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Elementary Strings
Grade 5
The following Instrumental Music performance objectives are integrated throughout the entire course:
INSTRUMENTAL MUSIC SKILLS
Strand 1: Create
• Concept 1:
• Concept 2:
• Concept 3:
• Concept 5:
Singing, alone and with others, music from various genres and diverse cultures.
Playing instruments, alone and with others, music from various genres and diverse cultures.
Improvising rhythms, melodies, variations, and accompaniments.
Reading and notating music.
Strand 2: Relate
• Concept 1: Understanding the relationships among music, the arts, and other disciplines outside the arts.
• Concept 2: Understanding music in relation to history and culture.
• Concept 3: Understanding music in relation to self and universal themes.
Strand 3: Evaluate
• Concept 1: Listening to, analyzing, and describing music.
• Concept 2: Evaluating music and music performances.
The following Language, Math, and Historical performance objectives may be used throughout the course:
LANGUAGE ARTS CONNECTION
Reading
S1, S2, S3
Vocabulary
Acquire and use new vocabulary in relevant contexts to identify the intended meaning of unfamiliar words and identify the
meaning and pronunciations of words by using a variety of reference aids.
S1, S2, S3
Comprehension Strategies
Pendi Governing Board Approval, June 9, 2009
Employ strategies to comprehend music terminology using prior knowledge, text features, and reading
techniques.
Page 1
Elementary Strings
Grade 5
Writing
S3C2 Expository
S2C3 Persuasive
Expository writing includes non-fiction writing that describes, explains, informs, or summarizes the ideas and
content. The writing supports a theses based on research, observation and/or experience.
Persuasive writing is used for the purpose of influencing the reader. The author presents an issue and expresses
an opinion in order to convince an audience to agree with the opinion or to take a particular action.
MATH CONNECTION
S1C1 Number Sense Understand and apply numbers, ways of representing numbers, the relationships among numbers and different number systems.
S3C1 Patterns Identify patterns and apply pattern recognition to reason mathematically.
S3C4 Analysis of Change Analyze change in a variable over time and in various contexts.
HISTORY AND CULTURAL CONNECTIONS
** History and cultural connections to the music will be determined by the repertoire selected for the class by the teacher.
For example:
• Specific historical or cultural influences on the composer.
• Background information of the composer or arranger.
Pendi Governing Board Approval, June 9, 2009
Page 2
Elementary Strings
Grade 5
Elementary Strings-Grade 5- Suggested Teaching Timeline
First Semester
August
Rhythm and
Meter
(Identify and
perform)
Whole, half, quarter
notes and rests
Notes and
Scales
(Identify and
perform)
D and G scales
Left Hand
Technique
(Demonstrate)
Review left hand
position
September
October
4/4, 3/4, and 2/4
November
December
Eighth and dotted
quarter notes and
rests
C scale
Escalators
Violin and Viola:
low 2
Cello: 2nd finger
Bass: 2nd finger and
half position
Whole and half steps
Bowings
(Identify and
perform)
Review bow hold and
placement
Music
Fundamentals
(Identify and
demonstrate)
Instrument care
Identify parts of
instrument
Playing position
Pendi Governing Board Approval, June 9, 2009
Pizzicato
Down Bow
Up Bow
Lift Bow
Detache
Review:
Piano
Forte
Mezzo Forte
Mezzo Piano
Crescendo
Diminuendo
Staccato
Double Stop
1st and 2nd endings
Allegro
Moderato
Fermata
Staccato
Legato
Accents
Page 3
Elementary Strings
Grade 5
Elementary Strings-Grade 5- Suggested Teaching Timeline
Second Semester
January
February
March
Rhythm and
Meter
(Identify and
perform)
Pick up notes
6/8 and cut time as
encountered in the
repertoire
Notes and
Scales
(Identify and
perform)
A scale
C and E string notes
Left Hand
Technique
(Demonstrate)
Violin and Viola:
High 3
Cello: Extended
position
Bass: Shift as needed
Bowings
(Identify and
perform)
Slurs and ties
Slurred staccato
Music
Fundamentals
(Identify and
demonstrate)
Moderato
Andante
D.C.
D.S.
Coda
Fine
Pendi Governing Board Approval, June 9, 2009
April
May
Sixteenth notes
Page 4
Elementary Strings
Grade 5
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S1C1 - PO 101
Singing their own instrumental parts
within an ensemble.
PO 103
Singing rhythmic patterns of different
meters.
PO 104
Singing their own instrumental parts
with good posture and with proper
breath support.
S1C2 - PO 115
Playing simple music from a variety
of genres, cultures, and styles.
PO 110
Producing a characteristic tone
quality on their instrument.
PO 111
Playing by rote short rhythmic
patterns while maintaining a steady
beat.
Vocabulary
•
•
•
•
Meter
Rhythm
Posture
Support
•
•
•
•
•
Genre
Culture
Steady Beat
Rhythm
Melody
•
•
•
•
•
Tune
Pitch
Unison
Harmonic
Octave
Notes/Resources
*“Suggested “reference aids”
used in relation to the language
connection include, but are not
limited to the following:
Word wall
Mind map
Pair/share Contextual clues
Teacher prompts
Vocabulary used in repertoire
chosen by the teacher
Demonstrate/perform
PO 112
Performing solo or ensemble pieces
at grade level .5-1 on a scale of 1-6.
