Arts - Performing Arts (Orchestra)

Getting to Know Our Instruments

How Does My Practice Improve Our Performance?

From Technique to Music

From Music to Mastery

Expression of Music:

I. Perform music in unison and two parts accurately and expressively at a minimal level of 1 on the difficulty rating scale.

II. Perform music accurately and expressively at a minimal level of .5 on the difficulty rating scale at the first reading.

III. Demonstrate major and minor scales.

Expression of Music: See Unit I Theory of Music:

I. Identification of rhythmic and melodic patterns in musical examples. 

II. Notation of level .5 using the appropriate clef for instrument and/or voice. 

III. Analysis of a beginning level composition or performance using musical elements.
 

Expression of Music: See Unit I Creation of Music:

I. Create melodic and rhythmic patterns.

II. Improvise call-and-response patterns.

Expression of Music: See Unit I Aesthetic Valuation of Music:

I. Determination of strengths and weaknesses in musical performances according to specific criteria.

II. Description of music’s role in the human experience, and ways music is used and enjoyed in society.

Identity: Is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

In the arts we often explore the self and self-discovery through the concept of identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place.
 

Communication: Is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or nonverbal).

Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Aesthetics: Deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.

Change: Is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

Role: The development, adoption and portrayal of a character. The performer has to consider how to communicate the character’s psychology, emotions and physicality. This is concerned with examining situations, issues, concepts and texts from the perspective of a role. Different approaches, ideas and texts can be used to create and portray a character.

The individual roles of instruments can be harmonic, rhythmic, or melodic.

Audience: An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Role: See Unit I

Presentation: The choice of medium, tool, and exhibition or performance space that contributes to audience understanding of the meaning or purpose of the art piece.

Structure: This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions. An artist’s distinctive personal version expressed by stylistic individuality.

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.
 

Personal and cultural expression: What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Identities and relationships: Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Scientific and technical innovation: How do we understand the world in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.
 

Globalization and sustainability: How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Criterion B:

I. demonstrate limited to adequate acquisition and development of the skills and techniques of music

II. demonstrate limited to adequate application of skills and techniques to perform music

Criterion A:

I. demonstrate limited to adequate awareness of music

II. demonstrate limited to adequate awareness of the relationship between music and the world

III. demonstrate limited to adequate awareness of the links between practice and performance

Criterion A:

I. demonstrate adequate to substantial awareness of music

II. demonstrate adequate to substantial awareness of the relationship between music and the world

III. demonstrate adequate to substantial awareness of the links between practice and performance

Criterion D:

I. identifies limited to adequate connections between music forms, music and context, or music and prior learning

II. demonstrates limited to adequate recognition that the world contains inspiration or influence for music

III. presents a limited to adequate evaluation of certain elements or principles of music
 

Criterion B:

I. demonstrate adequate to substantial acquisition and development of the skills and techniques of music

II. demonstrate adequate to substantial application of skills and techniques to perform music

Criterion C:

I. identifies an limited to adequate artistic intention

II. identifies limited to adequate alternatives and perspectives

III. demonstrates limited to adequate exploration of ideas

Criterion D:

I. identifies adequate to substantial connections between music forms, music and context, or music and prior learning

II. demonstrates adequate to substantial recognition that the world contains inspiration or influence for music

III. presents an adequate to substantial evaluation of certain elements or principles of music

Criterion C:

I. identifies an adequate to substantial artistic intention

II. identifies adequate to substantial alternatives and perspectives

III. demonstrates adequate to substantial exploration of ideas.

Thinking skills: Map the creative thought process in the arts process journal to generate new ideas and questions.

X Transfer: Utilizing skills and knowledge in multiple contexts.
 

Self-management skills: Plan the rehearsal schedule for a performance or plan the time needed to create an exhibition.

III Organizational skills: Managing time and tasks effectively

Social skills: Work collaboratively in a production team with assigned roles and responsibilities.

II Collaboration skills: Managing time and tasks effectively

Communication skills: Listen actively and endorse the views or opinions of others.

I Communication skills: Exchanging thoughts, messages and information effectively through interaction.

The student will demonstrate the ability to read, write, and perform the D Major scale.

The student will identify rhythmic and melodic patterns in musical examples performed at the Winter Concert.

The student will create melodic and rhythmic patterns in an eight measure phrase using eighth, quarter, and half notes. 

The student will determine strengths and weaknesses in their  musical performance upon the completion of the “It’s Almost Summer” Concert.
 

Getting Reacquainted with Our Instruments

Practice for Calm / Practice Makes Better
 

An Introduction to Shifting

The Artistry of Sound

Expression of Music:

I. Perform music in three or more parts accurately and expressively at a minimal level of level 1 to 2 on the difficulty rating scale

II. Perform music accurately and expressively at the minimal difficulty level of 1 on the difficulty rating scale at the first reading individually and as an ensemble member

III. Demonstrate understanding of modalities

Communication: is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or nonverbal).

Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive

Aesthetics: Deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.
 

Change: Is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

Identity: Is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

In the arts we often explore the self and self-discovery through the concept of identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place.

Communication: Is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or nonverbal).

Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Aesthetics: Deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.
 

Change: Is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

Role: The development, adoption and portrayal of a character. The performer has to consider how to communicate the character’s psychology, emotions and physicality. This is concerned with examining situations, issues, concepts and texts from the perspective of a role. Different approaches, ideas and texts can be used to create and portray a character.

The individual roles of instruments can be harmonic, rhythmic, or melodic.

Audience: An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audience, different types of audiences and how the audience–artist relationship affects and influences the arts.

Role: See Unit I

Presentation: The choice of medium, tool, and exhibition or performance space that contributes to audience understanding of the meaning or purpose of the art piece.

Structure: This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions. An artist’s distinctive personal version expressed by stylistic individuality.

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.
 

Personal and cultural expression: What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Identities and relationships: Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Scientific and technical innovation: How do we understand the world in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.
 

Globalization and sustainability: How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Criterion B:

I. demonstrate adequate acquisition and development of the skills and techniques of music

II. demonstrate adequate application of skills and techniques to perform music

Criterion A:

I. demonstrate adequate awareness of music

II. demonstrate adequate awareness of the relationship between music and the world

III. demonstrate adequate awareness of the links between practice and performance

Criterion A:

I. demonstrate adequate to substantial awareness of music

II. demonstrate adequate to substantial awareness of the relationship between music and the world

III. demonstrate adequate to substantial awareness of the links between practice and performance

Criterion D:

I. identifies adequate connections between music forms, music and context, or music and prior learning

II. demonstrates adequate recognition that the world contains inspiration or influence for music

III. presents an adequate evaluation of certain elements or principles of music.
 

Criterion B:

I. demonstrate adequate to substantial acquisition and development of the skills and techniques of music

II. demonstrate adequate to substantial application of skills and techniques to perform music

Criterion C:

I. identifies an adequate artistic intention

II. identifies adequate alternatives and perspectives

III. demonstrates adequate exploration of ideas

Criterion D:

I. identifies adequate to substantial connections between music forms, music and context, or music and prior learning

II. demonstrates adequate to substantial recognition that the world contains inspiration or influence for music

III. presents an adequate to substantial evaluation of certain elements or principles of music

Criterion C:

I. identifies an adequate to substantial artistic intention

II. identifies adequate to substantial excellent alternatives and perspectives

III. demonstrates adequate to substantial exploration of ideas.

Thinking skills: Map the creative thought process in the arts process journal to generate new ideas and questions.

X Transfer: Utilizing skills and knowledge in multiple contexts
 

Self-management skills: Plan the rehearsal schedule for a performance or plan the time needed to create an exhibition.

III Organizational skills: Managing time and tasks effectively

Social skills: Work collaboratively in a production team with assigned roles and responsibilities.

II Collaboration skills: Managing time and tasks effectively

Communication skills: Listen actively and endorse the views or opinions of others.

I Communication skills: Exchanging thoughts, messages and information effectively through interactiony

The student will perform three pieces of music in three or more parts accurately and expressively at a minimal level of level 1 to 2 on the difficulty rating scale.
 

The student will identify and demonstrate multiple and changing meter signatures in music both in sight reading and performance.

The student will understand the concept of a sequence and be able to identify four to eight measures of music melodically and rhythmically.

The student will analyze, through compare and contrast, music performances and compositions using detailed criteria and vocabulary.

Instrumental Technique: The Foundation of Excellence

The 100 Day Challenge: Practicing with a Purpose

Advanced Shifting and the Upper Positions

The Sound of Becoming a Young Professional

Expression of Music:

I. Perform music in four or more parts accurately and expressively at a minimal level of 2 to 3 on the difficulty rating scale.

II. Perform music accurately and expressively at the minimal level of 1 to 2 on the difficulty rating scale at the first reading.

III. Demonstrate contrasting modalities through performance.
 

Expression of Music: See Unit I Theory of Music:

I. Transcription, and rhythmic demonstration of, multiple and changing meter signatures

II. Notation of level 2 compositions

III. Identification of musical elements in a level 2 composition or performance

Expression of Music: See Unit I Creation of Music:

I. Create music using melodic and harmonic sequences

II. Arrange a simple existing composition

III. Improvise over simple harmonic progressions

Expression of Music: See Unit I Aesthetic Valuation of Music:

I. Evaluation of musical performances and compositions using advanced criteria

II. Articulation of music’s role and cultural tradition in American history and society

Identity: Is the state or fact of being the same. It refers to the particular features that define individuals, groups, things, eras, places, symbols and styles. Identity can be observed, or it can be constructed, asserted, and shaped by external and internal influences.

In the arts we often explore the self and self-discovery through the concept of identity; however, identity may also refer to the identity of a genre, style, movement, particular artist or place.
 

Communication: Is the exchange or transfer of signals, facts, ideas and symbols. It requires a sender, a message and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common “language” (which may be written, spoken or nonverbal).

Communication is often regarded in the arts as a message between the artist and an audience, or between performers. Without intended communication the arts become solely self-expressive.

