Download String Orchestra Curriculum Bexley City Schools

String Orchestra Curriculum: grades 4-12
Bexley City Schools
Revised 2013-14
Ohio State Standards Abbreviations Key:
HSC: Historical, Cultural and Social Contexts
CED; Creative Expression and Communication
VM/AR: Valuing Music/Aesthetic Reflection
CRA: Connections, Relationships and Applications
Grade Level
Duration
Intonation/Melody, Harmony, Tonality
4 Grade


Students can internalize the beat
Note values: Students can read and perform quarter,
8th, half, whole, dotted half notes
 Rests: Students and read and perform
Quarter, 8th, half, whole rests
Time Signature
 Students can read and perform in the following
time signatures: 4/4, C, ¾, 2/4
 Student is able to recognize pitch names of open strings aurally
 Student uses correct finger placement for known pitches in finger patterns
 Student can differentiate between high/low pitches
 Student is able to perform simple melodic patterns/melodies by ear
 Student has an emerging understanding of pitch adjustment.
 Student has an emerging understanding of good intonation across the sections.
Students are able to read and perform the following pitches with correct intonation on their instruments.
 Violin:
G string: G, A, B, C
D string: D, E, F, F#, G, A
A string: A, B, C, C#, D, E
E string: E, F#
 Viola:
G string: C, A, B, C
D string: D, E, F, F#, G, A
A string: A, B, C, C#, D, E
 Cello:
G string: G, A, B, C
D string: D, E F, F#, G
A string: A, B, C, C#, D
 Bass:
E string: E, F#, G
A string: A, B, C, C#
D string: D, E, F, F#, III pos. G, A
G string: G, A, B, III pos. C, C#, D
AC Standards
CEC: B5
CEC: B6,7
th
Grade Level
5th Grade
Duration
Intonation/Melody, Harmony, Tonality


 Student is able to recognize pitch names of open strings aurally
 Student uses correct finger placement for known pitches in finger patterns
 Student can differentiate between high/low pitches
 Student is able to perform simple melodic patterns/melodies by ear
 Student is working to refine their understanding of pitch adjustment.
 Student is working to refine their understanding of good intonation across the sections.
 Student is working to hear perfect 4ths/5ths as instrument is tuned.
 Student knows and can perform finger patterns in C, D, G Major.
 Students can read and perform appropriate accidentals and understands their duration.
Students know the notation and fingerings for the following notes on their orchestra instruments:
 Violin:
G string: G, A, B, C, C#, D
D string: D, E, F, F#, G, G#, A
A string: A, Bb, B, C, C#, D, E
E string: E, F, F#, G, G#, A, B
 Viola:
C string: C, D, E, F, F#, G
G string: G, A, Bb, B, C, C#, D
D string: D, E, F, F#, G, G#, A
A string: A, Bb, B, C, C#, D, E
 Cello:
C string: C, D, E, F, F#
G string: G, A, B, C, C#
D string: D, E F, F#, G, G#
A string: A, Bb, B, C, C#, D
 Bass:
E string: E, F#, G, G#
A string: A, Bb, B, C, C#
D string: D, E, F, F#, III pos. G, A
G string: G, G#, A, Bb, B, III pos. C, C#, D
AC Standards
CEC: B6, B7, C8
Students can internalize the beat
Note values: Students can read and perform quarter, 8th,
half, whole, dotted half notes
 Rests: Students and read and perform
Quarter, 8th, half, whole rests
Students can read and perform in the following time
signatures: 4/4, C, ¾, 2/4
 Students can count and perform passages
successfully with correct rhythms, using
professional counting system.
 Added note values: dotted quarter/eighth notes and
rhythms
 Students can read, count and perform up beats.
 Students can synchronize their performance of
rhythmic motives within their section.
 Students can synchronize the performance of their
sections’ rhythm to the other sections of the
orchestra.
 Students can read and perform DC/DS and Coda
 Student can read and perform repeat signs with
first/second endings and recognize the final bar.
 Student can read and perform tied notes.
 Students can read and accurately perform D, G, C,
major one octave scales
 Students can read and perform a Fermata
CEC: B6, A2 AR: C6
Grade Level
6th Grade
Duration
Intonation/Melody, Harmony, Tonality
 Compound meters: 6/8, 9/8, 12/8
Triplet
 Students can internalize the beat
 Student understands and is able to perform using internal
subdivision.
 Note values: Students can read and perform quarter, 8th, half,
whole, dotted half notes
 Rests: Students can read and perform
Quarter, 8th, half, whole rests
 Students can read and perform in the following time
signatures: 4/4, C, ¾, 2/4, 6/8
 Students can read and perform eighth note triplets.
 Students can count and perform passages successfully
with correct rhythms, using professional counting system.
 Added note values: dotted quarter/eighth notes and
rhythms
 Students can read, count and perform up beats.
 Students can synchronize their performance of rhythmic
motives within their section.
 Students can synchronize the performance of their
sections’ rhythm to the other sections of the orchestra.
 Student can read and perform tied notes.
 Students can read and perform a Fermata
 Student can read and perform repeat signs with
first/second endings
 Student is able to recognize pitch names of open strings aurally
 Student uses correct finger placement for known pitches in finger patterns
 Student can differentiate between high/low pitches
 Student is able to perform simple melodic patterns/melodies by ear
 Student is working to refine their understanding of pitch adjustment.
 Student is working to refine their understanding of good intonation across the sections.
 Student is working to hear perfect 4ths/5ths as instrument is tuned.
 Student knows and can perform finger patterns in C, D, G, F Major.
 Students can read and perform appropriate accidentals and understands their duration.
Students can read and perform the following one octave scales: D, C, G, F Major
Students know the notation and fingerings for the following notes on their orchestra instruments:
 Violin
G string: G, G#, A, Bb, B, C, C#, D
D string: D, D#, E, F, F#, G, G#, A
A string: A, Bb, B, C, C#, D, D#, E
E string: E, F, F#, G, G#, A, Bb, B
 Viola:
C string: C, C#, D, Eb, E, F, F#, G
G string: G, G#, A, Bb, B, C, C#, D
D string: D, Eb, E, F, F#, G, G#, A
A string: A, Bb, B, C, C#, D, D#, E
 Cello:
C string: C, C#, D, Eb, E, F, F#
G string: G, G#, A, Bb, B, C, C#
D string: D, Eb, E F, F#, G, G#
A string: A, Bb, B, C, C#, D, E
 Bass:
E string: E, F, F#, G, G#
A string: A, Bb, B, C, C#
D string: D, Eb, E, F, F#, III pos. G, A
G string: G, G#, A, Bb, B, III pos. C, C#, D, E
AC Standards
CEC: B6,7
CEC: A1, 2, B6
Grade Level
4th Grade
Tone




Structure
Student is able to place left fingers on fingerboard
for best tone. Knuckles bent and straight wrist.
Student is able to demonstrate and explain basic
concepts of bow placement/speed/pressure
Student is able to demonstrate and explain the basic
concept of how tome affects intonation.
Student has an emerging ability to listen to another
player’s tone and determine what is
correct/incorrect
Student is able to listen to and identify the following concepts:
 Same, different, and similar melodic passages
Students can read and perform the following musical signe:
 Repeat Sign
 Final Bar
Student can identify and perform the following forms:

AB form

ABA form
Student can improvise using special effects in response to teacher
special effects.
Student can improvise rhythm patterns on known notes using
words/names.
AC Standards
CEC: A3
HCS: A1
Grade Level
5th Grade
Tone
Structure







AC Standards
Grade Level
th
6 Grade
Student is able to place left fingers on fingerboard for
best tone. Knuckles bent and straight wrist.
Student is able to demonstrate and explain basic
concepts of bow placement/speed/pressure
Student is able to demonstrate and explain the basic
concept of how tome affects intonation.
Student has an emerging ability to listen to another
player’s tone and determine what is correct/incorrect
Student continues to refine and apply concepts of
bow Placement/Speed/Pressure
Student knows and can demonstrate concept of bow
lanes to play with good tone in varying dynamic
levels
Student understands and can demonstrate how to
place left fingers on fingerboard for best tone.
CEC: A1


AR: A3
Student is able to listen to and identify the following concepts:
 Same, different, and similar melodic
passages
Students can read and perform the following musical signe:
 Repeat Sign
 Final Bar
Student can identify and perform the following forms:

AB form

ABA form

Theme/Variations
Structure
Student continues to refine and apply
concepts of bow
Placement/Speed/Pressure
Student knows and can demonstrate
concept of bow lanes to play with good
tone in varying dynamic levels
Student understands and can
demonstrate how to place left fingers on
fingerboard for best tone.






