Elementary Orchestra Pacing Guide

All Year
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, keyboard instruments, microphone, amplifier
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 )
  • using age-appropriate melodic sequences
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 )
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, key centers, harmonic structure, voicing, and instrumentation.
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 rhythmic relationships regarding time signature classification. (MAFS.K12.MP.7.1BAC )
First Quarter
understand that proper procedures keep students and instruments safe. (MAFS.K12.MP.5.1BAC )
  • Instrument procedures
identify significant composers from various genres of music, i.e. Prokofiev, Saint Saëns, Bach. (MU.3.H.1.2BAC )
discuss historical information that influenced the composer. (MU.3.H.1.2BAC )
explore basic elements of music through body percussion, movement, and playing instruments, i.e. rhythm, melody, harmony, form, timbre. (MU.3.O.1.1BAC )
describe expressive characteristics using appropriate vocabulary. (MU.3.O.1.1BAC )
discuss strategies for memorizing music. (MU.3.S.2.1BAC )
analyze elements of the piece, including form, rhythm, and melody, to recognize patterns and sequences that will aid in memorization. (MU.3.S.2.1BAC )
perform a piece from memory. (MU.3.S.2.1BAC )
play with expression and style appropriate to the music performed. (MU.4.C.2.1BAC )
play instruments with others, blending vocal/instrumental timbres, matching dynamic levels, tempo, and pitch, and responding to the cues of a conductor. (MU.4.C.2.1BAC )
demonstrate proper playing technique on instruments. (MU.4.C.2.1BAC )
identify and discuss elements that contribute to a successful performance. (MU.4.C.2.1BAC )
identify behaviors that lead to success in the classroom. (MU.4.F.3.1BAC )
discuss ways that behaviors lead to success outside the classroom, e.g., trust, dependability, cooperation, leadership roles. (MU.4.F.3.1BAC )
identify expressive elements of music. (MU.4.O.3.2BAC )
examine a selected piece and choose expressive elements appropriate to the style of music. (MU.4.O.3.2BAC )
play instruments with expression and style. (MU.4.O.3.2BAC )
describe choices using appropriate vocabulary. (MU.4.O.3.2BAC )
match written patterns in a given melody when presented aurally. (MU.5.S.1.4BAC )
echo simple melodic patterns by singing and/or playing. (MU.5.S.1.4BAC )
produce a characteristic instrumental tone. (MU.5.S.2.2BAC )
perform on instruments in an ensemble, maintaining a common tempo, blending instrumental timbres, and matching dynamic levels. (MU.5.S.2.2BAC )
play with expression and style appropriate for the music performed. (MU.5.S.2.2BAC )
respond to the tempo, dynamics, and expressive cues of a conductor. (MU.5.S.2.2BAC )
Second Quarter
compare and contrast a performance with one’s own interpretation of the music. (LAFS.5.SL.1.1BAC )
  • Compare
  • Contrast
analyze and discuss specific improvements made through rehearsal and practice. (LAFS.5.SL.1.1BAC )
express one’s owns ideas on a music selection clearly. (LAFS.5.SL.1.1BAC )
play age-appropriate songs with proper technique. (MU.3.O.1.2BAC )
analyze the structure of a piece. (MU.3.O.1.2BAC )
describe form using traditional or non-traditional notation. (MU.3.O.1.2BAC )
identify musical vocabulary in pieces of music. (MU.3.O.3.1BAC )
describe how expressive qualities are used to convey feelings, images, moods, and events through music. (MU.3.O.3.1BAC )
create a rubric for evaluation based on teacher-established criteria. (MU.4.C.2.2BAC )
evaluate one’s own or others’ performances using teacher-established criteria. (MU.4.C.2.2BAC )
describe what was successful and what should be changed, and adjust performance accordingly. (MU.4.C.2.2BAC )
analyze the structure of a familiar song. (MU.5.S.1.3BAC )
identify musical elements one can manipulate, e.g., solo/ensemble playing, dynamics, repeats, tempo. (MU.5.S.1.3BAC )
arrange a song by altering one or more musical elements. (MU.5.S.1.3BAC )
explore a diatonic scale with instruments and voice, e.g. do-ti. (MU.5.S.3.3BAC )
identify the notes in a diatonic scale using traditional notation. (MU.5.S.3.3BAC )
sight-read short patterns and melodies based on the diatonic scale. (MU.5.S.3.3BAC )
explore sound production in a variety of instruments. (SC.4.P.10.3BAC )
discuss vibration. (SC.4.P.10.3BAC )
explain how fast or slow an object vibrates affects its sound. (SC.4.P.10.3BAC )
Third Quarter
compare and contrast one’s own interpretation with other students’ interpretations. (MU.3.C.1.2BAC )
actively listen to various pieces and analyze the form, patterns, and melodic line, using correct music vocabulary. (MU.3.H.3.1BAC )
describe ways in which the subject matter of other disciplines is related to music, e.g., division and fractions in music and mathematics, sound waves, frequency, and vibrations in music and science. (MU.3.H.3.1BAC )
discuss strategies for active listening, e.g., ignore environmental distractions, focus on the music, connect the song to a personal experience. (MU.4.C.1.1BAC R)
use music vocabulary that will aid in describing a musical excerpt, e.g. listen for form, tempo, dynamics, melodic line, patterns. (MU.4.C.1.1BAC R)
identify and respect differing interpretations of the music. (MU.4.C.1.1BAC R)
actively listen to examples of various instruments. (MU.4.C.1.3BAC )
discuss instruments and families, e.g., brass, woodwind, percussion, etc. (MU.4.C.1.3BAC )
identify and classify instruments by family. (MU.4.C.1.3BAC )
Fourth Quarter
identify events and celebrations that traditionally involve “live” music. (MU.3.F.2.2BAC )
discuss everyday opportunities for music-making. (MU.3.F.2.2BAC )
devise ways to create more opportunities for individual and group music-making, e.g. playing for family on a vacation, adding music to a homeroom presentation. (MU.3.F.2.2BAC )
discuss career paths relevant to musicians, e.g., sound engineer, composer, entertainment lawyer, theatre musician, teacher. (MU.4.F.2.1BAC )
describe the impact selected musicians have on their community and/or around the world, e.g., benefit concerts, foundations, scholarship. (MU.4.F.2.1BAC )
discuss importance of attaining music legally. (MU.4.F.3.2BAC )
discuss ways to purchase songs or media safely and legally. (MU.4.F.3.2BAC )