Orchestra 1 Pacing Guide

All Year
model proper audience etiquette, expectations, and interaction with performers. (DA.912.F.3.8BAC )
  • exibit audience etiquette and proper interaction with performers.
model effective rehearsal and performance expectations and behaviors. (DA.912.F.3.8BAC )
  • rehearsal etiquette, performance expectations, and behaviors
demonstrate focused attention in class by high achievement on daily formative assessments and periodic summative assessments (DA.912.S.2.1BAC )
maintain proper decorum at all times during class and when attending concerts (DA.912.S.2.1BAC )
  • concert etiquette
  • performance etiquette
observe proper rehearsal etiquette as defined by the director (DA.912.S.2.1BAC )
  • rehearsal etiquette
participate in mutual respect with all other orchestra members and the director (DA.912.S.2.1BAC )
interpret unfamiliar English terms using their home language dictionary or an online translator (ELD.K12.ELL.SI.1BAC )
  • how to use a home language dictionary or online translation program
perform rhythmic and melodic patterns accurately by imitating aural patterns demonstrated by the teacher and/or peers (ELD.K12.ELL.SI.1BAC )
  • procedure for aurally deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
  • intervallic relationships
perform rhythmic and melodic patterns accuartely by visually interpreting musical symbols (ELD.K12.ELL.SI.1BAC )
  • pitches on the staff, rhythmic patterns appropriate to the course level
All Year
use classroom visual aids to accurately interpret and perform musical symbols and abbreviations (ELD.K12.ELL.SI.1BAC )
communicate withe a peer tutor/buddy for clarification on concepts presented in class (ELD.K12.ELL.SI.1BAC )
  • section leader for students' vocal/instrumental section
All Year
imitate sound concepts modeled by the teacher and peers (ELD.K12.ELL.SI.1BAC )
  • how to produce a characteristic tone
All Year
rehearse and perform music in class with their peers to demonstrate comprehension and synthesis of skills (ELD.K12.ELL.SI.1BAC )
  • classroom procedures
  • proper posture
  • how to follow the director
  • proper hand position on instrument
  • where to locate the rehearsal plan and/or classroom objectives
recognize, count and notate simple rhythms and rests (ELD.K12.ELL.SI.1BAC )
  • procedure for deciphering rhythms (e.g. count singing, speaking rhythms, subdividing)
differentiate between English terminology and musical terminology (ELD.K12.ELL.SI.1BAC )
  • music terminology usually in Italian and usually italicized
All Year
identify and perform music notation as related to class literature. (LAFS.910.RST.2.4BAC )
  • music notation, including notation symbols specific to string playing
understand vocabulary in various languages as it appears in class literature. (LAFS.910.RST.2.4BAC )
  • domain specific vocabulary
share and apply feedback from the teacher and peers in rehearsal through verbal, visual, and audible means (LAFS.910.SL.1.1BAC )
demonstrate a musical idea as a model for peers. (LAFS.910.SL.1.1BAC )
Discuss the effectiveness of a clinician's pacing and choice of rehearsal techniques in regards to improvement in performance. (LAFS.910.SL.1.3BAC )
  • discern improvement
  • recognize rehearsal techniques
  • vocal tone, facial expression, gestures, syntax, semantics, lexicon
·use correct music vocabulary in class discourse to identify, define, discuss, reflect, and debate relevant topics. (LAFS.910.SL.2.4BAC )
·articulate opinions, questions, and answers so that the intended meaning is understood. (LAFS.910.SL.2.4BAC )
listen to multiple recordings of the same piece to develop a preferred interpretation of a musical element (e.g., phrasing, tempo, dynamic contrast). (LAFS.910.WHST.3.9BAC )
listen to multiple recordings within a specific genre to understand the defining stylistic elements. (LAFS.910.WHST.3.9BAC )