Student is able to listen to and identify the following concepts:
 Same, different, and similar melodic passages
Students can read and perform the following musical signe:
 Repeat Sign
 Final Bar
 Del signo
 De Capo
Student can identify and perform the following forms:

AB form

ABA form

Theme/Variations
Fiddle Tune
Can perform basic detache style
Can read and perform pizzicato and
arco
Can read and perform simple slurs
Can read and perform staccato
Can read and perform VV and lifts
in bowing technique
Can read and perform simple
dynamic changes; p-f
HCS: B3,4
Style/Articulation







Student can improvise “questions and answers”
Student can improvise using special effects in response to teacher
special effects.
Student can improvise rhythm patterns on known notes using
words/names
A/R: A1,2
Tone

Style/Articulation


Can perform basic detache style
Can read and perform pizzicato and
arco
Can read and perform simple slurs
Can read and perform staccato
Can read and perform VV and lifts in
bowing technique
Can read and perform simple dynamic
changes; p-f
Student is able to read and perform
crescendo/decrescendo.
Student can read and perform basic
carrot accents.
Student understands how to produce
hooked bowings and is able to
perform them.
HCS: A1, C4
Style/Articulation








Can perform basic detache style
Can read and perform pizzicato and arco
Can read and perform slurs from 2-4
notes with correct rhythm.
Can read and perform staccato
Can read and perform VV and lifts in
bowing technique
Can read and perform simple dynamic
changes; p-f.
Student is able to read and perform
crescendo/decrescendo.
Student can read and perform basic carrot
accents.

Students can improvise using the pentatonic scale against a D/A
drone.
 Student can improvise “questions and answers”
 Student can improvise using special effects in response to teacher
special effects.
Student can improvise rhythm patterns on known notes using words/names
CEC: A1
CEC: B4



Student understands how to produce
hooked bowings and is able to perform
them.
Student will learn how to read and
produce sfz.
Student will be able to shape phrases
with simple dynamic variation.
HCS: A 2, 3 C4
Grade Level
4th Grade
Evaluation
Technique




Students are able to listen to and evaluate tone,
position and intonation in the following
circumstances.
-desired tone produced by teacher
modeling.
-desired tone produced by student
modeling
-their own performance
-the performance of the group.



Student shows an awareness of good posture/position
Student can perform with appropriate bowgrip.
Student is able to perform string changes successfully
Student shows awareness of proper bow placement
perpendicular to the strings.
Student knows basic age appropriate practice techniques
Students know and can demonstrate rest position/readyrest when appropriate.
Basses: are able to shift to III position
AC Standards
AR: C6
Grade Level
5th Grade
Evaluation
Technique
Students are able to listen to and evaluate tone,
position and intonation in the following
circumstances:
 desired tone produced by teacher and
student modeling
 their own performance
 the performance of the group
Student is able to evaluate problem elements in their
own performance and in the performances of others.
Students can execute the following extensions by rote:
Violin: 3rd finger extensions on G, D, A strings.
Backwards extensions on all strings.
Viola: 3rd finger extensions on C, G, D, A strings.
Backwards extensions on all strings.
Cello: Forward/backward extension on all strings
Bass: Half Position III position
 Students can read and perform simple double stops: one
open, one fingered string
 Students are introduced to age appropriate practice
techniques
 Students continue to refine good LH and RH positions with
good bowgrip/flexible fingers.
 Students continue to reinforce good posture.
AC Standards
Grade Level
6th Grade
Evaluation


Can listen and stay with the rest of the
group while playing in unison
Student is able to recognize the
melody.
Student can perform a simple round
with other players.
Student knows and can demonstrate
simple concert etiquette.
Student assists in building a positive
group identity.




Students can listen to and evaluate the
performances of other ensembles.
Student is able to evaluate problem elements
in their own performance and in the
performances of others.
Students are able to listen to and evaluate
tone, position and intonation in the following
circumstances:
 desired tone produced by
teacher and student
modeling
 their own performance
 the performance of the
group
Technique





VM/AR: C5
VM/AR: B3
Ensemble

Students can recognize canon and
perform successfully.
Student is able to perform simple
independent rhythmic and melodic
parts.
Student has an awareness of and is
able to show good concert etiquette.
Student is able to watch and follow
simple conductor cues.
Student continues to contribute towards
positive orchestra attitude within the
group.




CEC: A1,2,3


AC Standards

CEC: A3
VM/AR: C5,6

Ensemble
Students can execute the following extensions by rote and note
identification:
Violin: 3rd finger extensions on G, D, A strings. Backwards
extensions on all strings. Low 4th finger on E string.
Viola: 3rd finger extensions on C, G, D, A strings. Backwards
extensions on all strings.
Cello: Forward/backward extension on all strings. Shift to II
position on C string.
Bass: Half and III Position, IV position on G string.
Students can read and perform simple double stops: one open, one
fingered string
Students can find their 1st harmonics (halfway point) on all
strings and produce a harmonic with straight bow and good
tone.
Students are introduced to age appropriate practice techniques
Students continue to refine good LH and RH positions with good
bowgrip/flexible fingers.
Students continue to work towards greater flexibility in the bow
hand and arm.
Students continue to perform with good posture.
VM/AR: A1
Ensemble

Students begin the awareness of
correct period styles and work to
produce them.
 Students can recognize canon and
perform successfully.
 Student is able to perform simple
independent rhythmic and melodic
parts.
 Student has an awareness of and is
able to show good concert etiquette.
 Student is able to watch and follow
simple conductor cues.
Student continues to contribute towards positive
orchestra attitude within the group.
CEC: A1,2,3 VM/AR: A1,2
Grade Level
4th Grade
Connections/Reflections




AC Standards
CRA: A3
HCS: B3, 4, C5
Grade Level
5th Grade
Connections/Reflections




CRA: A3, B4
HCS: B3, 4, C5
Grade Level
6th Grade
Connections/Reflections



AC Standards
Expressive Qualities
Students are aware of the mathematical relationships of counting rhythms and
time signatures.
Students are aware of literary/historical connections to their music.
Students understand how to set performance goals and achieve them.
Opportunities for student leadership are provided to individual class members as
needed.
AC Standards

Expressive Qualities
Students are aware of the mathematical relationships of counting rhythms
and time signatures.
Students are aware of literary/historical connections to their music.
Students understand how to set performance goals and achieve them.
Opportunities for student leadership are provided to individual class
members as needed.
Students are aware of the mathematical relationships of counting rhythms and
time signatures.
Students are aware of literary/historical connections to their music.
Students understand how to set performance goals and achieve them.
Opportunities for student leadership are provided to individual class members as
needed.
CRA: A1,2, C5 CEC: A1, B6
HCS: B3, 4
Expressive Qualities


