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Download 2014 Orchestra Curriculum Map Orchestra Curriculum Map
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This is the most advanced orchestra class offered for high school students. The playing and studying of the finest types of orchestral repertoire and literature, plus the review of fundamentals of music and rehearsal technique all help the Orchestra members develop creative, interpretive and appreciative abilities. This group does considerable performing. Participation in all performances is required of all orchestra members. Considerable opportunity is also given for solo and small ensemble work within this group. We study and practice music from all around the world. In the process, students develop an open mind, understand multiple perspectives and appreciate music with an international flavor. Playing an instrument is a balancing act. As orchestra members rehearse and perform, they balance critical thinking about musicianship, bow and finger technique and literature along with physical control of the instrument and emotional connection to the music. In order to place the musical repertoire into context, members investigate historical, cultural and stylistic information about the performance repertoire as well as build connections between the repertoire, their personal stories and cultures and local, national and world issues. Through structured steps, orchestra members learn to use the languages of music, world language, and instrumental sound in an increasingly collaborative process to communicate meaning. Performance is inherently a risky business. Orchestra members strive to be impeccably prepared for their time on stage. With preparation they learn to be courageous. The group works in concert with the director to balance the powers of collective and individual decision making, evaluating and improving through reflective journaling, written critiques and class discussions. Members discover personal leadership qualities as council members, section leaders, committee members and soloists. Members encourage an empathetic atmosphere through mutual respect and communication as well as by combining their efforts in rehearsals, performances and community service projects. RHS Curriculum Map—Orchestra Instructor: Darlene Rose __________________________________ Unit One: Fall Concert Sept-Oct CONTENT Rhythm: Time Signatures (4/4, 3/4, 2/4, 6/8) Note values (including dotted notes) Shorthand 16th note notation SKILLS Understand purpose of time signatures. Perform music in these time signatures. Comfortably read all note values in the above key signatures. Read 16th notes and 8th notes in shorthand orchestral notation. String Technique: Posture/Set Up Extensions Sound Production Bowings/Bow Placement Basic Position Work Straight wrist, elbow under instrument, no slouching, base knuckle on nut, proper bow hand, bowing from the elbow Cello/Bass extend to and from notes Good sound production through bow placement and arm weight ½ position, 1st position, 2nd position, 3rd position, 4th position (C/B) Tune instruments by matching pitch (string by string) Tune notes by matching pitch or adjusting within the chord Play in various dynamics Staccato, legato, marcato, accents, fp/sfz Proper concert attire, stand and smile when done playing, enter and exit stage Communicate with other people on stage through movement Expression: Intonation Dynamics Articulation Communication/Concert Etiquette Music Theory: Key Signatures Major scales Minor vs. Major Half Steps/Whole Steps History: American Composers Baroque Era Ear Training: Major and minor scale Pitches Memorize the key signatures of : C, G, & D Major, A & D Minor Play in above key signatures Understand how key signatures relate to scales and repertoire Build a major scale: Rules! Parallel and Relative keys Natural half steps Use Half/Whole steps to better understand one’s instrument and improve intonation Understand the sound of American composers Techniques used in American music Learn basic history of American composers Characteristics of the Baroque Era and of Baroque Dances Play scales by ear Sing scales and music Determine between major and minor by listening Basic Rhythmic dictation in simple meter and with easy note values ASSESSMENT Perform scales in various time signatures. Playing tests on sections of music with time signatures changes. Clapping rhythms by section, person, or class. Rhythmic counting as a class. Individual posture correction in class during scales Individual Technique Testing—covers position work, set-up, and extensions Section playing tests Concert Performance Rehearsal Corrections CPA – Concert Preparedness Assessment Theory quizzes Questions in class directed at groups or individuals Review of concepts on board daily Play/Build scales daily Repertoire reinforcement Questions in class directed at groups or individuals Critical thinking and classroom conversations using repertoire Classroom ear training Rhythmic dictation RHS Curriculum Map—Orchestra Instructor: Darlene Rose ___________________________________________________________________ Unit Two: Winter Concert/Chamber Unit Nov-Jan CONTENT Rhythm: Conducting in all Time Signatures Dictation Reading Strategies Independent Rhythmic Playing SKILLS Learn and apply conducting patterns Observe patterns when playing and adjust appropriately Sight Read rhythmically even if notes are not playable. Simplify notes as needed. Play confidently and rhythmically one on a part in chamber groups String Technique: Posture/Set Up Extensions Sound Production/Tone Color Bowings/Bow Placement Extended techniques Position Work Expressive fingerings Expression: Intonation Dynamics Articulation Movement in Music Cueing Cut-offs Chamber Collaboration/ Decision-making Continue to correct posture and set-up with a focus on the bow hand Cello/Bass extend to and from notes Good sound production through bow placement and arm weight Change tone color through bow placement, weight, and speed More ½ position, 3rd, and 5th Harmonics, sul tasto, ponticello, col legno, etc Tune instruments by interval (tune strings to each other) Learn to cue and lead in chamber setting Learn to work with others to make logical musical decisions. Run effective chamber music rehearsals Make logical bowing decisions based on musical intent Match articulations in chamber groups