6th Grade Syllabus
Sixth Grade Strings Syllabus
Beck Academy
SYLLABUS FOR: BECK STRING CLASSES GRADE: 6
TEACHER: Mrs. Kathleen S. Robinson
ROOM:301
Phone:864-355-1441
E-Mail:ksrobins@greenville.k12.sc.us
TEACHER'S DAILY ACADEMIC SCHEDULE:
TIME/ COURSE
6th Grade Strings Meets Daily:
- 4th period 11:41-12:23
- 5th period 12:27-1:09
I am available for conferencing by appointment before or after school.
COURSE DESCRIPTION: This class is an introductory course in playing the violin, viola, cello, or bass. Students do not need any previous experience to participate. Skills will be developed in solo playing, orchestral performance and small ensemble.
Goals: My goal is for all students to be able to perform appropriate grade level music and be confident of their abilities. As students learn to play an instrument, they will also develop an appreciation for the skill and artistry involved in playing a musical instrument. String students also develop important life skills which include collaboration with peers, communication skills and an appreciation of the arts.
Instruction will be based on the Greenville County Schools curriculum guide and the South Carolina Music Education Curriculum Standards. These standards can be accessed on the SC Department of Education web site:www.state.sc.us/sde/educators/standards
REQUIRED TEXT / INSTRUCTIONAL MATERIALS AND RESOURCES "Essential Elements 2000" Bk. 1- by Gillespie, Hayes, Allen
Keyboard Cassette player/tapes and videotapes
Computer with printer
Microsoft Word Television and VCR
Appropriate level ensemble literature
Dr. Beat Metronome/amplification system
COURSE CONTENT STRANDS/OBJECTIVES:
National Music Education Course Standards
Standard 1-Singing alone and with others, a varied repertoire of music
Standard 2-Performing on instruments, alone and with others, a varied repertoire of music
Standard 3-Improvising melodies, variations and accompaniments
Standard 4-Composing and arranging music within specified guidelines
Standard 5-Reading and notating music
Standard 6-Listening to, analyzing and describing music
Standard 7-Evaluating music and music performances
Standard 8-Understanding relationships between music, the other arts and disciplines outside the arts
Standard 9-Understanding music in relation to history and culture.
SOUTH CAROLINA MUSIC EDUCATION ACHIEVEMENT STANDARDS
Component 1: Aesthetic Perception:Concept development: Pitch, Rhythm, Harmony, Texture, Form, Tempo, Dynamics
Component 2: Creative Expression: Skills development: Singing, Playing, Movement, Reading, Writing, Creating, Listening
Component 3: Musical Heritage: Historical and Cultural: Personal heritage, Musical heritage, Social heritage, Historic heritage
Component 4: Aesthetic Valuing: Application of Knowledge and Skills: Cultural background, Function of music, Judgment, Structure and Elements, Valuing Course Objectives:
The following course objectives are based on the National Music Education Course Standards, and the South Carolina Music Education Achievement Standards.
UNITS OF INSTRUCTION ALIGNED WITH STANDARDS S.S = State Standard Demonstrate proper instrument and bow hold (S.S 2)
Label parts of the instrument (S.S 2)
Demonstrate proper care of the instrument
Read notes on all strings in first position (S.S 1, 2)
Be able to play and write counts for whole, half, quarter, dotted half, eighth notes and corresponding rests in 4/4,3/4 and 2/4 time (S.S 1, 2, 4)
Play with a solid tone and demonstrate understanding of good intonation (S.S 1, 2, 4 ) Recognize difference between half and whole steps, visually and aurally (S.S 1, 2, 4) Imitate simple rhythmic and melodic patterns (S.S 1, 2, 4)
Play one octave scales and arpeggios in keys of D,G,C, and F major (S.S 1, 2) Demonstrate detache, pizzicato, 2- 4 note slurs, staccato, legato, detached slurs up to 4 notes, hooked bowing and slurred staccato. (S.S 1, 2, 4)
Demonstrate understanding of accidentals, sharps, flat and naturals, scale structure, key signatures, and musical terminology appropriate to level (repeat sign, d.c., d.s. al coda or al fine, double bar, bar line, measure, and double bar, down bow and up bow, dynamics (piano, mezzo piano and forte, and forte), and tempo markings (Allegro, Andante and Adagio) (S.S 1, 2, 4) Identify composers of music being learned; discuss social and historical perspective of various composers (S.S 1, 2, 3, 4)
Identify elements of and perform music of various cultures (S.S 1, 2, 3, 4)
APPROACHES for INTERCULTURAL AWARENESS : String class method books are current and integrate cultural awareness by incorporating folk music from other countries into the methodology. String students will be given opportunity to demonstrate their ability to perform folk music for other classes, especially foreign language. Concert music frequently contains examples of music from other countries.
GRADING POLICY
A =90-100 B =80-89 C = 70-79 D = 60-69 F = 68 or below
Each 9 weeks grade for strings is compiled as follows:
Major Assessments: Unit Tests/Concerts/Projects. Tests may be written and/or performance based. Concerts will automatically be given a grade of 100 %.
Minor Assessments: Quizzes/written and/or performance basedWritten Homework and/or projects, Practice records (Practice is an ongoing requirement and necessary for progress to be made, documentation will be required. Weekly preparations grade starts out with 100 points. 20 points deducted for forgetting instrument, 15 points deducted for not having music, Minus 5 points each for no rosin or pencil. There will be no fewer than 3 MAJOR Assessments and 12 MINOR assessments each nine weeks all in compliance with SDGC grading system of 50% major and minor assessments.