Students can alter tone by modifying bow technique (weight, angle, placement and
speed)
Students accurately perform all baseline articulations.
CEC: A2
Grade Level
7th Grade
AC standards
Duration



Students can internalize the beat
Student understands and is able to perform using internal subdivision.
Note values: Students can read and perform quarter, 8th, half, whole, dotted half
notes
 Rests: Students can read and perform
Quarter, 8th, half, whole rests
 Students can read and perform in the following time signatures: 4/4, C, ¾,
2/4, 6/8, 9/8
 Students can read and perform simple time changes while maintaining
tempo.
 Students can read and perform eighth note triplets while maintaining a
steady tempo
 Students can count and perform passages successfully with correct rhythms,
using professional counting system.
 Added note/rest values: dotted eighth to 16 th; 16th to dotted eighth
 Students can read, count and perform up beats.
 Students can recognize written syncopation and perform it correctly
 Students can synchronize their performance of rhythmic motives within
their section.
 Students can synchronize the performance of their sections’ rhythm to the
other sections of the orchestra.
 . Understand and perform un-notated Coda
 Read and perform hash marks crossing note stems; note division and
tremolo
 Read and perform divisi
 Read and perform music written in upper/lower ledger lines, as
learned.
 Read and perform key changes, altering finger patterns appropriately.
Students continue to be able to read and perform the following music notation:
 Final Bar
 Repeat Sign
 Time Signature
 Fermata
 Students can read and perform appropriate accidentals and understands their
duration.
 Students can read and perform DC/DS and Coda
 Student can read and perform repeat signs with first/second endings
 Student can read and perform tied notes.
CEC: C8
Intonation/Melody, Harmony, Tonality












Student is able to recognize pitch names of open strings aurally
Student uses correct finger placement for known pitches in finger patterns
Student can differentiate between high/low pitches
Student is able to perform simple melodic patterns/melodies by ear
Student will be able to change simple melodies from major to minor by ear.
Student is working to refine their understanding of pitch adjustment.
Student is working to refine their understanding of good intonation across the sections.
Student is working to hear perfect 4ths/5ths as instrument is tuned.
Student will learn to tune his/her own instrument with the use of a tuner/app.
Student will use fine tuners to adjust their tuning
Student knows and can perform finger patterns in C, D, G, F , Bb, Major.
Student knows and can perform finger patterns in a, e, d, g, b melodic minor scales.
Students are able to read, finger and perform the following notes:

G string:
D string:
A string:
E string:

C string:
G string:
D string:
A string:

C string:
G string:
D string:
A string:

E string:
A string:
D string:
G string:

Violin
G, G#, A, Bb, B, C, C#, D
D, D#, E, F, F#, G, G#, Ab, A, Bb, B, C
A, Bb, B, C, C#, D, D#, E, F, F#, G, G#
E, F, F#, G, G#, A, Bb, B, C, C#, D
Viola:
C, C#, D, Eb, E, F, F#, G
G, G#, A, Bb, B, C, C#, D
D, Eb, E, F, F#, G, G#, Ab, A, Bb, B, C, C#
A, Bb, B, C, C#, D, D#, Eb, E, F, F#, G
Cello:
C, C#, D, Eb, E, F, F#
G, G#, A, Bb, B, C, C#
D, Eb, E F, F#, G, G#, Ab, B, C, C#, D
A, Bb, B, C, C#, D, D#, Eb, E, F, F#, G, A
Bass:
E, F, F#, G, G#
A, Bb, B, C, C#
D, Eb, E, F, F#, III pos. G, A
G, G#, A, Bb, B, III pos. C, C#, D, E
Students are able to read and perform one octave scales in the following keys:
C, G, D, F, Bb Major; A, e, d, g, b melodic minor
CEC: C9
Grade Level
8th Grade
Duration



Students can internalize the beat
Student understands and is able to perform using internal
subdivision.
Note values: Students can read and perform quarter, 8th,
half, whole, dotted half notes
 Rests: Students can read and perform
Quarter, 8th, half, whole rests
 Student can read and perform tied notes.
 Students can read and perform in the following
time signatures: 4/4, C, ¾, 2/4, 6/8, 9/8, 12/8, 5/4,
7/8
 Students can read and perform simple time
changes while maintaining tempo.
 Students can read and perform eighth note triplets
while maintaining a steady tempo
 Students can count and perform passages
successfully with correct rhythms, using
professional counting system.
 Added note/rest values: dotted eighth to 16th; 16th
to dotted eighth, compound dotted rhythms, 32nd
notes.
 Students can read, count and perform up beats.
 Students can recognize written syncopation and
perform it correctly
 Students can synchronize their performance of
rhythmic motives within their section.


CEC: B6
Students can synchronize the performance of their
sections’ rhythm to the other sections of the
orchestra
Read and perform hash marks crossing note stems;
note division and tremolo
Intonation/Melody, Harmony, Tonality









Student is able to recognize pitch names of open strings aurally
Student uses correct finger placement for known pitches in finger patterns
Student can differentiate between high/low pitches
Student is able to perform simple melodic patterns/melodies by ear
Student will be able to change simple melodies from major to minor by ear.
Student is working to refine their understanding of pitch adjustment.
Student is working to refine their understanding of good intonation across the sections.
Students can read and perform appropriate accidentals and understands their duration.
Students will review and reinforce tuning to perfect 4 th/5ths using the following methods: tuning across the
orchestra, and tuning their personal instrument.
Student is able to hear bottom open string of octave when top note is played and adjust the pitch.
Read and perform simple tenor clef passages (cello/bass and treble clef (viola)
Read and perform music written on upper ledger lines (violin)




 Student will learn to tune his/her own instrument with the use of a tuner/app.
 Student is proficient in tuning his/her instrument with fine tuners.
 Student knows and can perform finger patterns/one octave scales in C, D, G, F , Bb, Eb A Major.
 Student knows and can perform finger patterns /one octave scales in a, e, d, g, b, c, f# melodic minor scales.:
Students will be able to read, finger, and perform the following pitches:
 Violin
G string: G, G#, A, Bb, B, C, C#, D
D string: D, D#, E, F, F#, G, G#, Ab, A, Bb, B, C
A string: A, Bb, B, C, C#, D, D#, E, F, F#, G, G#
E string: E, F, F#, G, G#, A, Bb, B, C, C#, D
 Viola:
C string: C, C#, D, Eb, E, F, F#, G
G string: G, G#, A, Bb, B, C, C#, D
D string: D, Eb, E, F, F#, G, G#, Ab, A, Bb, B, C, C#
A string: A, Bb, B, C, C#, D, D#, Eb, E, F, F#, G
 Cello:
C string: C, C#, D, Eb, E, F, F#
G string: G, G#, A, Bb, B, C, C#
D string: D, Eb, E F, F#, G, G#, Ab, B, C, C#, D
A string: A, Bb, B, C, C#, D, D#, Eb, E, F, F#, G, A
 Bass:
E string: E, F, F#, G, G#
A string: A, Bb, B, C, C#
D string: D, Eb, E, F, F#, III pos. G, A
G string: G, G#, A, Bb, B, III pos. C, C#, D, E
CEC: B7, C1, 2, 6,7, 9
Grade Level
7th Grade
Tone







