3 - Kyrene School District



Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

|Goal 1.1 Playing/singing alone or with others a varied repertoire of music |

|Performance Objectives |Performance Objectives |Performance Objectives |

|1AME3 Demonstrate and perform with a proper playing posture|1AME3 Refine and perform with proper playing posture and body stance |1AME3 Continue to refine ability to perform with proper playing posture and |

|and body stance |Refine and perform with right hand technique including proper bow hold, |body stance |

|Demonstrate and perform with right hand technique including |pizzicato, arm weight, bow speed, and bow placement |Continue to refine ability to perform with right hand technique including |

|proper bow hold, pizzicato, arm weight, bow speed, and bow |1.1.3 1AME2 Refine and perform with left hand technique including correct hand|proper bow hold, pizzicato, arm weight, bow speed, and bow placement |

|placement |position, finger placement the five finger patterns |1AME2 Continue to refine ability to perform with left hand technique |

|1AME2 Demonstrate left hand technique including correct |1.1.4 Introduce shifting skills in II, III positions (violin, viola) ½, II, |including correct hand position, finger placement and the five basic finger |

|hand position, finger placement and the two basic finger |III, and IV positions (cello and bass) |patterns |

|patterns “major” and “minor” |Refine bowing techniques and articulations including détaché, slurred staccato,|Continue to refine ability to perform with shifting skills/techniques II, III,|

|Prepare motions for the introduction of shifting. |martelé, hooked, spiccato, louré, tremelo, slurs, accent and tenuto |IV, V (violin & viola), ½, II, III, IV (cello & bass), and thumb for cello |

|Establish beginning skill of bowing techniques, including |1AME9, 1AME3-PO1 Demonstrate understanding of physical properties of producing|Continue to refine ability to perform with proficiency with bowing techniques |

|détaché, spiccato, martelé, and slurs |a full resonant sound using al1of the bow |including slurs, détaché, accent, tenuto, slurred staccato, martelé, hooked, |

|1AME9, 1AME3-PO1 Demonstrate full resonant sound on |Refine ability to discriminate different & matching pitches and make |spiccato bowing, louré, tremolo, marcato, and combinations of these bowings |

|instrument using most of the bow |corrections |1AME9, 1AME3-PO1 Continue to expand understanding of physical properties of |

|Demonstrate ability to discriminate different and matching |1AME2 Refine identification of correct/incorrect intonation of pitches and |producing a full resonant sound using all of the bow |

|pitches and correct fingering |move fingers to produce correct pitch |Continue to refine ability in discriminating different and matching pitches |

|1AME2 Identify correct/incorrect intonation of pitches and |1AME5-PO3 Perform two octave (one octave bass) C, G, D, A, F, B flat scales |and make corrections |

|move fingers to produce correct pitch |and A minor, E minor, scales and arpeggios |1AME2 Continue to refine ability and identification of correct/incorrect |

|Recognize and perform one octave in C, G, and D major |1AME9 Tune strings to match a given pitch using fine tuners |intonation of pitches and moves finger to produce correct pitch |

|1AME9-PO1 Recognize intervals used for tuning (fifths for |Demonstrate beginning vibrato motions through appropriate exercises |1AME5-PO3 Perform 2 octave major scales (one octave bass) up to 2 flats, 3 |

|violins, violas, cellos; fourths for bass, and harmonics) |Demonstrate appropriate phrasing for music performed |sharps, 2 octave natural harmonic, melodic minor scales up to 1 flat and 1 |

|for all instruments |1.1.13 Perform music using rhythm patterns composed of: whole, half, dotted |sharp, and including arpeggios |

|Demonstrate preparatory exercises for vibrato |half, quarter, dotted quarter, eighth, sixteenth, dotted eighth, |1AME9 Tunes strings to match a given pitch using fine tuners and pegs |

|Demonstrate two and four measure phrases |eighth/sixteenth combinations, eighth note triplet, and corresponding rests, | |

