Purpose

The orchestra classes are curricular classes that meet daily during the school day.  The nature of this class requires the development of skills, concepts, and attitudes to be learned in class.  Often these skills must be demonstrated apart from class via many forms of performances.  The broad objectives of the class are to improve playing skills, play a wide variety of musical literature, expand the students knowledge of history, sound and techniques of music, and enjoy the gift of music.

Concert Orchestra

This course is designed to help the younger player continue to hone important skills such as sight reading, listening, and ensemble necessary to play the more advanced literature. Emphasis is on technical mastery of bowing styles, intonation, and basic rhythms fundamental to successful ensemble performance.

Philharmonic Orchestra

This course is designed for the sophomore, junior, and senior who is continuing the technical and musical development necessary to master his/her instrument.  As with the other ensembles, the level of literature is appropriate and explores a variety of styles.   

Symphony Orchestra

This course explores the literature that is written for a small symphony. This year the number of strong advanced players determined the nature of musical study. We are and will be exploring advanced orchestral techniques, further honing listening, rhythm, group intonation, and ensemble skills through a variety of literature.

Honors Credit

Beginning in the 2026-27 school year, all students enrolled in a 300- or 400-level music course in District 211 receive honors (weighted) credit. The curricula for these classes are designed to extend student learning beyond the standard high school curriculum, engaging students in advanced coursework in music performance, creation, research, and collaboration.

• Music Performance

  • Students will demonstrate musical growth by preparing and refining challenging repertoire, which will be assessed using the Honors Music Performance Rubric.

• Music Research

  • Students will engage in work that connects musical practice to historical, cultural, and theoretical understanding, which will be assessed using the Honors Music Research Rubric.

• Music Collaboration

  • Students will demonstrate advanced collaborative and leadership skills in a chamber ensemble or sectional setting, which will be assessed using the Honors Music Collaboration Rubric.

Grade Breakdown

Students will be assessed through performance (live and video), written work, daily rehearsal preparedness and skills, and concert evaluation  

15 % Daily Rehearsal Skills- daily rehearsal engagement and preparation,  exhibiting solid rehearsal skills

50% Formative Assignments and Assessments- live, class assessments, technique class attendance, video assignments and playing tests, written work (Schoology posts, exit slips,), theory assignments/quizzes. This includes completion point assignments.  Music is a process.

35% Summative Assessments - final video assessments of concert/technique music at end of  cycle and /or semester, concert critique/composer project/performance of solo, concert evaluations

211 Orchestra Critical Learning Standards

• 1. Performance - Students are able to perform musical notation by sight and/or by ear

     1. Uses proper left hand/right hand technique

     2. Accurately identifies and performs pitch and/or adjusts intonation

     3. Accurately identifies and performs rhythm notation

     4. Performs with good tone quality

     5. Musicianship & Interpretation are exhibited through proper use of articulation, dynamics, phrasing, stylistic consideration

  2. Elements - Students are able to identify musical elements

• • 1. Rhythm (beat, meter, tempo, note values)

    2. Symbols (example: repeat sign, clefs)

    3. Note Names

    4. Harmony

    5. Melody

    6. Texture

    7. Form

• 3. Analysis - Students are able to make aesthetic judgements about music and analyze music using various musical elements

• • 1. Making musical choices through an understanding of the written dynamics, articulation and other terms indicated by the composer.

    2. Interpretation choices (bowing, phrasing, historical style) is based on knowledge of the composer and time period/style.

   IV.  Rehearsal Skills students are able to demonstrate and consistently follow proper ensemble protocol 

                A. Demonstrates proper decorum/physical presence

                B. Focus on task

                C. Preparedness

                D. Individual time management

                E. Instrument Care

                F. Responding to conductor/ensemble

Member Responsibilities

  Each and every one of you is equally important to the success of the team.  Therefore, the musicians in this group are asked to abide by the following:

• To practice diligently the music assigned to you and your musical team.  