listen to multiple pieces by the same composer to realize a composer’s style and technique. (LAFS.910.WHST.3.9BAC )
prepare a varied repertoire with attention to technical, stylistic, and expressive elements as indicated in the music. (LAFS.910.WHST.3.9BAC )
  • notes and rest values
  • dynamic and expressive markings
  • articulation markings
  • musical styles/genres: see MU.912.C.1.4
recognize the connection between a problem and a properly used tool that may provide a solution (MAFS.K12.MP.5.1BAC )
  • e.g., metronome, tuner, notation software, digital recorder, pencil, reference materials and media resources, accumulated knowledge, maintenance accessories, ear protection, keyboard instruments, microphone, amplifier, shoulder rest, rosin, end-pin strap, cleaning cloth, music folder, and music stand
understand that specific tools, while assisting in the process, do not supersede skills and technique. (MAFS.K12.MP.5.1BAC )
demonstrate precision in the execution of unison pulse within the ensemble regarding rhythmic accuracy (attack, duration, release), synchronized rhythmic execution and tempo. (MAFS.K12.MP.6.1BAC )
  • note/rest values appropriate to course and literature
  • time signatures appropriate to course and literature
use domain specific vocabulary to communicate precise ideas and opinions with others. (MAFS.K12.MP.6.1BAC )
demonstrate precision in execution of pitch accuracy and intonation regarding tonality (MAFS.K12.MP.6.1BAC )
  • tonality: MU.68.C.1.1
demonstrate precision in the execution of expressive elements regarding the execution of dynamics, articulations, phrasing, and style. (MAFS.K12.MP.6.1BAC )
  • expressive markings that relate to musical effect regarding dynamics, tempo, phrasing, musical line, dynamics, style, articulations
  • standard conducting patterns
  • expressive conducting gesture
utilize pattern recognition to memorize music. (MAFS.K12.MP.7.1BAC )
reorganize performance practices according to given rhythmic hierarchies (MAFS.K12.MP.7.1BAC )
  • beat groupings and metric stress
recognize patterns through music theory and utilize the information in rehearsal, individual practice, and performance. (MAFS.K12.MP.7.1BAC )
  • patterns such as form, time signatures, phrasing, sequencing, hemiola, key centers, harmonic structure, voicing, modulation, and instrumentation.
discuss active music listening techniques. (MU.912.C.1.1BAC )
  • active listening techniques.
identify musical elements in a listening example. (MU.912.C.1.1BAC )
  • music elements, e.g., dissonance, consonance, phrasing, form, instrumentation, texture, timbre, dynamics, articulation, phrasing, and tempi
explain, using correct musical vocabulary, personal preferences of musical styles and artists. (MU.912.C.1.1BAC )
  • musical style periods and genres
  • definitive composers and influential artists
explain, using correct musical vocabulary, personal preferences of musical styles and artists. (MU.912.C.1.2I R)
  • exemplary composers and artists
  • music style periods and genres
predict how a piece will sound based on given criteria. (MU.912.C.1.2I R)
  • title, composer, and composer notes
compare recordings of class repertoire, and choose which best represents the composer’s intent. (MU.912.C.1.2I R)
  • compositional elements such as tempo, dynamics, articulations, and expressive terms
support the larger ensemble by understanding the importance of one’s individual role. (MU.912.C.2.1BAC )
  • rehearsal conduct.
integrate rhythms across the ensemble with a unison pulse. (MU.912.C.2.1BAC )
  • rhythms in level one method books
  • blend
apply strategies for purposeful practice. (MU.912.C.2.1BAC )
  • practice strategies.
evaluate personal performance based on teacher criteria. (MU.912.C.2.1BAC )
  • teacher standards.
  • assignments.
identify, while playing with the ensemble, quality intonation and tone. (MU.912.C.2.1BAC )
  • pitch acuity.