| |syncopation, and ties | |

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

|Goal 1.1 Playing/singing alone or with others a varied repertoire of music (continued) |

|Performance Objectives |Performance Objectives |Performance Objectives |

| | | |

|Perform rhythm patterns composed of: whole, half, dotted|Refine accuracy in performing music with the following dynamics: |ontinue to refine vibrato motions through appropriate exercises |

|half, quarter, dotted quarter, eighth notes, and |pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo,|Continue to refine with appropriate musical phrasing with emphasis on musical line |

|corresponding rests and ties |decrescendo, fortepiano, sfzorzando |1AME1-PO2 Continue to refine ability to perform music with rhythms: whole, half, |

|Perform dynamics as marked in music: piano, forte, |Expand and refine accuracy in performing music with the following time |dotted half, quarter, dotted quarter, eighth, sixteenth, dotted eighth, |

|crescendo, decrescendo |signatures: 3/4, 4/4, 2/4, common time, cut time, 2/2, 3/8, and 6/8 |eighth/sixteenth combinations, double dotted combinations, eighth note triplet, quarter|

|Perform music with time signatures: 3/4, 4/4, 2/4, |Expand and refine accuracy in performing music with tempo markings: Largo,|note triplet, half note triplet notes, ties, and syncopation |

|common time |Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, |Demonstrate proficiency with dynamics, pianissimo, piano, mezzo piano, mezzo forte, |

|Perform music with tempo markings: Andante, Moderato, |ritardando, molto rit., a tempo, fermata, accelerando |forte, fortissimo, crescendo, decrescendo, fortepiano, sfzorzando, diminuendo, morendo |

|Allegro, ritardando, fermata |Refine accuracy in performing music with the following musical terms & |1AME1-PO2 Continue to expand ability to perform with time signatures, ¾, 4/4, 2/4, |

|Demonstrate musical terms and symbols: repeat signs, 1st|symbols: repeat, 1st and 2nd endings, single and multiple measure rests |common time, cut time, 2/2, 3/8, 6/8, 6/4, 3/2. |

|and 2nd endings, single and multiple measure rests and |and repeats, D.C. al Fine, D. S. al Fine, and al Coda, divisi, solo, soli,|Continue to expand performing with tempo markings: Grave, Lento, Largo, Allegretto, |

|repeats, D.C. al Fine, duet, pickup note, down bow, up |tutti, duet, pickup note, enharmonics, grace note, trills, down bow, up |Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, Ritardando, Molto rit., a |

|bow, retake, caesura. |bow, caesura, and grand pause |tempo, fermata, accelerando, Presto, and stringendo |

|Demonstrate bow distribution (lower half, upper half, |Reinforce and refine appropriate bow distribution |Expand and reinforce musical terms and symbols: repeat, signs, 1st and 2nd endings, |

|middle, whole bow) | |single and multiple measure rests and repeats, D.C. al Fine, D. S. al Fine and al Coda,|

|Demonstrate knowledge of instrument parts | |divisi, solo, soli, tutti, duet, pickup note, enharmonics, grace note, trills a2, |

|Demonstrate proper instrument care | |unison, poco a poco, tremolo, simile, grand pause, tacet, subito, 8va, 8va basso, |

| | |retake, down bow, up bow, caesura, and grand pause |

| | |Continue to refine ability to perform with appropriate bow distribution |

| | | |

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

|Goal 1.2 Performing on instruments alone and with others, a varied repertoire of music |

|Performance Objectives |Performance Objectives |Performance Objectives |

| | | |

|Demonstrate rehearsal and concert etiquette |Continue to develop rehearsal and concert etiquette |1.2.1 Continue to develop rehearsal and concert etiquette |

|Perform with basic balance and blend |Continue to develop and refine balance and blend |1.2.2 Continue to develop and refine balance and blend |

