance using performance criteria. Students use a rubric to reflect on 1st 9 weeks performance. Before: Engage: How do you think a musician feels after they have completed a good performance? During: Explore: Have students: Record their own performances, generate lists of what they did and did not like, and develop plans for improvement. After: Summarize Write a page summary of the your performance. SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Page 17 of 18 Special Education Technology Connection Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins Mimi Zweig www.stringpedagogy.com String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html Smart Music http://www.smartmusic.com Record themselves performing using MP3 or other devices for recording SAISD © 2007-08 6th Grade Band (SecondGrading Period – Week 1) Written Notes- Terms with Definition Provide word cards for each term and appropriate illustrations Page 18 of 18