Achieve a balanced sound in chamber groups Provide constructive feedback to classmates Keep working on memorization of key signatures Understand how key signatures relate to scales and repertoire Build major and minor scales Different types of minor Learn all intervals and how they relate to string instruments/the piano Determine form in chamber pieces History of chamber music Major chamber music composers Music Theory Key Signatures Major and Minor scales Chord Progressions Form Lyrics History Chamber music Chamber music composers Ear Training Intonation/ Details in Chamber Music Improve critical listening skills by working in chamber groups. Balance, Intonation, Articulation, etc. ASSESSMENT Demonstrate conducting patterns as a class and individually Playing tests on sections of music Sight Reading tests Clapping rhythms by section, person, or class. Rhythmic counting as a class. Individual posture correction in class during scales Individual Technique Testing—covers position work, set-up, and extensions Section playing tests Concert Performance Rehearsal Corrections Class Chamber Performances CPA – Concert Preparedness Assessment Theory quizzes Questions in class directed at groups or individuals Review of concepts on board daily Play/Build scales daily Repertoire reinforcement Questions in class directed at groups or individuals Critical thinking and classroom conversations using repertoire Group work/rehearsal observations RHS Curriculum Map—Orchestra Instructor: Darlene Rose ______________________________________________________________________________ Unit Three: Festival/Honor Orchestra/Spring Concert Feb-Apr SKILLS ASSESSMENT Rhythm: Time Signatures (2/2, 12/8) Note values in relation to cut time Rhythmic Flexibility Perform music in these time signatures. Sight Read in cut time often Conducting patterns in new time signatures Comfortably read all note values in the above key signatures. Read complicated rock rhythms and match vocals/drums using flexible rock style String Technique: Posture/Set Up Sound Production Bowings/Bow Placement Position Work Continue to improve technical set-up Good sound production through bow placement and arm weight. 5th position, 4th position, 7th position, thumb position Perform scales in various time signatures. Playing tests on sections of music with time signatures changes. Clapping rhythms by section, person, or class. Rhythmic counting as a class. Chamber Concert Coaching/Masterclasses Individual posture correction in class during scales Individual Technique Testing—covers position work, set-up, and extensions Section playing tests Expression: Cueing Cut-offs Chamber Collaboration/Decisionmaking Intonation Dynamics Articulation Tune instruments by matching pitch (string by string) Tune notes by matching pitch or adjusting within the chord Tune in relation to half steps and whole steps Communicate with other people on stage through movement Make ugly sounds when appropriate Put on a show and get outside of the classical box Work to memorize key signatures up to 4 sharps and flats in major and minor. Play in above key signatures Understand how key signatures relate to scales and repertoire Build a minor scale Determine chord progressions in rock music Determine form in rock music Relate lyrics to form and emotion Understand the sound and techniques of fiddle playing Learn basic history of contemporary music Identify String Techniques used in contemporary music Concert Performance Solo/Ensemble Performances Rehearsal Corrections CPA – Concert Preparedness Assessment Hear chord progressions Identify tonic, dominant and sub dominant Identify Leading tones and non-chord tones Classroom ear training Very Basic Harmonic Dictation in Rock Music Group Singing CONTENT Music Theory Key Signatures Scales Form Intervals History Fiddle Contemporary Ear Training Chords Learning by ear Theory quizzes Questions in class directed at groups or individuals Review of concepts on board daily Play/Build scales daily Repertoire reinforcement Questions in class directed at groups or individuals Critical thinking and classroom conversations using repertoire RHS Curriculum Map—Orchestra Instructor: Darlene Rose _____________________________________________ Unit Four: Finale/Graduation Concerts May-June ASSESSMENT CONTENT Rhythm: Hemiolas Complex and Simple Meters Pulse and Accuracy SKILLS Learn difference between complex and simple meters Continue to work on conducting these meters and play music in these meters accurately Work to develop better group pulse— metronome! String Technique: Posture/Set Up High positions, ½ and 2nd Sound Production Bowings/Bow Placement Vibrato Exercises Advanced bow techniques Expression: Intonation Dynamics Articulation Performance Practice Vibrato Perfect set-up and posture Reinforce half position and 2nd position Good sound production through bow placement and arm weight Staccato, spiccato Vibrato exercises Individual posture correction in class during scales Individual Technique Testing Section playing tests Tune instruments by 5ths Listen carefully for personal intonation at all times Play in various dynamics—widen the range Staccato, legato, marcato, accents, fp/sfz Develop some vibrato and use in repertoire Concert Performance Rehearsal Corrections CPA – Concert Preparedness Assessment Music Theory Key Signature Drills Scales Composition History Medieval Baroque Classical Era Romantic Era Modern Ear Training Intervals Time Periods Memorize all key signatures! Understand how key signatures relate to scales and repertoire Build a major or minor scale Do some basic composition Learn time periods of music Learn famous composers from these periods Understand musical characteristics from these time periods Identify possible time period and composer by listening Further knowledge of intervals through ear training. Identify possible time period and composer by listening Perform scales in various time signatures. Playing tests on sections of music Clapping rhythms by section, person, or class. Rhythmic counting as a class. Written assessments Theory quizzes Questions in class directed at groups or individuals Review of concepts on board daily Play/Build scales daily Repertoire reinforcement Questions in class directed at groups or individuals Critical thinking and classroom conversations using repertoire Written Test Classroom ear training Written ear training tests