  • tone production techniques.
identify which student parts have the melody and harmony and balance (MU.912.C.2.1BAC )
  • melody, harmony, and balance
identify and discuss musical criteria from quality recordings that are transferable to class repertoire. (MU.912.C.3.1E R)
  • active listening techniques
experiment through the manipulation of musical elements within a composition and discuss the desired aesthetic outcome. (MU.912.C.3.1E R)
  • bowing techniques to perform articulations, dynamics, and phrasings in music from the Baroque, Classical, Romantic, 20th, and 21st Century style periods
  • attacks/releases, technique, posture, note and rhythmic accuracy, tempo, style, balance, blend, and expression, etc
use feedback from others, and/or self assessment, to display continued improvement and develop musical performances. (MU.912.C.3.1E R)
  • self assessment techniques
  • practice strategies
apply musical devices and techniques appropriate to style period to align with presumed composer intent. (MU.912.C.3.1E R)
  • composer intent
recognize and display appropriate audience, rehearsal, and performance etiquette at a variety of musical activities. (MU.912.F.3.1BAC )
  • audience etiquette
  • rehearsal etiquette
  • performance etiquette
contribute to the realization of classroom objectives, and actively participate in exploring essential questions. (MU.912.F.3.1BAC )
  • objective
  • essential question
display effective preparation for class through evidence of home practice. (MU.912.F.3.1BAC )
  • effective practice strategies
consistently demonstrate the ability to care for the instrument and the bow. (MU.912.F.3.1BAC )
  • proper care for the instrument and the bow
consistently demonstrate an awareness of accessories necessary for class and consistently provide them for use, e.g., shoulder rest, rosin, endpin stop, extra strings, cleaning cloth, mute, metronome, and tuner. (MU.912.F.3.1BAC )
  • appropriate accessories for string instruments
assist in a smooth rehearsal process by facilitating ensemble and room setup, tuning of the orchestra prior to the beginning of class, warm-ups, librarian duties, attendance taking, and orchestra-related announcements. (MU.912.F.3.3BAC )
actively participate in sectional rehearsals. (MU.912.F.3.3BAC )
identify characteristic traits of musical genres and styles in cultures across the world. (MU.912.H.1.5BAC )
  • global cultural traits
  • global music
  • instruments from the world
discuss performance practices that are common to the music of various cultures. (MU.912.H.1.5BAC )
  • performance practices
discuss traits of various cultures and how their music is influenced by those traits. (MU.912.H.1.5BAC )
discuss various forms of media used to perform music of cultures across the world. (MU.912.H.1.5BAC )
identify definitive composers from Baroque to 21st Century, and discuss compositional indicators of their style periods. (MU.912.H.1.5BAC )
  • definitive composers from the Baroque to 21st Century time periods
  • Baroque to 21st Century compositional techniques
discuss and connect the musical and social contributions of various composers, performers, teachers, and music producers to significant historical or social events. (MU.912.H.2.1BAC )
  • influential composers
discuss the relationship between music and historical events, and the impact they have on each other. (MU.912.H.2.1BAC )
discuss the structural organization of a musical work regarding instrumentation and genre, i.e., solo, duet, jazz combo, symphony orchestra, etc. (MU.912.O.1.1I R)
  • genre, instrumentation, texture, and timbre
identify basic structural elements in music such as meter, key/tonality (major or minor), timbre, and form. (MU.912.O.1.1I R)
  • meter
  • key signatures
  • tonality (major and minor)
  • melody
  • form