• Respect yourself and others.

• Respect your instrument and your surroundings.

• Be in the room on time.  A student is considered tardy if they enter the room after the start of class.  Students are expected to have music and instruments out  3 minutes after the start of class.  

• Be ready to play when Mrs. Carlson is on the  podium/ concertmaster is ready to tune the orchestra. 

• Be attentive during class.

• Follow instructions.

• Come prepared with your materials

• Actively write in your music.

• Put your name on your case, folder, and additional accessories (rosin, rockstop, shoulder pad).

• Water is the only beverage allowed during rehearsal.

Late work policy

Late work will be accepted for up to 2 weeks but with grade deductions starting after assigned deadline.  Work towards prompt submission. 

Materials

• Instrument, including rock stops/shoulder rest, rosin, extra strings, mute

• Music- method book and concert repertoire

• Method book: Habits of a Successful String Musician by Christopher Selby, Scott Rush, and Rich Moon  (available on Schoology now)

• Pencil (#2 or colored) 

• metronome app

• tuning app

Student Performance Expectations

• Arrive on time and at the correct location.

• Dress Appropriately

• Leave all personal belongings in the appropriate area - not the performance area.

• When not performing, students need to direct their attention to the focus of the concert (speaking introduction, soloist, instrumentalist, dancing group, etc.).

• If not involved in the musical selection but still in the performance area, students are to sit quietly and demonstrate appropriate concert etiquette.

• Students are required to stay for the duration of the concert unless discussed with director for a specific reason.

Concert Participation.

• Every student needs to participate in performances, barring serious illness, death in the family. These performances are, in essence, the final grade. Every student contributes to the success of the whole!

• An unexcused absence at a concert will significantly lower your grade. (See section on grading) Extenuating circumstances will be dealt with on an individual basis..

• Family birthdays, job shifts, visiting relatives, too much homework  are not valid excuses to miss a concert.   There will be an appropriate make-up assignment in lieu of concert participation.

• Every student will be expected to perform in the appropriate concert dress

• Throughout the year, field trips will be taken during the school day.  You are responsible for any work missed while you are gone.  Please keep up with your studies in order to participate in these events.  The group needs you!

  Audience Concert Etiquette

(Adapted from MENC Teacher Success kit by Randy Hise.)

• Audience members need to be seated and quiet when the performance is in progress.

• If it is necessary to arrive late or leave before the concert is over, please do so between musical selections.

• Clapping is the appropriate way to show appreciation for the performance.  Laughter is acceptable when appropriate.  Whistling, yelling, or screaming are not appropriate at any time before, during, or after a concert.

• During a jazz concert, clapping is an appropriate way to acknowledge a single soloist.  During multiple solos, please wait for all soloists to finish performing before applauding.

• Parents should keep small children seated with them and not allow them to move around during the concert.  If very young children become restless and disrupt others' ability to listen, please take them from the performance area until they are quiet.

• It is customary to welcome the director with applause.

• Listeners and performers are distracted by extra sounds and movements from the audience.

• Hats or caps should be removed during a concert.  Food or beverages should not be present during the concert.

• Watch the director when the music stops to decide whether or not to applaud.  Some musical works have extended endings, several parts, or multiple movements and the audience is expected to applaud only after all movements have been performed.

• Cellular phones interrupt a performance.  Please be sure they are turned off.

Equipment

The following will be expected of all members:

• All instruments are to be in good playing condition.  Proper maintenance is REQUIRED.

• Need to have rosin, hard or soft shoulder rests, cleaning cloths, pencils, good strings, etc. cello and basses should have rock-stops at all times.

• Should you break a string you will be expected to bring a string to school that has been purchased at the music store to replace the one that is broken.  This includes school owned instruments.  You may want to consider investing in an extra set of strings to keep in the instrument case.

CELL PHONE EXPECTATIONS:  Cell phones will be put in the assigned slots upon arrival.