|Demonstrate ability to follow conductor and basic conducting patterns (i.e., 2/4, |Continue to develop ability to follow conductor’s expressive |1.2.3 Continue to develop and refine the ability to follow conductor’s|

|3/4, 4/4, attacks, releases, pick up note, and ritardando) and dynamics (piano, |gestures (i.e., attacks, releases, and tempo changes and |expressive gestures (i.e., attacks, releases, tempo changes, and |

|forte, crescendo, decresendo) |dynamics) |dynamics) |

|Participate in concerts |Continue to participate in concerts |1.2.4 Continue to participate in concerts |

|Demonstrate leadership and commitment to ensemble |Continue to develop leadership and commitment to ensemble |1.2.5 Continue to develop leadership and commitment to ensemble |

|Demonstrate proper behavior |Continue to develop proper behavior |1.2.6 Continue to develop proper behavior |

|Perform music using a variety of styles with a level of difficulty of 1 on a scale|Perform music using a variety of styles with a level of |1.2.7 1AME4-PO1 Perform music using a variety of styles with level of|

|of 1-6 |difficulty of 2 on a scale of 1-6 |difficulty of 2 and 3 on a scale of 1-6 |

|Perform in ensemble or alone, with notational and rhythmic accuracy with a level |Perform in ensemble or alone with expression and technical |1AME4-PO1 Perform in ensemble or alone with expression and technical |

|of 1 on a scale of 1-6 |accuracy a varied repertoire of musical literature with a |accuracy a varied repertoire of musical literature with a difficulty |

|Display positive attitude and practice habits |difficulty of 2 on a scale 1-6 |of 3 on a scale 1-6 |

| |Continue to display positive attitude and practice habits |Continue to display positive attitude and practice habits |

| | | |

| | | |

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

|Goal 1.3 Improvising melodies, variations, and accompaniments |

|Performance Objectives |Performance Objectives |Performance Objectives |

|Improvise melodic embellishments and rhythmic variations on a given |Improvise melodic embellishments and rhythmic variations on a given melody | |

|melody for at least 4 measures |for at least 8 measures |1.3.1 Improvise melodic embellishments and rhythmic variations on a given |

|Improvise short phases using a specified scale |Improvise original melodies for at least 8 measures using a specified key, |melody for at least 16 measures |

| |and time signature |1.3.2 Improvise original melodies for at least 8 measures using a specified|

| |1AME7 Improvise simple rhythmic and melodic variations on given pentatonic|key and time signature |

| |melodies and melodies in major keys |1.3.3 1AME7 Improvise simple rhythmic and melodic variations on given |

| |Improvise a harmonic accompaniment on open strings using tonic and dominant|pentatonic melodies and melodies in major keys |

| |chord tones |1.3.4 1AME7-PO2 Improvise a harmonic accompaniment on open strings using |

| | |tonic, subdominant and dominant chord tones |

|Goal 1.4 Composing and arranging music within specified guidelines |

|Performance Objectives |Performance Objectives |Performance Objectives |

| | | |

|1AME10 Utilize writing by manuscript and a variety of technological tools (e.g., Musical |1AME10 Continue writing music by manuscript and exploring |1AME10 Continue writing music by manuscript and exploring |

|Instrumental Digital Interface (midi) and Composition Software) to compose and arrange short|technology for composition |technology for composition |

|pieces |1AME8-PO1 Create and notate an arrangement of a short and |1AME8-PO1 Create and notate an arrangement of a short and |

|1AME8-PO1 Compose 2 to 8 measures of music using known pitches, meters, and rhythm patterns|simple piece of music within specified guidelines |simple piece of music within specified guidelines |

| |Compose and notate an original short and simple piece of music |Compose and notate an original short and simple piece of music |