identify, aurally or visually, the main melodic theme of a given piece. (MU.912.O.1.1I R)
explore basic forms such as ABA, theme and variations. (MU.912.O.1.1I R)
analyze how various musical elements contribute to the structure of a given piece. (MU.912.O.1.1I R)
identify and define expressive elements contained in a given piece of music. (MU.912.O.3.2E P)
  • expressive elements such as dynamics, articulations, and phrasing
perform music from various musical style periods including Baroque, Classical, Romantic, 20th, and 21st Centuries, observing the expressive elements inherent or indicated in each style. (MU.912.O.3.2E P)
  • compositional characteristics of the Baroque, Classical, Romantic, 20th, and 21st Century style periods
  • techniques to perform expressively and stylistically
follow the conductor’s instructions and gestures that indicate expressive direction such as dynamics, tempo, phrasing, and articulation. (MU.912.O.3.2E P)
  • conductor’s instructions, beat patterns, and gestures
experiment with changes in musical elements such as tempo, dynamics, rhythms, melodic line, and/or articulations in a known piece. (MU.912.S.1.3BAC C)
  • musical elements such as tempo, dynamics, rhythms melody, harmony, articulations
mark bowings as directed. (MU.912.S.1.3BAC C)
  • bowing techniques to perform bowings, articulations, dynamics and phrasings for music from the Baroque, Classical, Romantic, and 20th Century eras
mark dynamics as directed. (MU.912.S.1.3BAC C)
echo short, stepwise, unfamiliar melody, given the first note. (MU.912.S.1.4E P)
sing student’s own part according to the directions of the conductor. (MU.912.S.1.4E P)
  • intervals
  • key signatures
  • rhythm
  • sight singing
notate a stepwise melody, with assistance, given a starting note and key. (MU.912.S.1.4E P)
  • music notation conventions
play with a developing tone at various dynamic levels, rhythms, tempi, bow articulations, and styles in method books and beginning level literature. (MU.912.S.2.2E P)
  • defining elements of written music such as clef, key, meter, tempo, dynamics.
  • tone production techniques
distinguish a quality tone in self and others, and identify appropriate adjustments. (MU.912.S.2.2E P)
distinguish quality intonation in self and others, and identify appropriate adjustments. (MU.912.S.2.2E P)
  • pitch acuity.
develop a technical foundation for playing with awareness of the pedagogical process. (MU.912.S.3.1E P)
perform scales, warm ups, class etudes, and method book exercises with attention to appropriate technique as directed. (MU.912.S.3.1E P)
  • techniques for tone production, pitch accuracy, and rhythmic integrity.
identify string method experts referred to in class. (MU.912.S.3.1E P)
  • significant string method experts.
identify and perform, as contained in class repertoire: all dynamic levels, tempo markings, bowings, and articulations. (MU.912.S.3.1E P)
  • elements such as dynamics, tempo markings, bowings, and articulations
sight-read simple rhythmic patterns on a given open string. (MU.912.S.3.2E P)
  • simple rhythms
perform selections from the string method book at sight, keeping intact the basic melodic, harmonic, rhythmic, and stylistic qualities. (MU.912.S.3.2E P)
recognize and display personal preparation for rehearsals including necessary equipment and music preparation. (MU.912.S.3.4E R)
  • practice strategies.
  • assignments.
  • rehearsal strategies
recognize the roles of section leaders, section players, and the director within the ensemble. (MU.912.S.3.4E R)
  • roles of the conductor and orchestra positions.
consistently demonstrate the ability to follow a conductor’s instructions, beat pattern, and gestures. (MU.912.S.3.4E R)
  • teacher standards.
  • rehearsal conduct.
  • conductor’s instructions, beat patterns, and gestures.