AC Standards
Structure
Student continues to refine and
apply concepts of bow
Placement/Speed/Pressure
Student knows and can
demonstrate concept of bow lanes
to play with good tone in varying
dynamic levels
Student understands and can
demonstrate how to place left
fingers on fingerboard for best
tone.
Student will begin to understand
how to blend sound within the
section.
Student understands and can
perform the correct technique(s)
for clear pizzicato articulation.
Student will learn and be able to
perform pizzicato with technique
appropriate to the style of the
piece.
Student will be able to maintain
good tone quality in all dynamic
levels using appropriate RH/LH
techniques.
CEC: A1. A2

Students can recognize and perform the following form
commands:
Del Signo
Da Capo
 Student can identify and perform the following forms:
Fiddle Tune
Theme/Variations
ABA
AB
Rondo
Minuet and Trio
 Students will be able to identify who has the
melody/accompaniment and adjust volume/style
accordingly
 Understand and perform un-notated Coda
 Final Bar
 Repeat Sign
 Time Signature
 Fermata
 Students can read and perform DC/DS and Coda
 Student can read and perform repeat signs with first/second
endings
 Students can improvise using the pentatonic scale against a
D/A drone.
 Student can improvise “questions and answers”
 Student can improvise using special effects in response to
teacher special effects.
 Student can improvise rhythm patterns on known notes
using words/names
 Students will be able to improvise upon a simple folk
song.
CEC: B5,6 HCS; A2
Style/Articulation
















Can perform basic detache style
Can read and perform pizzicato and arco
Can read and perform slurs from 2-8 notes with correct
rhythm.
Can read and perform staccato
Student will be able to read and perform multiple
staccato notes within the same bow.
Student can read and perform simple spiccato, loure
and martele bowing styles.
Can read and perform VV and lifts in bowing technique
Can read and perform simple dynamic changes; p-f.
Student is able to read and perform
crescendo/decrescendo.
Student will be able to alter bow technique to produce
dynamic changes using pressure, speed and placement.
Student can read and perform basic carrot accents.
Student understands how to produce hooked bowings and is
able to perform them.
Student will learn how to read and produce sfz.
Student will be able to shape phrases with simple dynamic
variation.
Student will be able to recognize differences between
Baroque and Classical styles and are able to produce
them on the instrument.
Read and perform divisi
HCS: A2, B4, C5
Grade Level
8th Grade
AC Standards
Tone

Student understands the
concepts of bow
Placement/Speed/Pressure and
can use these elements to
perform with sensitivity and
musicality.
 Student knows and can
demonstrate concept of bow lanes
to play with good tone in varying
dynamic levels
 Student understands and can
demonstrate how to place left
fingers on fingerboard for best
tone.
 Students begin to use more
advanced fingerings and position
work to enchance tone
quality/musical phrasing.
 Student will begin to understand
how to blend sound within the
section.
 Student is able to match tone
quality to other sections.
 Student will learn and be able to
perform pizzicato with technique
appropriate to the style of the
piece.
 Student will be able to maintain
good tone quality in all dynamic
levels using appropriate RH/LH
techniques.
CEC: A1, A2
Structure

Style/Articulation
Students can recognize and perform the following form
commands:
Del Signo
Da Capo
 Student can identify and perform the following forms:
Fiddle Tune
Theme/Variations
ABA
AB
Rondo
Minuet and Trio
Fugue
12 Bar Blues
Exposition and Development
 Students will be able to identify who has the
melody/accompaniment and adjust volume/style accordingly
 Students can improvise using the pentatonic scale against a
D/A drone.
 Student can improvise “questions and answers”
 Student can improvise using special effects in response to
teacher special effects.
 Student can improvise rhythm patterns on known notes
using words/names
 Students will be able to improvise upon a simple folk song.
Students will be able to improvise over a I-IV-V-I chord structure.



CEC: B5, 6 HCS: A2
HCS: A2, B4, C5













Can perform basic detache style
Can read and perform pizzicato and arco
Can read and perform slurs from 2-8 notes with correct
rhythm.
Can read and perform staccato
Student will be able to read and perform multiple staccato
notes within the same bow.
Student can read and perform simple spiccato, loure and
martele bowing styles.
Can read and perform VV and lifts in bowing technique
Students can read and swiftly perform multiple
dynamic changes.
Student is able to read and perform
crescendo/decrescendo.
Student will be able to alter bow technique to produce
dynamic changes using pressure, speed and placement.
Student can read and perform basic carrot accents.
Student understands how to produce hooked bowings and is
able to perform them.
Student will learn how to read and produce sfz.
Students will be able to read and perform tremolo/col
legno.
Student will be able to shape phrases with simple dynamic
variation.
Student will be able to recognize differences between
Baroque, Classical , Romantic, and Contemporary styles
and are able to produce them on the instrument.
Grade
Evaluation
Level
th
 Students are able to identify
7th
Grade
Grade
Level Evaluation
correct/incorrect elements in their own
th
8th Grade
AC Standards
AC Standards
Technique

 personal
Studentsperformance
are able to identify
correct/incorrect
and develop
strategieselements
their own personal
performance and develop
toinenhance/correct
them.
strategiesare
to able
enhance/correct
 Students
to identify them.
 correct/incorrect
Students are able elements
to identifyincorrect/incorrect
their sections’ elements
in their sections’
and develop
strategies to
performance
and performance
develop strategies
to
enhance/correct them.
them.
enhance/correct
Studentsare
are able
able to
 Students
to identify
identifycorrect/incorrect elements
in their ensemble’s
performance
and develop strategies
correct/incorrect
elements
in their
to enhance/correct
them. and develop

ensemble’s
performance
 strategies
Students to
will
be able to compare
enhance/correct
them.and contrast
outside can
ensemble
using appropriate 
 Students
listen toperformances
and evaluate the
terminology.of other ensembles.
performances
Students
will to
beevaluate
able to evaluate
individual,
 Student
is able
problem elements
in section 
andown
ensemble
performances
using
appropriate
their
performance
and in the
performances
ofterminology.
others.
Student are
is able
elements
 Students
abletotoevaluate
listen toproblem
and evaluate
tone,in their

own performance
and in
in the
the following
performances of others.
position
and intonation
 circumstances:
Students are able to listen to and evaluate tone, position 
and intonation
following
circumstances:
 in the
desired
tone produced
by

 teacher
desiredand
tone
produced by teacher
student
and student modeling
modeling

theirown
ownperformance
performance
 their
theperformance
performanceofofthe
the group
 the