Aesthetics: Deals with the characteristics, creation, meaning and perception of beauty and taste. The study of aesthetics develops skills for the critical appreciation and analysis of art, culture and nature.

In the arts, the concept of aesthetics is perceived differently around the world and across cultures. Aesthetics does not only address the rules and principles of beauty but should also include cultural perspectives and perception through the senses.

Change: Is a conversion, transformation, or movement from one form, state or value to another. Inquiry into the concept of change involves understanding and evaluating causes, processes and consequences.

The arts may be a reflection of change, or an inspiration for change. Change may be considered as external to the arts or incorporated within an artwork. In the arts, change can also be termed as metamorphosis or transformation—a marked change, in appearance, form, nature or character.

Role: The development, adoption and portrayal of a character. The performer has to consider how to communicate the character’s psychology, emotions and physicality. This is concerned with examining situations, issues, concepts and texts from the perspective of a role. Different approaches, ideas and texts can be used to create and portray a character.

The individual roles of instruments can be harmonic, rhythmic, or melodic.

Audience: An individual or group who receive and/or respond to arts. Addressing this concept includes examining strategies for engaging audiences, different types of audiences and how the audience–artist relationship affects and influences the arts.

Role: See Unit I

Presentation: The choice of medium, tool, and exhibition or performance space that contributes to audience understanding of the meaning or purpose of the art piece.

Structure: This refers to the shape, timing and organization of the art and the factors that determine how a piece or performance is shaped. It takes into consideration form, function, narrative, melody, harmony, contrast, focus and the construction of smaller parts to create a whole.

Interpretation: The understanding of experiences and events mainly through the reference frame of our own reality and contexts. The understanding of the meaning of an artist's creative work and artistic expressions. An artist’s distinctive personal version expressed by stylistic individuality.

Expression: The representation of feelings and emotions, ideas, thoughts, beliefs, values and opinions in the process of visual or physical articulation. It can include signs, symbols, semiotics or any other imagery to capture the artist intention. It is something you do, create or play that shows what you think or feel. Expression facilitates the communication of an idea.
 

Personal and cultural expression: What is the nature and purpose of creative expression?

Students will explore the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Identities and relationships: Who am I? Who are we? Students will explore identity; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; what it means to be human.

Scientific and technical innovation: How do we understand the world in which we live?

Students will explore the natural world and its laws; the interaction between people and the natural world; how humans use their understanding of scientific principles; the impact of scientific and technological advances on communities and environments; the impact of environments on human activity; how humans adapt environments to their needs.
 

Globalization and sustainability: How is everything connected? Students will explore the interconnectedness of human-made systems and communities; the relationship between local and global processes; how local experiences mediate the global; the opportunities and tensions provided by world-interconnectedness; the impact of decision-making on humankind and the environment.

Criterion B:

I. demonstrate substantial acquisition and development of the skills and techniques of music

II. demonstrate substantial application of skills and techniques to perform music

Criterion A:

I. demonstrate substantial awareness of music

II. demonstrate substantial awareness of the relationship between music and the world

III. demonstrate substantial awareness of the links between practice and performance

Criterion A:

I. demonstrate substantial to excellent awareness of music

II. demonstrate substantial to excellent awareness of the relationship between music and the world

III. demonstrate substantial to excellent awareness of the links between practice and performance

Criterion D:

I. identifies substantial connections between music forms, music and context, or music and prior learning

II. demonstrates substantial recognition that the world contains inspiration or influence for music

III. presents a substantial evaluation of certain elements or principles of music
 

Criterion B:

I. demonstrate substantial to excellent acquisition and development of the skills and techniques of music

II. demonstrate substantial to excellent application of skills and techniques to perform music

Criterion C:

I. identifies a substantial artistic intention

II. identifies substantial alternatives and perspectives

III. demonstrates substantial exploration of ideas

Criterion D:

I. identifies substantial to excellent connections between music forms, music and context, or music and prior learning

II. demonstrates substantial to excellent recognition that the world contains inspiration or influence for music

III. presents a substantial to excellent evaluation of certain elements or principles of music

Criterion C:

I. identifies a substantial to excellent artistic intention

II. identifies substantial to excellent alternatives and perspectives

III. demonstrates substantial to excellent exploration of ideas

Thinking skills: Map the creative thought process in the arts process journal to generate new ideas and questions.

X Transfer: Utilizing skills and knowledge in multiple contexts
 

Self-management skills: Plan the rehearsal schedule for a performance or plan the time needed to create an exhibition.

III Organizational skills: Managing time and tasks effectively

Social skills: Work collaboratively in a production team with assigned roles and responsibilities.

II Collaboration skills: Managing time and tasks effectively

Communication skills: Listen actively and endorse the views or opinions of others.

I Communication skills: Exchanging thoughts, messages and information effectively through interaction

The student will perform three pieces of music in three or more parts accurately and expressively at a minimal level of level 2 to 3 on the difficulty rating scale.
 

The student will identify and be able to perform musical elements in a level 2 or 3 composition or performance.

The student will arrange a simple existing composition using upper positions and advanced shifting techniques.

The student will be able to articulate music’s role and cultural tradition in American history and society through their own experience as young musicians.