critique the effectiveness of a given rehearsal, identifying successful strategies or behaviors (MU.912.S.3.4E R)
  • audio and/or video examples
target areas for improvement both personally and across the ensemble. (MU.912.S.3.4E R)
perform with equal fluency on all strings. (MU.912.S.3.5E P)
  • bow arm levels and left arm adjustments necessary to play on the different strings
demonstrate the following bow techniques: down and up bow, staccato, legato, bow lift and recovery, slurs up to four notes. (MU.912.S.3.5E P)
  • specified bowing techniques
utilize the lower, middle, and upper parts of the bow. (MU.912.S.3.5E P)
  • bow division
perform with varying bow placement, angle, speed, and weight; and recognize the effect they have on tone, dynamics, and bow division. (MU.912.S.3.5E P)
  • bow weight, angle, speed, and placement
  • dynamics
  • tone
demonstrate the ability to play major and minor tetrachords in first position, using appropriate finger patterns. (MU.912.S.3.5E P)
  • major and minor tetrachords
  • finger patterns for scales played in class
perform one octave D, G, and C Major scales and arpeggios using a variety of rhythms and bowings. (MU.912.S.3.5E P)
  • One octave D, G, and C Major scales
perform a two octave scale and arpeggio: G Major for violin and bass; C Major for viola and cello. (MU.912.S.3.5E P)
  • shifting through third position for bass
  • adding a second octave to a major scale and arpeggio
First Semester
compare two performances of a piece being studied in class. Discuss, in small and large groups, choices made by each performing group, analyze the purpose and motives of their choices, and decide how those choices could influence students' own performance of that piece. (LAFS.910.SL.1.1BAC )
  • music vocabulary
  • expressive markings and qualities
  • blend and balance
  • accurate notes and rhythms
compare modern orchestral instruments to instruments throughout the world, including listening examples. (MU.912.C.1.3BAC )
  • instrument families: woodwinds, brass, string, percussion, keyboard, electronic
  • Hornbostel-Sachs Instrument Classification System, i.e., idiophones, membranophones, chordophones, aerophones, and electrophones
  • geographical regions relevant to world instruments
discuss and classify definitive composers by musical style periods from the Baroque era to the present day. (MU.912.H.1.2I R)
  • Baroque, Classical, Romantic, 20th and 21st Century style periods and composers
  • world music
compare how the living and working environments of various composers affected their musical production. (MU.912.H.1.2I R)
compare the historical background of two composers of music being rehearsed in class, including their time period, nationality/ethnicity, education, and body of work. (MU.912.H.1.2I R)
listen to and discuss the various media a given composer uses to present works. (MU.912.H.1.3BAC )
  • mediums of performance music (ie. concerto, wind ensemble, string quartet, rock band, musical theatre, etc.)
explore the similarities/differences of selected mediums within a composer’s body of work. (MU.912.H.1.3BAC )
  • genres and styles
explore the various musical elements a given composer uses for different works. (MU.912.H.1.3BAC )
  • rhythm, melody, harmony, timbre, texture, dynamics, lyrics, music relationships, form, etc.
compare musical excerpts from two different media written by the same composer. (MU.912.H.1.3BAC )
listen to various world music examples and discuss their style characteristics such as rhythm, tonality, melodic line, lyrics, and instrumentation. (MU.912.H.1.4BAC )
  • Asian, Latin, European, South American, or African
listen to, identify and discuss characteristic elements of representative music from Medieval, Renaissance, Baroque, Classical, Romantic, 20th Century, and 21st Century. (MU.912.H.1.4BAC )
  • Medieval - Gregorian chant, plainsong
  • Renaissance - a cappella, mass, motets, anthems, psalms and madrigals
  • Baroque - modern orchestra, opeara, overture, prelude, aria, recitative, chorus, concerto, sonata, and modern cantata
  • Classical - sonata form, symphony, sonata, trio, quartet, structural and expressive refinemnet
  • Romantic - individuality of expression, virtuoso, programmed music, expanded range of instruments and harmonic vocabulary
  • 20th Century - modernism, microtonal music, Neoclassicism, Post modernism, experimental music, minimalism, electronic music
analyze and list characteristic elements of a variety of American music, e.g., ragtime, blues, jazz, opera, operetta, Broadway, barbershop, symphonic, choral, etc. (MU.912.H.1.4BAC )
research and discuss cultural, regional, and historical influences on the development of “American” music and its unique sound qualities and characteristics. (MU.912.H.1.4BAC )
use knowledge of musical elements to describe how particular styles of music are appropriate for various events, such as marches for parades, thematic music for holiday celebrations, dirges for funerals, or fanfares for weddings. (MU.912.O.3.1I R)
  • musical genres and styles.