group


AR: C4
AR: C4
Ensemble
Students can execute the following extensions/positions by rote
 Students begin the awareness of correct period
Technique
Ensemble
and note identification:
styles and work to produce them.
rd
 3Students
can executeon
theG,following
Violin:
finger extensions
D, A strings. Backwards
extensions/positions
andonnote
identification:
extensions
on all strings.
Lowby
4throte
finger
E string.
III
rd
3 finger extensions on G, D, A strings.
position,Violin:
D/A/E strings
th
extensions
on G,
all D,
strings.
Low 4Backwards
finger
Viola: 3rdBackwards
finger extensions
on C,
A strings.
onon
E string.
II/III/IV/V
position,/D/A/E
strings; I-III
extensions
all strings.
III position,
G/D/A strings
on G string.
Cello: Forward/backward
extension on all strings. Shift to
Viola: on
3rdG,
finger
II/III position
D, Aextensions
strings. on C, G, D, A strings.
Backwards
Bass: Half
Position,extensions
IV positionononallGstrings.
string. II/III/IV/V
strings.
I-III double
on C string.
Students position,
can read G/D/A
and perform
simple
stops: one open,
Cello:
Forward/backward extension on all strings.
one fingered
string
position
on G,simple
D, A strings.
IStudentsShift
will to
beII/III/IV/V/VI
able to learn and
perform
alternate
IV on C string
fingerings.
Half
Position,
½, II/IV/V/VI
Students Bass:
can find
their
1st harmonics
(halfwaypositions
point) onon
allall
strings.
strings and
produce a harmonic with straight bow and good
 Students can read and perform two fingered
tone.
Studentsdouble
will bestops
able to read and perform simple harmonics
 notated.
Students will be able to learn and perform simple
when
fingerings.
Students alternate
are introduced
to age appropriate
practice techniques
st
 Students
find their
harmonics
(halfway with
point)
Students
continue can
to refine
good1LH
and RH positions
on all strings and
produce a harmonic with straight
good bowgrip/flexible
fingers.
and good
tone.
Students bow
continue
to work
towards greater flexibility in the bow
 andStudents
will be able to read and perform simple
hand
arm.
whentonotated.
Studentsharmonics
will continue
refine bow use and work towards
 Students
are introduced to age appropriate practice
hand/finger
flexibility.
Students techniques
continue to perform with good posture.
 Student
is able
to perform
withofcorrect
Students
will begin
to build
muscle daily
memory
vibratoLH
and RH positions and with good bowgrip/flexible
technique.
 Studentsfingers.
will learn and utilize simple practice techniques.
 Students continue to work towards greater flexibility
in the bow hand and arm.
CEC: A1, 2
 Students continue to work to extend their ability to
vary bow pressure, speed, placement and length to
produce tone and musical effects.
 Students will continue to refine bow use and work
towards hand/finger flexibility.
 Students continue to perform with good posture.
 Students will aquire the basics of a balanced,
relaxed vibrato
 Students will be able to name and utilize multiple
practice techniques and strategies.
CEC: A1,2
 Students
the awareness
correct
period
Studentsbegin
can recognize
canonofand
perform
styles
and work to produce them.
successfully.
 Students
recognize
canon
and perform
Student can
is able
to perform
simple
independent
successfully.
rhythmic and melodic parts.
 Student
ableantoawareness
perform simple
Studentishas
of and independent
is able to show
rhythmic
and melodic
parts.
good concert
etiquette.
 Student
an awareness
of and
is able
to
Studenthas
is able
to watch and
follow
simple
show
good concert
conductor
cues. etiquette.
 Student
able to watch
and respond
Studentiscontinues
to contribute
towardstopositive
multiple
cues and
expressive
orchestraconductor
attitude within
the group
 gestures
Students. will learn to listen for individual
 Student
continueswithin
to contribute
towards
balance/blend
the section.
orchestra
the group
 positive
Students
will be attitude
able to within
listen and
adjust
 Students
will learn
to listen for individual
pitch within
the ensemble.
section.and match bow
 balance/blend
Students willwithin
beginthe
to watch
 Students
able
listen
and adjust pitch
use withwill
thebe
rest
of to
the
ensemble.
the ensemble.
 within
Students
will be able to analyze the role each
 Students
begin for
to watch
bow
section will
performs
each and
piecematch
of music.
with thewill
restdevelop
of the ensemble.
 use
Students
the ability to watch the
 Students
willand
be able
to analyze
thetempo
role each
conductor
respond
to style,
and
section
mood performs
changes. for each piece of music.
 Students
will
develop
the to
ability
to correct
watch the
Students
will
continue
match
conductor
and respond
style,performance
tempo and
style/historical
periodtowith
mood
changes.
practice.
 Students
will
continue
to matchunification
correct
Students
will
work towards
of
style/historical
period with
orchestra members
fromperformance
different
practice.
elementary schools and build orchestra
 Students
pride. will work towards unification of
orchestra members from different elementary
schools and build orchestra pride.
CEC: A1,2,3
 Students continue to work towards positive
consensus/cooperation in small and large
groups settings.
CEC: A1,2,3
Grade Level
th
7 Grade
Connections/Reflections











AC Standards
Students are aware of the mathematical relationships of counting rhythms and
time signatures.
Students are aware of literary/historical connections to their music.
Students understand how to set performance goals and achieve them.
Opportunities for student leadership are provided to individual class members
as needed.
Students will learn and perform an expanding repertoire of diverse styles
of music
Students will continue to improve their understanding of the role of music
in history and literature.
Students will learn and use the concept of tuning octaves relating tuning to
physics and sound waves.
Students will recognize the mathematical relationships used in the music
rhythm/counting/notational system.
Students will continue to improve their understanding of the connections
between movements in art and music.
Students will work to improve their people skills and interpersonal
relationships.
Students will assume leadership responsibilities when requested by the
director.
HSC: A2,3 B5
VM/AR: A4
Expressive Qualities




Students can alter tone by modifying bow technique (weight, angle, placement and speed)
Students accurately perform all baseline articulations.
Students will be able to shape phrases with simple dynamic variation.
Students are able to perform all added articulations fluently as read on the page with
good right/left hand technique.
VM/AR: C5
CEC A1
Grade Level
th
8 Grade
Connections/Reflections












AC Standards
Students are aware of the mathematical relationships of counting rhythms and
time signatures.
Students are aware of literary/historical connections to their music.
Students understand how to set performance goals and achieve them.
Opportunities for student leadership are provided to individual class members
as needed.
Students will learn and perform an expanding repertoire of diverse styles of
music
Students will continue to improve their understanding of the role of music in
history and literature.
Students will learn and use the concept of tuning octaves relating tuning to
physics and sound waves.
Students will recognize the mathematical relationships used in the music
rhythm/counting/notational system.
Students will continue to improve their understanding of the connections
between movements in art and music.
Students will work to improve their people skills and interpersonal
relationships.
Students will assume leadership responsibilities when requested by the director.
Students will be able to identify and classify music according to historical
music time period
HSC: A3, B4
VM/AR: A4
Expressive Qualities






Students can alter tone by modifying bow technique (weight, angle, placement and speed)
Students accurately perform all baseline articulations.
Students will be able to shape phrases with simple dynamic variation.
Students are able to perform all added articulations fluently as read on the page with good
right/left hand technique.
Students will be able to read and interpret phrases and lines of music with artistic
shaping.
Students will perform with an expanded range of tone, dynamics and color.
VM/AR: B3
CEC A1
Grade Level
Duration
Camerata (9)



AC Standards
Students can internalize the beat
Student understands and is able to perform using internal
subdivision.
Note values: Students can read and perform quarter, 8th, half,
whole, dotted half notes
 Rests: Students can read and perform
Quarter, 8th, half, whole rests
 Students can read and perform in the following time
signatures: 4/4, C, ¾, 2/4, 6/8, 9/8, 12/8, 5/4, 7/8
 Students will be able to read and perform rhythms
written in mixed meter.
 Students can read and perform simple time changes while
maintaining tempo.
 Students can read and perform triplets of any note
value while maintaining a steady tempo
 Students can count and perform passages successfully with
correct rhythms, using professional counting system.
 Added note/rest values: dotted eighth to 16th; 16th to dotted
eighth, compound dotted rhythms, 32nd notes.
 Students can read, count and perform up beats.
 Students can recognize written syncopation and perform it
correctly
 Students can synchronize their performance of rhythmic
motives within their section.
 Students can synchronize the performance of their
sections’ rhythm to the other sections of the orchestra
CEC: B9
Intonation/Melody, Harmony, Tonality
























G string:
D string:
A string:
E string:

C string:
G string:
D string:
A string:

C string:
G string:
D string:
A string:

E string:
A string:
D string:
G string:
Student is able to recognize pitch names of open strings aurally
Student uses correct finger placement for known pitches in finger patterns
Student can differentiate between high/low pitches
Student is able to perform simple melodic patterns/melodies by ear
Student will be able to change simple melodies from major to minor by ear.
Student is working to refine their understanding of pitch adjustment.
Student is working to refine their understanding of good intonation across the sections.
Students will review and reinforce tuning to perfect 4 th/5ths using the following methods: tuning across the
orchestra, and tuning their personal instrument.
Celli/Basses will learn and be able to use harmonic tuning procedure
Student is able to hear bottom open string of octave when top note is played and adjust the pitch.
Student will be able to refine and center pitch using a drone.
Read and perform divisi
Read and perform music written in upper/lower ledger lines, as learned.
Read and perform simple tenor clef passages (cello/bass and treble clef (viola)
Read and perform music written on upper ledger lines (violin)
Read and perform key changes, altering finger patterns appropriately.
Students can read and perform appropriate accidentals and understands their duration.
Student can read and perform tied notes.
Student will learn to tune his/her own instrument with the use of a tuner/app.
Student is proficient in tuning his/her instrument with fine tuners.
Student knows and can perform finger patterns /scales in C, D, G, F , Bb, Eb A Major.
Student knows and can perform finger patterns/scales in a, e, d, g, b, c, f# melodic minor scales.
Violin
Open G to G harmonic IV
Open D to F#4
Open A to D5
Open E to B6
Viola:
Open C to B3
Open G to A4
Open D to F#5
Open A to B6
Cello:
Open C to B2
Open G to G 3
Open D to D4
Open A to C5
Bass:
Open E to E2
Open A to A3
Open D to D4
Open G to B5
CEC: B7
Grade Level
Duration
Bexley Sinfonia



AC Standards
Students can internalize the beat
Student understands and is able to perform using internal subdivision.
Note values: Students can read and perform quarter, 8th, half, whole,
dotted half notes
 Rests: Students can read and perform
Quarter, 8th, half, whole rests
 Students can read and perform in the following time signatures: 4/4,
C, ¾, 2/4, 6/8, 9/8, 12/8, 5/4, 7/8
 Students will be able to read and perform rhythms written in mixed
meter.
 Students will be able to read and perform asymmetrical meters.
 Students will be able to perform a Tortelier scale with correct
rhythmic changes and bow usage.
 Students will understand the mathematical principles of hemiola,
recognize it when it is heard, and be able to perform it
successfully.
 Students will be able to read and perform complex rhythmic
passages successfully with correct rhythms using professional
counting system.
 Students will be able to listen to and synchronize their
performance of rhythmic motives within the section/other sections
of the orchestra.
 Students can read and perform simple time changes while maintaining
tempo.
 Students can read and perform triplets of any note value while
maintaining a steady tempo
 Students can count and perform passages successfully with correct
rhythms, using professional counting system.
 Added note/rest values: dotted eighth to 16th; 16th to dotted eighth,
compound dotted rhythms, 32nd notes.
 Students can read, count and perform up beats.
 Students can recognize written syncopation and perform it correctly
CEC: A3,B8,9
Intonation/Melody, Harmony, Tonality


























G string:
D string:
A string:
E string:

C string:
G string:
D string:
A string:

C string:
G string:
D string:
A string:

E string:
A string:
D string:
G string:
Student is able to recognize pitch names of open strings aurally
Student uses correct finger placement for known pitches in finger patterns
Student can differentiate between high/low pitches
Student is able to perform simple melodic patterns/melodies by ear
Student will be able to change simple melodies from major to minor by ear.
Student is working to refine their understanding of pitch adjustment.
Student is working to refine their understanding of good intonation across the sections.
Students will review and reinforce tuning to perfect 4 th/5ths using the following methods:
tuning across the orchestra, and tuning their personal instrument.
Celli/Basses will learn and be able to use harmonic tuning procedure
Student is able to hear bottom open string of octave when top note is played and adjust the
pitch.
Student will be able to refine and center pitch using a drone.
Read and perform divisi
Read and perform music written in upper/lower ledger lines, as learned.
Read and perform simple tenor clef passages (cello/bass and treble clef (viola)
Read and perform music written on upper ledger lines (violin)
Read and perform key changes, altering finger patterns appropriately.
Students can read and perform appropriate accidentals and understands their duration.
Student can read and perform tied notes.
Student will learn to tune his/her own instrument with the use of a tuner/app.
Student is proficient in tuning his/her instrument with fine tuners.
Student knows and can perform finger patterns three octave scales in C, D, G, F , Bb, Eb A,
E, B Major.
Student knows and can perform finger patterns/scales in a, e, d, g, b, c, f#, c#, g# melodic
minor
Students can read and perform 20th century (non-traditional) music notation.
Student can manipulate and tune their in instrument with pegs if necessary.
Violin
Open G to G harmonic IV
Open D to F#4
Open A to D5
Open E to B6
Viola:
Open C to B3
Open G to A4
Open D to F#5
Open A to B6
Cello:
Open C to B2
Open G to G 3
Open D to D4
Open A to C5
Bass:
Open E to E2
Open A to A3
Open D to D4
Open G to B5
CEC: A1-5; B5-10
Grade Level
Bexley Camerata
Tone









AC Standards
Structure
Student understands the concepts of bow
Placement/Speed/Pressure and can use these
elements to perform with sensitivity and
musicality.
Student knows and can demonstrate concept of
bow lanes to play with good tone in varying
dynamic levels
Student understands and can demonstrate how
to place left fingers on fingerboard for best
tone.
Students will use advanced fingerings and
position work to enhance tone
quality/musical phrasing.
Student will begin to understand how to blend
sound within the section.
Student is able to match tone quality to other
sections.
Student will learn and be able to perform
pizzicato with technique appropriate to the style
of the piece.
Students can read and perform different
pizzicato articulations
Straight up: reverberation
Side of finger: pp/non reverb.
Bartok
Student will be able to maintain good tone
quality in all dynamic levels using appropriate
RH/LH techniques.
CEC: A1