| |within specified guidelines |within specified guidelines |

Standard 1: Creating Art

|The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work. |

|Goal 1.5 Reading and notating music |

|Performance Objectives |Performance Objectives |Performance Objectives |

|Read and notate rhythms: whole, half, dotted half, quarter, |1.5.1 Demonstrate expanded knowledge of rhythms: whole, half, dotted |1AME1-PO1 Demonstrate expanded knowledge of reading and notating rhythms: whole, |

|dotted quarter, eighth notes, and corresponding rests and ties |half, quarter, dotted quarter, eighth notes, and corresponding rests and|half, dotted half, quarter, dotted quarter, eighth, sixteenth, dotted eighth, |

|Read and notate dynamics: piano, forte, crescendo, decrescendo |slurs |eighth/sixteenth combinations, eighth note triplet , quarter note triplet, half |

|Read and notate articulations: staccato, legato, accents, |1.5.2 Demonstrate expanded knowledge of reading and notate dynamic |note triplet notes, syncopation, tres, and corresponding rests |

|slurs, ties, detaché, marcato, spiccato, slurred staccato |shadings: piano, mezzo piano, mezzo forte, forte, crescendo, decrescendo|Demonstrate expanded knowledge of reading and notating dynamic shadings: |

|Read and notate time signatures: 3/4, 4/4, 2/4, common time |1.5.3 Demonstrate expanded ability to read and notate articulations: |pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, |

|Read and notate tempo markings: Andante, Moderato, Allegro, |slur, staccato, accent, tenuto, marcato, legato, hooked, tremolo, |decrescendo, fortepiano, sfzorzando, diminuendo, morendo |

|ritardando, fermata |slurred staccato, detaché, martelé, louré, spiccato |Demonstrate expanded ability to read and notate articulations: slur, staccato, |

|Read and notate musical terms and symbols: repeat signs, 1st |1.5.4 Demonstrate expanded knowledge to read and notate time signatures:|accent, tenuto, marcato, legato, hooked, tremelo, slurred staccato, detache, |

|and 2nd endings, single and multiple measure rests and repeats,|3/4, 4/4, 2/4, common time, cut time, 2/2 |martelé, louré, spiccato |

|D.C. al Fine, divisi, solo, soli, tutti, duet, pickup note, |1.5.5 Demonstrate expanded knowledge of tempo markings: Largo, |1AME1-PO1 Demonstrate expanded knowledge of reading and notating time signatures:|

|down bow, up bow |Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, |3/4, 4/4, 2/4, common time, cut time, 2/2, 3/8, 6/8, 5/8, 7/8, 9/8, 12/8, 5/4, |

|Identify tonic and dominant chords |ritardando, Molto rit., a tempo, fermata, accelerando |6/4, 3/2 |

|Demonstrate sightreading skills on music with a level of ½ |1.5.6 Demonstrate expanded knowledge of musical terms and symbols: |Demonstrate expanded knowledge of tempo markings: Largo, Allegretto, Adagio, |

|difficulty on a scale of 1-6 |repeat signs, 1st and 2nd endings, single and multiple measure rests and|Andante, Andantino, Maestoso, Moderato, Allegro, ritardando, Molto rit., a tempo, |

| |repeats, D.C. al Fine, D.S. al Fine, divisi, solo, soli, tutti, duet, |fermata, accelerando, stringendo |

| |pickup note, enharmonics, grace note, trills, down bow, up bow |Demonstrate expanded knowledge of reading and notating musical terms and symbols: |

| |1.5.7 1AME7-PO1 Demonstrate expanded knowledge of tonic, dominant, and |repeat signs, 1st and 2nd endings, single and multiple measure rests and repeats, |

| |sub-dominant chords |D.C. al Fine, D.S. al Fine and al Coda, divisi, solo, soli, tutti, duet, pickup |

| |1.5.8 Demonstrate sight-reading skills with a level of difficulty of 1½ |note, enharmonics, grace note, trills, down bow, up bow |