PO 116
Transposing a simple melody on
different strings.
S1C2 - PO 107
Recognizing when their instruments
are in tune by listening to a given
pitch.
Pendi Governing Board Approval, June 9, 2009
PO 106
Playing D, G, A, and C Major one
octave scales using proper half step
fingering.
Page 5
Elementary Strings
Grade 5
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S1C2 - PO 107
(cont.)
PO 108
Aurally distinguishing and
performing on their instrument half
and whole steps.
S1C2 - PO 102
Exhibiting proper care and
maintenance of their instrument.
PO 101
Identifying the various parts of their
instrument.
S1C2 - PO 103
Maintaining good posture and
playing position.
PO 104
Utilizing the proper left and right
hand holding posture for their
stringed instrument.
PO 105
Exhibiting proper bow control and
technique used for staccato, slurred
staccato, detache, slurs, double
stops using one finger down, down
bow, up bow, open strings, bow lift,
pizzicato.
S1C3 - PO 101
Improvising simple melodic figures
or phrases within teacher specified
guidelines.
S1C5 - PO 104
Using appropriate terminology to
describe and explain music
encountered in the repertoire.
Pendi Governing Board Approval, June 9, 2009
Vocabulary
•
•
•
•
•
•
•
•
Playing position
Bow Control
Staccato
Detache
Slur
Double Stops
Down/up bow
Pizzicato
•
Improvise
Notes/Resources
S1C3 – PO 101
May be used as an enrichment
activity
PO 102
Identifying and applying musical
terms and symbols appropriate to
the repertoire encountered.
Page 6
Elementary Strings
Grade 5
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S1C5 - PO 104
(cont.)
PO 106
Describing and playing simple
musical forms as encountered in the
repertoire.
S1C5 - PO 103
Playing expressively on pitch and in
rhythm, dynamics, phrasing, and
tempo markings encountered in the
repertoire (e.g., staccato, marcato,
legato, ritardando, accent and
fermata).
PO 101
Reading music in simple meters
(e.g., 4/4, 3/4, 2/4).
S2C1 - PO 105
Recognizing the connections
between music and other content
areas as encountered in the
repertoire.
PO 104
Recognizing and applying the
relationship between rhythm and
mathematics as it occurs in the
repertoire.
Vocabulary
Notes/Resources
Enrichment:
6/8 and cut time as encountered
in the repertoire.
PO 105
Explaining the function of the key
signature, time signature, and
accidentals.
•
•
•
•
Connections
Relationship
Analyze
Acoustic
PO 101
Recognizing the connections
between music and various
functions/events.
PO 107
Describing and applying the physical
factors essential to playing within the
repertoire (e.g., posture, breathing,
fingerings, bowings).
Pendi Governing Board Approval, June 9, 2009
Page 7
Elementary Strings
Grade 5
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S2C2 - PO 102
Identifying and comparing a varied
repertoire of music from diverse
genres and musical styles.
PO 106
Identifying various roles of music in
daily experiences.
Vocabulary
Notes/Resources
PO 107
Identifying the musical
characteristics that make a piece of
music appropriate for a specific
event or function.
S2C3 - PO 103
Identifying the various ways that
music conveys universal themes.
(e.g., contrast, conflict, emotion).
PO 101
Explaining their musical preference
for specific musical works and
styles.
•
•
•
•
Origins
Reflective
Evaluate
Describe
•
•
•
Harmony
Texture
Intonation
PO 102
Identifying the roles and impact
music plays in their lives and the
lives of others.
PO 104
Identifying and explaining music
preference.
S3C1 - PO 112
Listening to musical examples.
Pendi Governing Board Approval, June 9, 2009
PO 101
Listening to music from various
cultures and genres.
Page 8
Elementary Strings
Grade 5
Students will demonstrate proficiency
by:
Priority Performance Objective
S3C1 - PO 112
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 102
Identifying the musical
characteristics that make a piece of
music appropriate for a specific
event.
PO 103
Identifying the sounds of the
instruments specific to their
ensemble.
PO 104
Identifying instruments by family
type.
PO 109
Identifying the roles of melody,
harmony and accompaniment within
the texture of the ensemble.
PO 110
Identifying whether an
instrument/voice is in tune by
listening to a pitch reference.
S3C1 - PO 106
Using appropriate terminology to
describe and explain music.
Pendi Governing Board Approval, June 9, 2009
Terminology unique
to repertoire selected
by the teacher.
Page 9
Elementary Strings
Grade 5
Students will demonstrate proficiency
by:
Priority Performance Objective
S3C2 - PO 102
Using teacher specified criteria to
evaluate a musical performance.
Linking Performance Objective
PO 101
Identifying the characteristics that
evoke a temperament or mood in a
piece of music.
Vocabulary
Notes/Resources
Mesa Public Schools created
critique document for
Performance Evaluation.
PO 103
Showing respect for personal work
and the work of others through
appropriate critique.
PO 104
Evaluating the effect of audience
and performers’ behavior on the
performance.
PO 105
Reflecting on the experience(s) of
their performance and the
performance of others.
Pendi Governing Board Approval, June 9, 2009
Page 10