5 th Grade Orchestra Curriculum Map

Transcription

1 5 th Grade Orchestra Curriculum Map Music Reading: Student can read and perform the following notes: o Violin G string: G, A, Bb, B, C, C#, D D string: D, Eb, E, F, F#, G, G#, A A string: A, Bb, C, C#, D, D#, E E string: E, F, F#, G, G#, A, B o Viola C string: C, D, Eb, E, F, F#G G string: 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 o Cello: C string: C, D, Eb, E, F, F# G string: G, A, Bb, B, C, C#, D string: D, Eb, E, F, F#, G, G#, A string: A, Bb, B, C, C#, D o Bass: E string: E, F, F#, G, G# A string: A, Bb, B, C, C# D string: D, Eb, E, F, F#, III position G, A G string: G, G#, A, Bb, B, III position C, C#, D Student studies and masters one octave major scales in the keys of CM; GM; DM Student can read and perform appropriate accidentals and understands their duration. Student can read and perform a fermata Student can read and perform a tie Student is able to recognize and read and perform simple bowings and articulations (accents) Student can read and perform DC/DS; Coda Student can read and perform repeat sign with 1 st and 2 nd endings Rhythm: Student can count and perform passages successfully with correct rhythms, using professional counting system. Students will review basic time signature concepts Student is able to internalize the beat Student can read, count and perform dotted quarter/eighth note rhythms Student can read, count and perform up beats Be able to synchronize performance of rhythmic motives within the section. Be able to synchronize performance of the sections rhythm to the other sections of the orchestra. Pitch: Student is working to hear perfect 5ths/4ths as instrument is tuned

2 Student knows and can perform finger patterns in C, G, D Major Student understands and can perform pitch adjustment Student continues to refine the ability to perform with good intonation within the section. Student continues to refine the ability to listen and perform with good intonation across the sections. Tone: Student continues to 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. Form: Student is able to identify and perform the following: Theme and Variations Style: Student understands and is able to demonstrate dynamic changes using bow pressure, speed and placement Student is able to successfully produce a crescendo/decrescendo Student understands the principle behind accents and is able to produce them Student understands the bowing VV and is able to execute it. Student understands how to produce hooked bowings and is able to produce them. Student reviews/reinforces production and performance of staccato Student reviews/reinforces production and performance of detache Student reviews/reinforces production and performance of slurs/multiple notes Technique: Student understands how to execute extension notes: o Violin: 3 rd finger extensions on G, D, A strings: Backwards extensions on all strings o Viola: 3 rd finger extensions on C, G, D, A strings: Backwards extensions on all strings o Cello: Forward/backward extensions on all strings o Bass: Half position Students can read and perform simple double stops (one open, one fingered string) Students continue to reinforce good LH and RH instrument and bow position Students continue to reinforce good posture Students are introduced to age appropriate practice techniques Ensemble: Student continues to reinforce ability to recognize melody/harmony Student can recognize and perform canon Student is able to perform independent rhythmic and melodic parts

3 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 build positive orchestra attitude within the group Improvisation: String question and answer History/Interdisciplinary: Connections of music performed and historical events taking place at the time of composition Reinforcement of mathematical relationships in rhythm/counting Connections of music performed and artistic/literary works Improvement of goal development and implementation Development of student s people skills, interpersonal relationships Provide opportunities for student leadership Evaluation: Student is able to evaluate problem elements in their own and in other s performance

4 Music Reading Learning Targets 5 th Grade Orchestra Learning Targets I can play CM, GM, DM scales I can perform accidentals and I know how they are applied and how long they last. I know where to go in the music when performing a DC/DS. I know how to recognize and play tied notes. I know how to play slurs and accents. I know how to repeat with first and second endings. Rhythmic Reading Learning Targets I can count rhythmic figures and perform them in basic time signatures. 4/4; 2/4; ¾ I can feel the 8 th notes inside of quarter notes. I can read and perform up beats I can keep the beat going inside my head. I can play syncopated rhythms. I can stay with my section while playing my part. I can help my section stay with the whole orchestra when we are playing different parts. Intonation Learning Targets I can hear when perfect 5ths/4ths are in tune. I know where all the notes are located on my fingerboard in the positions we have studied. I know and can perform CM, GM, and DM finger patterns successfully in tune. I can listen and adjust my pitch to others in my section successfully. I can listen and adjust my pitch to other sections successfully. Tone Quality Learning Targets I know how to place my bow/fingers to produce good tone. I know where to place my bow on the string to achieve the desired tone quality. I know how much bow pressure, length, and speed are needed to achieve the desired tone quality I can listen to my tone, evaluate it and use strategies to improve it. I can listen to someone else s tone quality and evaluate it for strengths and weaknesses. Form and Analysis Learning Targets I can see, hear, and identify the following formal concepts: Theme and Variations Technique: I can learn and perform the forward and backward extensions on my instrument.

5 I can play my instrument with good LH and RH position. I know how position affects my sound and ability to play my orchestra instrument. I can play double stops with one open and one fingered string. I know different ways to practice hard parts. Ensemble: I can tell the difference between melody and harmony I can hear and perform a simple canon with other players. I can read and perform different parts with my group. I know how to behave in rehearsals and concerts. I am able to watch and follow the conductor. I am a positive orchestra member. Improvisation: I can use more than one technique to respond to my teacher s orchestra question. History/Interdisciplinary: I know something about the composer I m performing and the historical time he/she lived. I understand my music counting system and can relate it to my math studies I know the stories behind the music. I can set a playing goal and reach it. I can work with the people in my section/orchestra and get along. I volunteer for solos or provide information during class discussions. Evaluation: I can listen to and evaluate problem elements in my own and other s people s performance