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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