8th Grade Syllabus
Eighth Grade Strings Syllabus
Beck Academy
SYLLABUS FOR: BECK STRING CLASSES GRADE: 8
TEACHER: Mrs. Kathleen S. Robinson
ROOM: 301
Phone:864-355-1441
E-Mail:ksrobins@greenville.k12.sc.us
8th Grade Strings Teaching Schedule:
2nd Period: 10:04-10:49
7th Period: 2:25-3:15 (Google Basics Course Facilitator)
I am available for conferencing by appointment before or after school.
COURSE DESCRIPTION:
This is an advanced course of instruction in violin, viola, cello and bass for students who have successfully completed at least two years in string class. This class will prepare students for the high school strings class. Students will continue to develop technical skills such as shifting, tuning, sight-reading, position work, advanced music theory and scales. Home practice is required and concerts are presented. Students who demonstrate above average proficiency will be eligible for Greenville County after school orchestra programs, and may be able to audition for Junior All-State.
Goal:
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.
PREREQUISITE: Students must have successfully completed two years of string class. This is a yearlong course. 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 Techniques 2000 Bk. 3- by Gillespie, Hayes, Allen and Muller Rush Bk. 3 (obtained by student)
Keyboard
Cassette tapes and video tapes
Computer with printer
Microsoft Word Television and VCR
Appropriate level ensemble music
Dr. Beat Metronome/amplification system (requested)
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:
Perform all major scales, one octave.
C, D, F, E, E-flat two octave, a, e, d, c minor scales (S.S 1, 2, 4 )
Be able to tune own instrument (S.S 1, 2 )
Use vibrato consistently (S.S 1, 2 )
Demonstrate understanding of bow distribution and bow speed (S.S 1, 2, 4 )
Be able to perform dotted sixteenth note patterns and syncopation (S.S 1, 2 )
Perform pieces using second, third, fourth and fifth position (S.S 1, 2 )
Demonstrate refined shifting technique (S.S 1, 2)
Be able to recognize and perform harmonics (S.S 1, 2 )
Read treble clef- (viola) and tenor clef (cello) (S.S 1, 2 )
Define the circle of fifths, order of sharps and flats, perform and construct major and minor scales (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.
Class Objectives:
The advanced string student should be able to demonstrate the following:
- Correct vibrato
- Basic shifting to 2nd, 3rd, 4th, and 5th positions
- First, third, and fourth finger extensions
- Two Octave Scales
- Lower level Three Octave Scales
- Instrument tuning using fifths and harmonics
- Sightread music in 2/4,3/4, 4/4 and 6/8
- Rhythms containing triplets and basic syncopation
- Bowing with detached slurs, spiccato, martele, and tremolo
- Describe and write relative major and minor keys
- Identify intervals visually and aurally
- Construct tonic, subdominant, and dominant triads
- Define vocabulary in method book and orchestral selections
Topics of Study
First Quarter
Refining Instrument hold and Bow Technique
Refining tone and vibrato
Listening Skills-Rhythmic and Melodic
Half Steps and Whole Steps in Third Position
Major Scale Review/Minor Scales & Forms
Natural Harmonics
Shifting Technique
Guided Listening-Standard Orchestral Literature
Composers and Time periods of Music History
Second Quarter
Major Keys and Scales Section of Book 3
Syncopation
Intonation in the higher positions
Theory Assignments applying notation skills in 4 clefs
Transposition using 4 clefs
Third position on the G and C Strings
Second Position
Fifth Position
Third Quarter
Major Keys and Scales-3 Octaves
Relative Minor Keys and Scales
Spiccato, Louree, Special Effects
Writing Minor Scales
Triads and Harmony
Fourth Quarter
Music Composition
Performance Skills and Solos
Fifth Position
Three Octave Scales
Major/minor scales and intervals-continued