Major Assessments: Concerts and Tests 60%
Minor Assessments: Quiz 25% and Practice Documents 15%
Classroom rules and expectations:
“Act in a way which does not create problems for others”
Be on time and use the "facilities" before class
Enter room quietly, be seated with instrument out and begin the daily board assignment
No devices out unless requested
Raise hand to be recognized
Act responsibly-protect your precious instrument and those around you!
No food, candy or beverage other than water.
Expectations:
1. Have instrument and SWOOSH every day
2. Pencil on stand and music out of page protector. Device out when requested.
3. Mark corrections
4. Eye contact with the Director
5. Instrument in play position on count-off
6. Correct playing position and chair posture
7. Raise hand for comments & questions
8. Positive body language and energy
9. Apply what you already know
10. Behavior is productive
& effective
Daily Required materials:
Instrument
Pencil
Swoosh notebook(Beck)
Orchestra Music
Method book:
Essential Elements Bk.I (grade 6)
Daily Procedures:
Bell Ringer-Uncasing and warmup. May include a board assignment, answering or completing a short assignment designed to focus in on the lesson at hand.
Tuning
Warmups: scales, ancillary pieces etc.
Orchestral repertoire
Two minutes before the bell, pack up!
HOMEWORK POLICY: Homework and class assignments include material assigned by the teacher to reinforce musical concepts or current pieces of study. A note concerning practice: Regular practice should be considered the primary type of homework. In order to be successful, the student should plan to schedule times totaling at least 90-100 minutes, per week or until the assignment is learned. The time should be spread out throughout the week, not concentrated on just one or two days. Three times per term practice reflections will be assigned as representative of the ongoing daily practice. Parents will comment and sign as requested in order for full credit to be received.
MISSED WORK / MAKE-UP POLICY: It is the responsibility if the student to ask for missed assignments after an absence. ALL work should be made up within a week of return. *Concert attendance is mandatory unless family emergency arises. Concert will be made up by performing repertoire for teacher as a unit test grade. Grade will not automatically be considered 100%.
MAKEUP WORK/ ABSENCE POLICY:
Students must make up missed work within 5 days of returning to school. Students are responsible for making arrangements with teachers to make up work. Teachers should be contacted before or immediately after the excused absence. Students must complete and turn in the work on time to receive credit. Parents may also request assignments through Guidance for an extended absence.
SCHOOL-WIDE DISCIPLINE PLAN: Specific rules and policies regarding discipline can be found on the school district website and in our student planner. Our school wide discipline plan with regards to minor rule violations consists of a step plan designed to give parents the opportunity to assist with discipline whenever possible. The steps are:
1. Warning
2. Parent phone call
3. After-school detention
4. After-school detention
5. Office referral
Beck Academy Student Handbook 2017-18
HONOR CODE POLICY AND PLAGIARISM:
I adhere to our school honor code and plagiarism policy.
Cheating or the copying of work belonging to another person is a violation of school rules as well as personal ethics. Both the lender and borrower will receive zeros on the work, and parents will be notified.
Plagiarism is cheating. Examples of plagiarism include:
· Copying and pasting from the Internet or copying directly from books or magazines without properly citing the source.
· Copying another student’s work, turning in another student’s work, or having another student do the work.
· Buying papers on the Internet.
PROCEDURES FOR ROUTINELY COMMUNICATING WITH PARENTS:
If parents do not have access to the internet, they will be given a handbook regarding classroom policies, grading and behavior expectations, at the beginning of the year. Parents and students are to sign and return the insert in the handbook. Mrs. Robinson will also communicate with parents at Open House, through progress reports, grade cards and phone calls and e-mails and website.
First Year Objectives:
The first year string student should be able to demonstrate the following:
Correct bow hold and instrument position
Good tone with proper contact point of the bow
Even bow speed
Correct finger patterns in the keys of D, G, and C Major
Rhythms containing eighth, quarter, half, dotted half, and whole notes and rests
Legato bowing, bow lifts, slurs up to four notes, pizzicato
Ability to identify half and whole steps aurally
Imitate simple rhythmic patterns
Imitate simple melodic patterns
Name parts of the instrument and bow
Sightread simple examples in 2/4 and 4/4
Define vocabulary contained in method book and orchestral selections
Identify composers of music being studied
FIRST QUARTER TOPICS
Parts of the Instrument
Proper Playing Position
Open Strings
Bow Hold
Musical Notation (Note Reading, Symbols, Terms)
D Major Scale Tones
Rhythmic Notation and Execution
Rhythmic and Melodic Listening Skills
Tone Production
Repertoire for Fall Concert
Second Quarter Topics
Left Hand Skills/Technique
NATURAL, SHARP, AND FLAT NOTES
Eighth Notes
Bow Distribution
Beethoven and Bach
G String Notes
Dotted Half Notes
Slurs
Repertoire for Winter Concert
Third Quarter Topics
SLURS AND STRING CROSSING
Pick-up Notes
Ties
Half Steps and Whole Steps
F Natural and C Natural
Key Signatures
E String and C String Notes
Brahms
Repertoire for CPA (Concert Performance Assessment
Fourth Quarter Topics
C, G, D Major Scales and Key Signature
Staccato and Hooked Bowings
Dotted Quarter Notes
Vibrato
Dynamics
Haydn
Tchaikovsky
Tuning the Instrument
Repertoire for Spring Concert
Complete book incorporating skills for first year
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