  • modality
recall specific events that used music effectively to convey a mood or feeling, and discuss, using music vocabulary, the musical elements that created the atmosphere. (MU.912.O.3.1I R)
  • composer intent.
  • Baroque, Classical, Romantic, 20th and 21st Century style periods, compositional characteristics.
analyze and discuss a composer’s intent in a given piece of music based on the use of musical components. (MU.912.O.3.1I R)
  • tempo markings, expression markings, articulation markings, phrasing, scales, modes, harmonic structure, timbre, rhythm, orchestration, or lyrics, etc
describe how the combination of instrumentation and expressive elements in a musical work can convey a specific thought, idea, mood, and/or image. (MU.912.O.3.1I R)
First Quarter
describe how teamwork in the music ensemble translates to other areas and skills. (DA.912.F.3.8BAC )
  • how to operate effectively as a team member
describe how skills in the music room transfer into other content areas. (DA.912.F.3.8BAC )
  • exhibit self-discipline in the MESH courses
list skills that are developed in the music room, e.g., mastering a task, problem-solving, self-discipline, dependability, organization, cultural awareness, and mutual respect, etc. (DA.912.F.3.8BAC )
  • organizational skills
  • ability to problem solve
  • self-discipline
View Ted Talks - Benjamin Zander: The transformative power of classical music. Do you agree or disagree with Zander's point of view. Why or why not is Zander qualified to speak extensively about classical music? Provide reasons why one may speak with fallacious reasoning and/or exaggerate or distort information? (LAFS.910.SL.1.3BAC )
examine the musical elements necessary to evaluate a quality performance. (MU.912.C.2.2I R)
  • active listening techniques
  • musical elements (see MU.912.C.1.1, MU.912.C.1.2, and MU.912.C.2.1)
explore an established evaluation form and discuss how it is used to assess a performance. (MU.912.C.2.2I R)
  • evaluation instruments
discuss the importance of the sustainability of the creative process to our continued access to new and old musical works, both in print and recordings. (MU.912.F.3.2NTK R)
  • publishing company (house)
  • professions in music
define “copyright” and discuss proper usage of applicable materials, media, and performances. (MU.912.F.3.2NTK R)
  • copyright
discuss the financial and social implications of copyright infringement. (MU.912.F.3.2NTK R)
  • infringement
understand that correct playing technique is the foundation for skillful and expressive string playing. (MU.912.S.3.1E P)
  • See MU.912.S.3.5
  • techniques to perform expressively and stylistically.
recognize, in self and others, the correct playing position for the body, instrument, and bow, and understand the direct impact on quality tone and intonation. (MU.912.S.3.5E P)
  • body posture and instrument position
  • bow hold
Week 1
recognize the function of lines and spaces of the staff (including the addition of ledger lines) as the means of visually representing pitch (MAFS.K12.MP.7.1BAC )
understand the importance of correct technique as a foundation for quality playing. (MU.912.C.2.1BAC )
  • posture, instrument position, and bow hold
Week 2
understand rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
  • simple, compound and mixed meters
  • function of top and bottom numbers in time signatures
discuss the relationship among the orchestra members and the conductor. (MU.912.C.2.1BAC )
  • roles of the conductor and orchestra positions.
Week 4
identify solo and ensemble choices from beginning method books. (MU.912.C.2.1BAC )
  • solo and ensemble
Week 7
Student correctly identifies pitch and/or counts for a sample melody on the board and clearly presents their findings to the class referencing the key signature and time signature to support their claims. (LAFS.910.SL.2.4BAC )
  • identify pitch reading according to clef
  • identify key signature
  • identify time signature
Second Quarter
explore leadership opportunities and leadership positions outside of the music room. (DA.912.F.3.8BAC )
  • organizational skills
  • ability to problem-solve
  • people oriented
examine compositional conventions, such as articulation and form, particular to the Baroque, Classical, Romantic, 20th, and 21st Century style periods. (MU.912.O.2.1E P)
  • Baroque, Classical, Romantic, 20th, and 21st Century style period compositional characteristics, and definitive composers
identify the differences in style, structure, and expressive elements in two contrasting pieces. (MU.912.O.2.1E P)
  • compositional structure.