Students can recognize and perform the following form
commands:
Del Signo
Da Capo
 Student can identify and perform the following forms:
Fiddle Tune
Theme/Variations
ABA
AB
Rondo
Minuet and Trio
Fugue
12 Bar Blues
Exposition and Development
Renaissance Dance Form
Students will be able to identify who has the
melody/accompaniment and adjust volume/style
accordingly
 Students will be able to listen to and identify the
following compositional techniques:
Monophony
Homophony
Polyphony
Contrapuntal
 Final Bar
 Repeat Sign
 Time Signature
 Fermata
Students are able to read and perform DS/DC
 Understand and perform un-notated Coda
 Read and perform hash marks crossing note stems;
note division and tremolo
 Students can read and perform DC/DS and Coda
 Student can read and perform repeat signs with
first/second endings
 Students can improvise using the pentatonic scale
against a D/A drone.
 Student can improvise “questions and answers”
 Student can improvise using special effects in
response to teacher special effects.
 Student can improvise rhythm patterns on known
notes using words/names
 Students will be able to improvise upon a simple folk
song.
Students will be able to improvise over a I-IV-V-I chord
structure.
CEC: B4
Style/Articulation
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Can perform basic detache style
Can read and perform pizzicato and arco
Can read and perform slurs from 2-8 notes with
correct rhythm.
Can read and perform staccato
Student will be able to read and perform
multiple staccato notes within the same bow.
Student can read and perform simple spiccato,
loure and martele bowing styles.
Can read and perform VV and lifts in bowing
technique
Students can read and swiftly perform multiple
dynamic changes.
Student is able to read and perform
crescendo/decrescendo.
Student will be able to alter bow technique
quickly to produce dynamic changes using
pressure, speed and placement.
Student can read and perform basic carrot
accents.
Student understands how to produce hooked
bowings and is able to perform them.
Student will learn how to read and produce sfz.
Students will be able to read and perform
tremolo/col legno.
Student will be able to shape phrases with
simple dynamic variation.
Student will be able to recognize differences
between Baroque, Classical , Romantic, and
Contemporary styles and are able to produce
them on the instrument.
Students will be able to identify and produce
a Renaissance sound/tone quality with
appropriate ornaments.
Students will be able to read and perform
grace notes.
Students will be able to perform grace notes
differently as relates to period style.
HCS: A1,2,3,4
AC Standards
CEC: A1,2,3,4
AR: C4,5 CEC: B4
HCS: A1,2,3,4 B5,6
Grade Level
Tone
Structure
Style/Articulation
Bexley Sinfonia
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AC Standards
Student understands the concepts of bow
Placement/Speed/Pressure and can use these
elements to perform with sensitivity and
musicality.
Student knows and can demonstrate concept of
bow lanes to play with good tone in varying
dynamic levels
Student understands and can demonstrate how
to place left fingers on fingerboard for best
tone.
Students will use advanced fingerings and
position work to enhance tone quality/musical
phrasing.
Student will begin to understand how to blend
sound within the section.
Student is able to match tone quality to other
sectionsl.
Student will learn and be able to perform
pizzicato with technique appropriate to the style
of the piece.
Students can read and perform different
pizzicato articulations
Straight up: reverberation
Side of finger: pp/non reverb.
Bartok
Use of appropriate vibrato
CEC: A1, 2, 3, 4

Students can recognize and perform the following form
commands:
Del Signo
Da Capo
 Student can identify and perform the following forms:
Fiddle Tune
Theme/Variations
ABA
AB
Rondo
Minuet and Trio
Fugue
12 Bar Blues
Exposition and Development
Reniassance Dance Form
Free Form/Through Composed
Sonata Allegro
 Students will be able to identify who has the
melody/accompaniment and adjust volume/style
accordingly
 Students will be able to listen to and identify the
following compositional techniques:
Monophony
Homophony
Polyphony
Contrapuntal
 Final Bar
 Repeat Sign
 Time Signature
 Fermata
Students are able to read and perform DS/DC
 Understand and perform un-notated Coda
 Read and perform hash marks crossing note stems;
note division and tremolo
 Students can read and perform DC/DS and Coda
 Student can read and perform repeat signs with
first/second endings
 Students can improvise using the pentatonic scale
against a D/A drone.
 Student can improvise “questions and answers”
 Student can improvise using special effects in
response to teacher special effects.
 Student can improvise rhythm patterns on known
notes using words/names
 Students will be able to improvise upon a simple folk
song.
Students will be able to improvise over a I-IV-V-I chord
AR: C4, 5 CEC: B4
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Can perform basic detache style
Can read and perform pizzicato and arco
Can read and perform slurs from 2-8 notes with
correct rhythm.
Can read and perform staccato
Student will be able to read and perform
multiple staccato notes within the same bow.
Student can read and perform simple spiccato,
loure and martele bowing styles.
Can read and perform VV and lifts in bowing
technique
Students can read and swiftly perform multiple
dynamic changes.
Student is able to read and perform
crescendo/decrescendo.
Student will be able to alter bow technique
quickly to produce dynamic changes using
pressure, speed and placement.
Student can read and perform basic carrot
accents.
Student understands how to produce hooked
bowings and is able to perform them.
Student will learn how to read and produce sfz.
Students will be able to read and perform
tremolo/col legno.
Student will be able to shape phrases with
simple dynamic variation.
Student will be able to recognize differences
between Baroque, Classical , Romantic, and
Contemporary styles and are able to produce
them on the instrument.
Students will be able to identify and produce a
Renaissance sound/tone quality with appropriate
ornaments.
Students will be able to read and perform grace
notes.
Students will be able to perform grace notes
differently as relates to period style.
HCS: A1, 2, 3, 4 B5, 6
Grade Level
Bexley Camerata
Evaluation
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Students are able to identify correct/incorrect
elements in their own personal performance and
develop strategies to enhance/correct them.
Students are able to identify correct/incorrect
elements in their sections’ performance and develop
strategies to enhance/correct them.
Students are able to identify correct/incorrect
elements in their ensemble’s performance and
develop strategies to enhance/correct them.
Students 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.
Student is able to evaluate problem elements in their
own performance and in the performances of others.
Students are able to listen to and evaluate tone,
position and intonation in the following
circumstances:
 desired tone produced by teacher
and student modeling
 their own performance
 the performance of the group
Technique
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AC Standards
AR: D6
Students can execute the following
extensions/positions by rote and note identification:
Violin: 3rd finger extensions on G, D, A strings.
Backwards extensions on all strings. Low 4th finger
on E string. II/III/IV/V position, D/A/E strings; I-III
pos. on G string.
Viola: 3rd finger extensions on C, G, D, A strings.
Backwards extensions on all strings. II/III/IV/V
position,G/D/A strings. I-III on C string.
Cello: Forward/backward extension on all strings.
Shift to II/III/IV/V/VI position on G, D, A strings. IIV on C string.
Bass: Half Position, ½, II/IV/V/VI positions on all
strings.
Students can read and perform two fingered double
stops
Students will be able to learn and perform simple
alternate fingerings.
Students can perform advanced finger patterns
for augmented and chromatic passages.
Students will understand and be able to perform
ponticello.
Students can find their 1st harmonics (halfway point)
on all strings and produce a harmonic with straight
bow and good tone.
Students will be able to read and perform simple
harmonics when notated.
Students are introduced to age appropriate practice
techniques
Student is able to perform daily with correct LH and
RH positions and with good bowgrip/flexible fingers.
Students continue to work towards greater flexibility
in the bow hand and arm.
Students continue to work to extend their ability to
vary bow pressure, speed, placement and length to
produce tone and musical effects.
Students will continue to refine bow use and work
towards hand/finger flexibility.
Students continue to perform with good posture.
Students will continue to develop and perform
with a relaxed and controlled vibrato.
Students will be able to produce and use artistic
applications of vibrato in context.
Students will be able to name and utilize multiple
practice techniques and strategies.
CEC:A1, 2, 4, 5, 6
Ensemble
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Students begin the awareness of correct period
styles and work to produce them.
Students can recognize canon and perform
successfully.
Student is able to perform simple independent
rhythmic and melodic parts.
Student has an awareness of and is able to
show good concert etiquette.
Student is able to watch and respond to
multiple conductor cues and expressive
gestures .
Student continues to contribute towards
positive orchestra attitude within the group
Students will learn to listen for individual
balance/blend within the section.
Students will be able to listen and adjust pitch
within the ensemble.
Students will begin to watch and match bow
use with the rest of the ensemble.
Students will be able to analyze the role each
section performs for each piece of music.
Students will develop the ability to watch the
conductor and respond to style, tempo and
mood changes.
Students will continue to match correct
style/historical period with performance
practice.
Students will work towards unification of
orchestra members from different elementary
schools and build orchestra pride.
Students continue to work towards positive
consensus/cooperation in small and large
groups settings.
CEC: A2,3 AR: 1,2
Grade
GradeLevel
Level
Bexley Camerata
Sinfonia
AC Standards
Grade Level
Bexley Sinfonia
AC Standards
AC Standards
Connections/Reflections
Evaluation
Technique
Expressive Qualities
Ensemble