| |on a scale of 1-6 |1AME7-PO1 Demonstrate expanded knowledge of tonic, dominant, and sub-dominant |

| | |chords |

| | |1AME6-PO1 Demonstrate sight reading skills with a level of difficulty of 2 on a |

| | |scale of 1-6 |

Standard 2: Art in Context

The Student will demonstrate how interrelated conditions (e.g., social, economic, political, time, place) influence and give meaning to the development and reception of thought, ideas, and concepts in the arts

|Goal 2.1 Understanding relationships between music, the other arts, and other disciplines outside the arts |

|Performance Objectives |Performance Objectives |Performance Objectives |

| | | |

|2AME4 Discuss different musical careers |2.1.1 2AME4 Identify knowledge and skills in music careers and opportunities for the |2.1.1 2AME4 Research and report on a career in music of the students’ |

|Discuss different musical genres for string performers |students’ interest |interest |

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|Goal 2.2 Understanding music in relationship to history and culture |

|Performance Objectives |Performance Objectives |Performance Objectives |

| | | |

|2AME2 Identify by genre or style examples of music from history and various |2.2.1 2AME1-PO2 Demonstrate awareness of music from |2.2.1 2AME1-PO2 Write a report on the relationship between music and culture |

|cultures |different time periods, eras, and cultures |in one other culture, or in one of the traditional eras of Western Classical |

|2AME4 Compare the functions music serves in several world cultures, roles of|2.2.2 Explore the role of musicians throughout the Baroque, |music |

|musicians, and conditions under which music is typically performed |Classical, Romantic, & Modern Ages | |

| |2.2.3 Explain (or write a report about) the importance of one| |

| |major composer from the Western Classical tradition | |

Standard 3: Art in Inquiry

The Student will demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

|Goal 3.1 Listening (researching), analyzing, and describing music |

|Performance Objectives |Performance Objectives |Performance Objectives |

| | | |

|3AME3 Analyze and demonstrate the use of melody, rhythm, pitch, |3AME3 Analyze and demonstrate the use of melody, rhythm, harmony, pitch,|3.1.1 3AME7 Analyze and demonstrate the use of melody, rhythm, harmony, |

|dynamics, timbre, and form |dynamics, timbre, and form |pitch, dynamics, timbre, texture, form and countermelody |

|Attend and discuss concerts and recitals |Attend and discuss concerts and recitals |3.1.2 Attend and discuss concerts and recitals |

|3AME3 Describe specific music events (e.g., entry of solo, change of |3AME3 Describe specific music events (e.g., entry of soloist, change of |3AME3 Describe specific music events (e.g., entry of soloist, change of |

|meter, return of refrain) in a given aural example using appropriate |meter, return of refrain) in a given aural example using appropriate |meter, return of refrain) in a given aural example using appropriate |

|terminology |terminology |terminology |

|3AME2-PO1 Describe ways in which the principles and subject matter of |3AME2-PO1 Describe ways in which the principles and subject matter of |3AME2-PO1 Describe ways in which the principles and subject matter of |

|other disciplines taught in the school are interrelated with music |other disciplines taught in the school are interrelated with music |other disciplines taught in the school are interrelated with music |

| | | |

|Goal 3.2 Evaluating music and performance |

|Performance Objectives |Performance Objectives |Performance Objectives |

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|3.2.1 3AME1 Devise and apply criteria for evaluating |3AME1 Devise and apply criteria for evaluating quality and |3AME1 Devise and apply criteria for evaluating quality and effectiveness of performances|

|quality and effectiveness of performances and compositions|effectiveness of performances and compositions |and compositions |

| |Evaluate quality and effectiveness of their own and others’ |Evaluate quality and effectiveness of their own and others’ performances by applying |

| |performances by applying specific criteria appropriate for the style |specific criteria appropriate for the style of the music and offer constructive |

| |of the music |suggestions for improvement |

| | |Evaluate a professional performance and review the performance in writing |

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