perform repertoire with contrasting styles and structural elements, transferring accepted compositional conventions and performance practices. (MU.912.O.2.1E P)
discuss effective sight-reading strategies and preview individual parts according to the directions of the conductor. (MU.912.S.3.2E P)
  • sight reading strategies
sight-read stepwise melodies in D Major consisting of simple rhythms and one dynamic marking. (MU.912.S.3.2E P)
  • dynamic markings
Second Semester
In groups or individually analyze phrase structure and defend choices regarding rise and fall, strong and weak beats, syllabic stress, commas, etc. Each will then perform each assigned excerpt and defend reasoning for choices made. Class should discuss whether choices were successful and make suggestions for improvement. (LAFS.910.SL.2.4BAC )
  • identify phrase structure
listen to a recording or watch video of a performance and use the FOA adjudication rubric to assign a rating, drawing evidence from the rubric and/or the score to support the rating. (LAFS.910.WHST.3.9BAC )
  • understanding and applying technical vocabulary of rubric
  • active listening skills
arrange a short musical piece by utilizing two or more of the following: augmentation, diminution, inversion, retrograde, manipulating the form, changing the tonality, displacing notes to make the range more accessible, or transposing to a different key. (MU.912.S.1.3BAC C)
  • ways to manipulate thematic material: augmentation, diminution, inversion, and retrograde
  • voicing
  • major and minor tonalities
  • octave displacement
  • transposition
perform a short familiar tune from an unwritten source, e.g., radio, TV, movie, etc. (MU.912.S.1.4E P)
  • familiar tunes
Third Quarter
Compare and contrast the instrumentation of an arrangement versus the original score and discuss the credibility and accuracy of each version. (LAFS.910.SL.1.2BAC )
Read adjudicator comments along side of listening to recordings of your group to discuss the validity of comments, prioritize rehearsal needs accordingly, and brainstorm actions to improve performance. (LAFS.910.SL.1.2BAC )
  • rubric for performance assessment
  • techniques to address various performance needs
Week 20
Listen to a quality YouTube, Spotify, and/or professional recording of a piece. Based on the composer's intent, assess the credibility and accuracy of each source. (LAFS.910.SL.1.2BAC )
  • interpret score
Fourth Quarter
Recognize and cultivate personal leadership skills to apply to the following year. (MU.912.F.3.1BAC )
  • leadership skills
  • mentoring
Extend the orchestra experience over the summer months by making plans to attend local and regional summer strings camps, take private lessons, secure a “practice buddy,” and attend live music concerts. (MU.912.F.3.3BAC )
  • Local and regional summer string music camps
  • Private teachers
  • Summer concert listings
  • Practice partner, or “buddy”
listen to music from various parts of the world and identify stylistic elements particular to that culture. (MU.912.H.1.1BAC )
  • world music genres and styles
  • musical elements that shape style, such as instrumentation, form, melody, harmony, rhythm, and texture
discuss the roles of music and identify common threads across different cultures. (MU.912.H.1.1BAC )
  • role of music in society
relate the concept of America as a “melting pot” to the musical influence on American composers. (MU.912.H.1.4BAC )
listen to, identify, and discuss music of American composers and performers. (MU.912.H.1.4BAC )
identify various technological advances over the centuries that have changed music creating, learning, performing, recording, and delivery systems. (MU.912.H.2.4BAC )
  • examples of technological advances that have affected music
identify and list pros and cons of recorded vs. live performance, and the component of technology as an influence. (MU.912.H.2.4BAC )
  • advantages and disadvantages of live and recorded music performance experiences
Receive and prepare the Project Assessment Materials. (MU.912.S.3.5E P)