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Strolling strings
Performance Groups
Course #: MU 27
Course Name: Strolling Strings
Prerequisites: Teacher recommendation/audition
Strolling Strings is an ensemble class with emphasis on performing. It supplements, not replaces, the study of
traditional orchestra music. Participants memorize a wide variety of styles which may include classics,
bluegrass, folk, pop or show tunes for performance purposes. Many performances are required throughout
the year. Special concert attire may be worn. Placement is by teacher recommendation/audition.
Grade Level: 7-9
Level of Difficulty: Average-High
# of Credits: 1 Sem. – 1/2 Credit
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 4:
• 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.
Composing and arranging music.
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.
Governing Board Approval, June 9, 2009
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Strolling strings
S1, S2, S3
Comprehension Strategies
Performance Groups
Employ strategies to comprehend music terminology using prior knowledge, text features, and reading
techniques.
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
Strolling strings
Performance Groups
MU 27- Suggested Teaching Timeline
First Semester
August
September
October
Rhythm and
Meter
(Identify and
perform)
Review whole, half,
quarter, eighth, and
sixteenth notes and
rests
4/4, 3/4, 2/4, and 6/8
Notes and
Scales
(Identify and
perform)
Two octave scales and
arpeggios D, G, C, A,
and F Major
Two octave scales
and arpeggios a, e,
b, d, and g minor
Left Hand
Technique
(Demonstrate)
Shifting Positions:
Violin and Viola: 3rd
Cello: 3rd and 4th
Bass:1/2, 2nd, 3rd,
and 4th
Vibrato
Bowings
(Identify and
perform)
Slurs
Staccato
Double Stops
Slurred Staccato
Spiccato
Col legno
Martele
String Crossings
Music
Fundamentals
(Identify and
demonstrate)
Dynamic
Tempo
Phrasing
Style Markings
Relative and parallel
minor
Minor Forms:
• Natural
• Harmonic
• Melodic
Governing Board Approval, June 9, 2009
Dotted quarter and
dotted sixteenth
notes and rests
November
December
Compound meters
Page 3
Strolling strings
Performance Groups
MU 27- Suggested Teaching Timeline
Second Semester
January
Rhythm and
Meter
(Identify and
perform)
Advanced rhythms
and meters as found in
repertoire
Notes and
Scales
(Identify and
perform)
Two octave scales and
arpeggios E, F, Bb,
and Eb Major
Left hand
Technique
(Demonstrate)
Shifting positions as
needed in the
repertoire
Bowings
(Identify and
perform)
Bowing variations as
needed in repertoire
Music
Fundamentals
(Identify and
demonstrate)
Evaluate Performance
Governing Board Approval, June 9, 2009
February
March
April
May
Two octave scales
and arpeggios c, f, f#,
and c# minor
Perform music
styles as found in
repertoire
Page 4
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S1C1 - PO 301
Singing their own instrumental parts
within an ensemble.
PO 302
Singing their own instrumental parts
in tune with appropriate articulation,
phrasing and dynamics.
PO 303
Singing rhythmic patterns of different
meters.
Vocabulary
•
•
•
•
•
•
•
Articulation
Phrasing
Dynamics
Meter
Rhythm
Posture
Support
•
•
•
•
•
•
Vibrato
Genre
Culture
Steady Beat
Interval
Melody
PO 304
Singing their own instrumental parts
with good posture and with proper
breath support.
S1C2 - PO 315
Playing, performing, and/or
auditioning using music from a wide
variety of genres, cultures, and
styles.
PO 310
Performing vibrato (with any of the
four fingers) using appropriate bow
length and weight for flautando,
ponticello in various tempi.
PO 311
Playing by rote rhythmic, melodic
and/or intervallic patterns in major
and minor key signatures up to four
sharps and four flats.
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 212
Performing solo or ensemble pieces
at grade level 2-3 on a scale of 1-6.
Governing Board Approval, June 9, 2009
Page 5
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
S1C2 - PO 315
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 313
Sight reading music comparable to
one level below performance level.
PO 314
Responding to various patterns and
cues representing meters in one,
two, three, four, five or six beat
patterns, constant or changing
tempi, and mood or style indicators.
PO 316
Playing simple melodies in several
keys.
S1C2 - PO 307
Tuning their own instrument using a
pitch reference.
PO 306
Playing two or three octave (where
possible) major and minor scales up
to four sharps and four flats plus the
g melodic minor using variations in
bowing articulation.
•
•
•
•
•
Tune
Pitch
Unison
Harmonic
Octave
PO 308
Recognizing pitch discrepancies and
responding appropriately in a
harmonic context.
PO 209
Playing a natural harmonic on each
string.
Governing Board Approval, June 9, 2009
Page 6
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S1C2 - PO 302
Exhibiting proper care and
maintenance of their instrument.
PO 301
Explaining how adjustments made to
various parts of an instrument affect
the sound production of that
instrument (e.g., relationship of
bridge, sound post, fingerboard, and
bow).
S1C2 - PO 303
Maintaining good posture and
playing position.
PO 304
Utilizing the proper left and right
hand holding posture for their
stringed instrument.
Vocabulary
•
•
•
•
•
Playing position
Bow Control
Detache
Legato detache
Martele
S1C3 - PO 201
Improvising simple melodic lines
utilizing while, half, and quarter
notes/rests in a beginning level key.
•
Improvise
S1C4 - PO 201
Composing rhythmic and melodic
exercises within teacher specified
guidelines.