Students
aware
of the mathematical
relationships of counting
signatures.
 Students can alter
by modifying
technique
(weight,period
Students
areare
able
to identify
correct/incorrect
 rhythms
Studentsand
can time
execute
the following
 tone
Students
begin thebow
awareness
of correct
Studentsinare
aware
literary/historical
connections
to their music.
angle, placement and
speed)
elements
their
ownofpersonal
performance
and
extensions/positions by rote and note identification:
styles
and work to produce them.
Students
understand
how to set performance
 Students accurately
perform all
articulations.
develop
strategies
to enhance/correct
them. goals and achieve them.
Violin: 3rd finger extensions on G, D, A strings.
 Students
canbaseline
recognize
canon and perform
Opportunities
are provided to individual class
membersextensions
as needed.on all strings. Low 4thfinger
Students will be ablesuccessfully.
to shape phrases with simple dynamic
Students
are ablefor
to student
identifyleadership
correct/incorrect
Backwards
Studentsinwill
and perform
an expanding
repertoire of diverseonstyles
of music
variation.
elements
theirlearn
sections’
performance
and develop
E string.
II/III/IV/V position, D/A/E strings; I-III
 Student is able to perform simple independent
Studentstowill
continue to improve
music
history and literature.
 Students are able torhythmic
perform all
articulations
fluently as
strategies
enhance/correct
them. their understanding of the role of
pos.
on Ginstring.
andadded
melodic
parts.
Students
learn
and usecorrect/incorrect
the concept of tuning octaves relating Viola:
tuning to
and sound on C, G, D, A strings.read on the page
good right/left
hand technique.
Students
arewill
able
to identify
3rdphysics
finger extensions
 with
Student
has an awareness
of and is able to
waves. in their ensemble’s performance and
 Students will be ableshow
to read
and
interpret
phrases and lines of
elements
Backwards extensions on all strings. II/III/IV/V
good
concert
etiquette.
 develop
Students
will recognize
the mathematical
music
music with artistic
strategies
to enhance/correct
them. relationships used in theposition,G/D/A
strings. I-III on C string.
 shaping.
Student is able to watch and respond to
rhythm/counting/notational
system.
 Students will perform
with anconductor
expandedcues
range
tone, dynamics
 Students
will be able to compare
and contrast
Cello: Forward/backward extension on all strings.
multiple
andofexpressive
 outside
Students
will continue
to improve
understanding of the connections
movements
in on
art G, D, A strings.
andI-color.
ensemble
performances
usingtheir
appropriate
Shift to between
II/III/IV/V/VI
position
gestures .
and music.
 Students will 
be able
to perform
with
characteristic
tone at
terminology.
IV on C string.
Student
continues
toacontribute
towards
Students
will
peoplesection
skills and interpersonalBass:
relationships.
all dynamic levels. positive orchestra attitude within the group
 Students
will
bework
able to improve
evaluate their
individual,
Half Position, ½, II/IV/V/VI positions on all
 and
Students
willperformances
assume leadership
when requested by
the director.
ensemble
using responsibilities
appropriate
strings.
 Students will learn to listen for individual
 terminology.
Students will be able to identify and classify music according
time
period
 to historical
Students music
can read
and
perform two fingered double
balance/blend within the section.
Students
willtolearn
to grow
increasingly
comfortable when
placed in a leadership role.
 Student
is able
evaluate
problem
elements more
in their
stops
 Students will be able to listen and adjust pitch
own performance
 Students will be able to learn and perform
simple A1, B2
within the ensemble.
HCS: A1,2,3,4
B5 and in the performances of others.
VM/AR:
alternate fingerings.
 Students will begin to watch and match bow
 Students will be able to compare and contrast
VM/AR:
A4
 Students can perform advanced finger patterns for
use with the rest of the ensemble.
different musical interpretations of the same
augmented and chromatic passages. Expressive Qualities
 Students will be able to analyze the role each
piece.
Connections/Reflections
 Students
areare
able
to listen
and evaluate relationships
tone,
 rhythms
Studentsand
willtime
understand
and be able to perform
section
performs for
piece of(weight,
music.
Students
aware
of thetomathematical
of counting
signatures.
 Students can alter tone
by modifying
boweach
technique
andare
intonation
the following connections to their music.
ponticello.
 and
Students
 position
Students
aware of in
literary/historical
angle, placement
speed) will develop the ability to watch the
 them.
Students can find their 1st harmonics (halfway
respond
to style, tempo and
 circumstances:
Students understand how to set performance goals and achieve
 point)
Students accurately conductor
perform alland
baseline
articulations.

desired
tone
produced
by
teacher
on members
all stringsas
and
produce a harmonic with straight
changes.
 Opportunities for student leadership are provided to individual class
needed.
 Students will be ablemood
to shape
phrases with simple dynamic
modeling
andofgood
tone.
 Students will continue to match correct
 Students will learnand
andstudent
perform
an expanding repertoire of diversebow
styles
music
variation.
their to
own
performance
period
with performance
Students
be able
read, understand
and Students are able tostyle/historical
 Students willcontinue
improve
their understanding of therole of
music inwill
history
andtoliterature.
perform all added
articulations
fluently as
performance
of theofgroup
practice.
 Students willlearnthe
and
use the concept
tuning octaves relating execute
tuning tonatural
physicsand
and fingered
sound (vln/vla)harmonics
read on the page with
good right/left hand technique.
 Students will be able to read and perform simple
 ableStudents
work towards
unification
waves.
 Students will be
to read will
and interpret
phrases
and linesof
of
when notated.
orchestra members from different elementary
 Students will recognize the mathematical relationships used in theharmonics
music
music with artistic shaping.
 Students are introduced to age appropriate practice
schools
andexpanded
build orchestra
pride.
rhythm/counting/notational system.
 Students will perform
with an
range of
tone, dynamics
techniques
 Students continue to work towards positive
 Students will continue to improve their understanding of the connections
between movements in art
and color.
 Student is able to perform daily with correct
LH and
in small and
large
and music.
Students will be ableconsensus/cooperation
to perform with a characteristic
tone
at all
positions and with good bowgrip/flexible fingers.
groups
settings.
 Students will work to improve their people skills and interpersonalRH
relationships.
dynamic levels
 by
Students
continue to work towards greater flexibility
Students are
awareinterpret
of their responsibility
 Students will assume leadership responsibilities when requested
the director.
 Students can 
independently
analyze,
and perform
in the bow
handtime
and period
arm.
and
status
as
the
leaders
of the Bexley
 Students will be able to identify and classify music according to historical
music
musical selections applying appropriate dynamics,
tempi, and
 placed
Students
to work
Orchestra program, and demonstrate good
 Students will learn to grow increasingly more comfortable when
in acontinue
leadership
role. to extend their ability to
timbre.
vary bow pressure, speed, placement and length to
personal
and
musical
choices.
 Students will willingly accept leadership responsibilities.
produce tone and musical effects.
HCS: A1,2,3,4 B5
VM/AR:
 Students will continue to refine bow use
and work A1,2 B2
towards hand/finger flexibility.
VM/AR: A4
 Students continue to perform with good posture.
 Students will continue to develop and perform with a
relaxed and controlled vibrato.
 Students will be able to produce and use artistic
applications of vibrato in context.
 Students routinely perform artistic vibrato
without prompts.
Students will become proficient in their use of specialized
practice techniques and will be able to use them
independently to improve specific elements in a challenging
passage of music.
AR: D4,5
CEC:A1, 2, 4, 5, 6
AR: 1,2,3