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Elementary Strings
Grade 6
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
Governing Board Approval, June 9, 2009
Employ strategies to comprehend music terminology using prior knowledge, text features, and reading
techniques.
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Elementary Strings
Grade 6
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.
Governing Board Approval, June 9, 2009
Page 2
Elementary Strings
Grade 6
Elementary Strings - Grade 6 - Suggested Teaching Timeline
First Semester
August
Rhythm and
Meter
(identify and
perform)
Whole, half, and
quarter notes and
rests
September
4/4, 3/4, 2/4
October
November
December
Dotted half and
eighth notes and
rests
Pick up notes
Notes and
Scales
(identify and
perform)
D and G scales
Left Hand
Technique
(Demonstrate)
Review left hand
position
C scale
A scale
Escalators
Whole and half steps
Violin and Viola:
Low 2
Cello: 2nd finger
Bass: 2nd finger
and half position
Bowings
(Identify and
perform)
Review Bow Hold and Down and Up Bow
placement
Lift Bow
Music
Fundamentals
(Identify and
demonstrate)
Review proper
instrument care and
playing position
Governing Board Approval, June 9, 2009
Bow Control
Review of 5th
grade fundamentals
Violin and Viola:
High 3
Cello: Extended
position
Bass: Shift as
needed
Slurs and ties
Double Stop
Respond to
conducting cues:
entrances and cut
offs
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Elementary Strings
Grade 6
Elementary Strings - Grade 6 - Suggested Teaching Timeline
Second Semester
January
February
March
Rhythm and
Meter
(Identify and
perform)
Sixteenth notes and
rests
6/8 and cut time
Notes and
Scales
(Identify and
perform)
Two octave scales
with no shifting
Scales with shifting
(for more advanced
students)
Left Hand
Technique
(Demonstrate)
Low 1st finger
(half position)
Bowings
(Identify and
perform)
Staccato
Music
Fundamentals
(Identify and
demonstrate)
Staccato
April
May
Dotted eighth with
sixteenth notes
Violin and Viola:
3rd position
Cello: 3rd and 4th
position
Spiccato
Slurred Staccato
Spiccato
Marcato
Governing Board Approval, June 9, 2009
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Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S1C1 - PO 101
Singing their own instrumental parts
within an ensemble.
PO 102
Singing their own instrumental parts
in tune with appropriate articulation,
phrasing and dynamics.
Vocabulary
•
•
•
•
Meter
Rhythm
Posture
Support
•
•
•
•
•
Genre
Culture
Steady Beat
Rhythm
Melody
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.
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 1-2 on a scale of 1-6.
PO 113
Sight reading simple rhythmic and
melodic exercises one level below
performance level.
Governing Board Approval, June 9, 2009
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Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S1C2 - PO 115
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 114
Responding to a variety of
conducting cues (e.g., entrance cue,
simple duple/triple patterns, cutoffs).
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.
PO 106
Playing D, G, and C Major one
octave scales using proper half step
fingering.
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.
Governing Board Approval, June 9, 2009
•
•
•
•
•
Tune
Pitch
Unison
Harmonic
Octave
•
•
•
•
•
•
•
•
Playing position
Bow Control
Staccato
Detache
Slur
Double Stops
Down/up bow
Pizzicato
Enrichment:
A and F scales
Page 6
Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S1C2 - PO 103
(cont.)
Linking Performance Objective
Notes/Resources
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.
Vocabulary
•
Improvise
PO 102
Identifying and applying musical
terms and symbols appropriate to
the repertoire encountered.
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).
Governing Board Approval, June 9, 2009
PO 101
Reading music in simple meters
(e.g., 4/4, 3/4, 2/4, 6/8, cut time).
PO 105
Explaining the function of the key
signature, time signature, and
accidentals.
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Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S2C1 - PO 105
Recognizing the connections
between music and other content
areas as encountered in the
repertoire.
Linking Performance Objective
PO 101
Recognizing the connections
between music and various
functions/events.
Vocabulary
•
•
•
•
Notes/Resources
Connections
Relationship
Analyze
Acoustic
PO 103
Recognizing composers’ motivations
for creating the music being
performed by the students.
PO 104
Recognizing and applying the
relationship between rhythm and
mathematics as it occurs in the
repertoire.
PO 107
Describing and applying the physical
factors essential to playing within the
repertoire (e.g., posture, breathing,
fingerings, bowings).
PO 108
Analyzing and applying the effects
the instrument’s physical properties
has on its sound as student skill
level increases.
S2C2 - PO 102
Identifying and comparing a varied
repertoire of music from diverse
genres and musical styles.
Governing Board Approval, June 9, 2009
PO 101
Investigating the origins and
development of instrumental music.
Page 8
Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S2C2 - PO 102
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 103
Playing a varied repertoire of music
utilizing appropriate stylistic
elements reflective of history and
culture.
PO 104
Identifying and applying appropriate
audience behavior in the context
and style of music being performed.
PO 105
Identifying the composers of the
works being sung/played.
PO 106
Identifying various roles of music in
daily experiences.
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).
Governing Board Approval, June 9, 2009
PO 101
Explaining their musical preference
for specific musical works and
styles.
•
•
•
•
Origins
Reflective
Evaluate
Describe
Page 9
Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S2C3 - PO 103
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
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.
PO 101
Listening to music from various
cultures and genres.
•
•
•
Harmony
Texture
Intonation
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.
Governing Board Approval, June 9, 2009
Page 10
Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S3C1 - PO 112
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 110
Identifying whether an
instrument/voice is in tune by
listening to a pitch reference.
PO 111
Identifying the expressive qualities
(e.g., dynamics, tempo, phrasing,
vibrato) of music.
S3C1 - PO 106
Using appropriate terminology to
describe and explain music.
PO 107
Identifying the elements of music in
the repertoire.
S3C2 - PO 102
Using teacher specified criteria to
evaluate a musical performance.
PO 101
Identifying the characteristics that
evoke a temperament or mood in a
piece of music.
Terminology unique
to repertoire selected
by the teacher.
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.
Governing Board Approval, June 9, 2009
Page 11
Elementary Strings
Grade 6
Students will demonstrate proficiency
by:
Priority Performance Objective
S3C2- PO 102
(cont.)
Governing Board Approval, June 9, 2009
Linking Performance Objective
PO 105
Reflecting on the experience(s) of
their performance and the
performance of others.
Vocabulary
Notes/Resources
Mesa Public Schools created
critique document for
Performance Evaluation.
Page 12