•
Compose
PO 305
Exhibiting proper bow control and
technique using accented detache,
legato detache, martele, spiccato,
string crossings at varying tempi,
and bow articulation using variations
of slurred and detache groupings of
notes.
Governing Board Approval, June 9, 2009
Notes/Resources
Page 7
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
S1C5 - PO 302
Identifying and applying musical
terms and symbols appropriate to
the repertoire encountered.
Linking Performance Objective
Vocabulary
Notes/Resources
PO 304
Using appropriate terminology to
describe and explain music
encountered in the repertoire.
PO 306
Describing and playing musical
forms as encountered in the
repertoire.
S1C5 - PO 303
Playing expressively on pitch and in
rhythm, dynamics, phrasing, tempo
markings encountered in the
repertoire.
PO 301
Reading and notating music in
simple and compound meters (e.g.,
6/4, 3/8, 2/2).
PO 305
Applying key signatures, time
signatures, and accidentals to
repertoire.
S2C1 - PO 305
Recognizing the connections
between music and other content
areas as encountered in the
repertoire.
PO 301
Analyzing the relationship between
music and various functions/events
(e.g., specific to content area).
•
•
•
•
Connections
Relationship
Analyze
Acoustic
PO 202
Explaining how music can be
transcribed from one music medium
to another (e.g., one instrument to
another, one ensemble to another).
Governing Board Approval, June 9, 2009
Page 8
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
S2C1 - PO 305
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 303
Recognizing composers’ motivations
for creating the music being
performed by the students.
PO 304
Analyzing and applying the
relationship between rhythm and
mathematics as it occurs in the
repertoire.
PO 307
Describing and applying the physical
factors essential to playing/singing
within the repertoire (e.g., posture,
breathing, fingerings, bowings).
PO 308
Analyzing and applying the effect
the voice/instrument’s physical
properties has on its sound as
student skill level increases.
PO 309
Adjusting to acoustic properties as
they affect the performers and the
performance space.
Governing Board Approval, June 9, 2009
Page 9
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S2C1 - PO 305
(cont.)
PO 310
Analyzing how the basic elements of
two or more arts disciplines can be
used to express similar events,
emotions, scenes, or ideas (e.g.,
sound in music, movement in dance,
images in art, words in poetry).
S2C2 - PO 302
Identifying and comparing a varied
repertoire of music from diverse
genres and musical styles.
PO 301
Describing the origins and
development of instrumental/vocal
music.
Vocabulary
Notes/Resources
PO 303
Playing/singing a varied repertoire of
music utilizing appropriate stylistic
elements reflective of history and
culture.
PO 304
Applying appropriate audience
behavior in the context and style of
music being performed.
PO 305
Identifying and discussing the
composers of the works being
sung/played.
PO 306
Identifying various roles of music in
daily experiences.
Governing Board Approval, June 9, 2009
Page 10
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
S2C2 - PO 302
(cont.)
Linking Performance Objective
Vocabulary
Notes/Resources
PO 307
Explaining and applying the musical
characteristics that make a piece of
music appropriate for a specific
event or function.
PO 208
Identifying and discussing the
roles/careers musicians play in
various societies.
S2C3 - PO 303
Describing the various ways that
music conveys universal themes.
(e.g., contrast, conflict, emotion).
PO 301
Describing specific musical
characteristics that influence their
preference of specific musical works
and styles.
•
•
•
•
Origins
Reflective
Evaluate
Describe
PO 302
Reflecting the roles and impact
music plays in their lives and the
lives of others.
PO 304
Distinguish music preferences (I like
it because…..) from music
judgments (It is good because…..)
from cultural judgments (It is
important because……)
Governing Board Approval, June 9, 2009
Page 11
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S3C1 - PO 312
Listening to musical examples with
sustained attention.
PO 305
Comparing/contrasting the
performance of a solo/ensemble in
relation to the genre or style
performed.
Vocabulary
•
•
Harmony
Texture
•
Musical
Characteristics
Elements
Vibrato
Notes/Resources
PO 208
Comparing and analyzing multiple
interpretations of the same piece of
music.
PO 309
Analyzing their role (e.g., melody,
harmony, accompaniment,
foreground/background) within the
texture of the ensemble.
PO 310
Determining whether the
instrument/voice is sharp, flat, or in
tune by listening to a pitch
reference/ensemble.
S3C1 - PO 301
Describing music from various
cultures and genres.
Governing Board Approval, June 9, 2009
PO 302
Describing and analyzing the
musical characteristics that make a
piece of music appropriate for a
specific event.
•
•
Page 12
Strolling strings
Performance Groups
Students will demonstrate proficiency
by:
Priority Performance Objective
Linking Performance Objective
S3C1 - PO 301
(cont.)
PO 311
Analyzing the expressive qualities
(e.g., dynamics, tempo, phrasing,
vibrato) of music used to create
different moods or feelings.
S3C1 - PO 306
Using appropriate terminology to
describe and explain music.
PO 307
Identifying and explaining the
elements of music in the repertoire.
S3C2 - PO 202
Using student specified criteria to
evaluate a musical performance.
PO 301
Analyzing the characteristics that
evoke a temperament or mood in a
piece of music.
Vocabulary
Notes/Resources
Terminology unique
to repertoire selected
by the teacher.
PO 303
Showing respect for personal work
and the work of others through
appropriate critique.
PO 304
Evaluating the effect of audience
and performers’ behavior on the
performance.
PO 305
Reflecting on the experience(s) of
their performance and the
performance of others.
Governing Board Approval, June 9, 2009
Page 13