7th Grade Syllabus

Seventh Grade Strings Syllabus

Beck Academy

SYLLABUS FOR: BECK STRING CLASSES GRADE: 7

TEACHER: Mrs. Kathleen S. Robinson

ROOM:301

Phone:864-355-1441

E-Mail:ksrobins@greenville.k12.sc.us

7th Grade Strings Teaching Schedule:

1st Period: 9:04-9:49 a.m.

6th Period: 1:28-2:13 p.m.

I am available for conferencing by appointment before or after school.

COURSE DESCRIPTION:

This class is a second year course in playing the violin, viola, cello, or bass. 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.

Class Objectives:

The intermediate string student should be able to demonstrate the following:

Good tone production with proper contact point of the bow

Correct Bow Hold and Instrument Position

Ability to identify half and whole steps aurally and visually

Correct vibrato

Basic shifting to third position

First, third, and Fourth finger extensions

Two Octave Junior All State Scales

Rhythms which contain quarter, eighth, sixteenth and dotted notes

The ability to count and perform in 6/8

Imitate more complex rhythm patterns

Staccato Bowing, Slurring more than four notes

Identify major key signatures of music being studied

Identify half steps and whole steps in first and third position

Tune instruments using fine tuners

Define vocabulary contained in method book and orchestra selections

Identify and discuss facts relating to most famous composers

INSTRUCTION:

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 Bk. II and Mueller Rusch Bk. 2 (Student Provides)

Keyboard Cassette tapes and video tapes

Computer with printer

Microsoft Word

Television and VCR

Dr. Beat Metronome/amplification system

Appropriate level ensemble music for prescribed concerts and festivals.

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.

The following course objectives are based on the National Music Education Course Standards, and the South Carolina Music Education Achievement Standards.

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

UNITS OF INSTRUCTION ALIGNED WITH STANDARDS :

Play in the keys of C, F, B-flat, A major, one octave and D major and G Major, 2 octaves (S.S 1, 2, 4)

Play in half-position, 2nd and 3rd position -(cello and bass) extended first position and some third position- (violin, viola) (S.S 1, 2)

Perform various dotted quarter and sixteenth note patterns (S.S 1, 2)

Demonstrate concept of flat and sharp and begin to be able to tune own instrument (S.S 1, 2, 4)

Demonstrate marcato, slurred string crossings, measured and unmeasured tremolo, double stops, and bariolage (S.S 1, 2 )

Be able to play at different parts of the bow (S.S 1, 2 )

Perform pieces in 2/4, cut time and 6/8 time (S.S 1, 2 )

Define Dynamic Markings: fortissimo, pianissimo, crescendo, decrescendo and Tempo markings: Adagio, lento, andantino, allegretto, a tempo, rallentando (S.S 1, 2, 4 ) Demonstrate beginning shifting and continued refinement of vibrato (S.S 1, 2)

Perform various special sound effects, such as: ponticello, sul tasto, col legno (S.S 1, 2 )

Perform music of various cultures-- identifying elements and societal purpose of the music (S.S 1, 2,3, 4 )

Construct major scales in keys of G, D, A, F and B-flat and write finger patterns for each (S.S 1, 2, 4 )

Recognize musical forms such as minuet, gavotte, and concerto (S.S 1, 2, 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.

Throughout the year, our grade level teams will complete cross-curricular units of instruction.

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.2 and Mueller Rusch Bk.2

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.

Topics of Study

First Quarter

G, D, AND C MAJOR REVIEW

Identifying

Half Steps and Whole Steps

Rhythmic and Melodic Listening skills

Guided Listening from the standard orchestral literature

Independent Tuning of the Instrument

Establishing good shifting technique

Establishing and Refining Third Position

Two octave scales

Altered Notes

Backward Extensions

Forward Extensions

Counting Review in 2/4, 3/4 and 4/4

Staccato, Legato, Spiccato, and Hooked Bowing

Sixteenth Notes

Costume Concert Repertoire

Second Quarter

Bow Distribution and Refining Tone Production

Mixed/Changing Meters

Sightreading Skills

Shifting to Natural Harmonics

A Major Finger Patterns and Exercises

F Major Finger Patterns and Exercises

Third Position Finger Patterns

Refining the Bow Hold

Improving and Relaxing Vibrato

Veteran's Day Concert Repertoire

Winter Concert Repertoire

Third Quarter

Syncopation

Mixed/Changing Meters Bb Major/g minor Finger Patterns and Exercises

Cut Time

Counting and Note Values in 6/8

Triplets

Major and Minor Key Signatures

Writing Major Scales

Concert Repertoire for CPA

Fourth Quarter

Major Scales and Intervals

Natural Harmonics

Keys and Scales (Ancillary Study Books)

Refining Shifting Technique

Music Terms and Theory Review

Spring Concert Repertoire