BHS Orchestra Ongoing lesson plans for admininstration

Students receive emails with specific music to prepare for rehearsals.  

Rehearsals and Assessments
DAILY
  1. Tuning Procedure
  2. Warm Up with Scales/Harmonics/Etudes
  3. Large/Small Group/Individual Rehearsal
  4. Formative assessment on Tone, Rhythm, Intonation, Musicality
WEEKLY routine and class set up
  • Full group set up
    • Rehearsal with and without recordings
    • Literacy (Sight reading) Practice / Music Reading
  • Personal Orchestra Domain set up (PODs)
    • Practice in small learning groups
    • Recitals for class
    • Recordings for formative feedback
  • Individual Practice with c-books/partners (chromies/homies)
  • Challenges/Testing

YEARLY Overview (ongoing seasonal)
Unit 1: August to Fall concert
  • Tune, Etudes, scales, concert music
  • POD and Full Group throughout the week
  • POD recitals and recordings
  • Fall Concert Music preparation
  • Challenges and Summative Assessment
Unit 2: Fall Concert to December break
  • Tune, Etudes, scales, concert music
  • POD and Full Group throughout the week
  • POD recitals and recordings
  • Kaleidescope
    • music reading working the appropriate A,B,C,D,E parts.  
  • Combined concert music preparation for Holiday Concert and Holiday Wishes Assembly
    • Freshmen on 2nd violin, concert/chamber on 1st. 
  • Summative Assessment
  • 9th Grade/Concert Orchestra gets promotion audition music and works on chrome books with recordings from the BHSO website.
Unit 3: January to State Concert Performance Assessment
  • Tune, Etudes, scales, concert music
  • POD and Full Group throughout the week
  • POD recitals and recordings
  • Concert Orchestra auditions for chamber during January
  • Concert Festival Music preparation
    • String and Concert combine, all play pre-fest concert, audition as needed for concert festival
  • Challenges and Summative Assessment
Unit 4: SCPA to Spring Concert
  • Tune, Etudes, scales, concert music
  • POD and Full Group throughout the week
  • POD recitals and recordings
  • Spring Combined concert music preparation
    • Freshmen on 2nd violin, concert/chamber on 1st. 
  • Region Orchestra music preparation for next October
    • must pay $10 audition fee by June
  • Summative Assessment

Daily Objectives/Integrated Standards

MIH4-1.4 Perform on an instrument while maintaining good posture and playing position and demonstrating good breath support or good bow or stick control.


MIH4-1.6 Play instruments with expression and stylistic accuracy.


MIH4-1.7 Demonstrate the characteristic tone quality of the particular instrument while playing with accurate notes, rhythms, dynamics, articulations, and intonation and maintaining a steady tempo.


MIH4-1.8 Perform, alone and in groups, music written in two or more parts, balancing dynamics, blending timbres, and using well-developed ensemble skills i


MIH4-1.9 Perform with stylistic accuracy a variety of music representing diverse cultures, genres, and styles.


MIH4-1.10 Perform scales and literature at a level of 5 on a scale from 1 to 6.


MIH4-3.2 Identify half and whole steps within given keys and sight-read music at a level of 3 on a scale from 1 to 6.


MIH4-4.3 Analyze and compare the elements of music in a given work that make it unique, interesting, and expressive.


MIH4-4.4 Evaluate musical performances by others in terms of their stylistic effect.



MIH4-6.5 Examine current research on music’s impact on students and their productivity in school and later in life.

Advocacy
ENGLISH LANGUAGE ARTS


Scientific data proves that by teaching music, we enhance the abilities of our students to perform better in this area.  

NPR story here



MATH

Various Assignments as they relate to Orchestra.


Modeling
1. Rhythm Test online, go HERE
Using Mode A, Tempo fast or slow, highlight 1st row of rhythms only (4 squares) ; play until you get 10 right, email results to ccorde@richland2.org
Student will evaluate the sound of a rhythm and select the proper music notation that will reproduce the audible example.

2. Students will interpret written rhythms expressing an exact quantity in each measure and reproduce the proper sound coinciding with the music notation.


CROSS CURRICULAR 

Music Instinct: Science and Song

Benefits of Music from PBS

Culture with Bobby McFerrin

Music Training with Oliver Sacks (wrote Awakenings, movie made based on that book with Robert DeNiro and Robin Williams)


Archive

CCSS.ELA-Literacy.CCRA.R.1 Read closely (Literacy) to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.


Various Assignments as they relate to Orchestra.

1. Using therhythmtrainer.com, students will practice analyzing rhythms under parameter B, "after looking at the written rhythm, choose the correct audio choice". Students will be required to use their "mind's ear" to see select the correct answer.


2. After studying (without the use of audio or instrument) the familiar musical excerpt, students will make corrections to the music based on traditional key, pitch, and rhythm.


3. After closely reading the music upon first sight, students will perform music incorporating as many technical and musical skills as possible.  

In terms of the SCMEA sight reading standards and assessments Tone, Rhythm, Intonation, Musical Effect, Position, and Presentation are all accountable.


4. After closely rehearsing the music for multiple days, students will perform music with increased ability to include the above SCMEA standards of assessment.


5. After closely listening to a professional audio or visual orchestra performance, students will perform music imitating style and nuance of the professional musicians.


6. Lyric Assignment


7. Holiday Quiz 1 and 2 equates to CCSS vocabulary resource and interactive puzzle examples found HERE


8. Holiday Quizzes 1 and 2 are similar, although more difficult, to CCSS language standards found on this website full of online resources.


Music Standards:

S1. Aesthetic Perception – Concept Development ; S2.  Creative Expression – Skills Development ; S4. Aesthetic Valuing – Application of Knowledge and Skills ; N2. Performing on instruments, alone and with others, a varied repertoire of music ; N5. Reading and notating music ; N6. Listening to, analyzing, and describing music ; N7. Evaluating music and music performances; N8. Understanding relationships between music, the other arts, and disciplines outside the arts


Objectives:

1. Performance Readiness - daily routine and check for basics of correct posture/position

2. Tone - daily routine to increase proficiency of bow weight/speed/area, left hand nuance when applicable (i.e. vibrato)

3. Intonation - daily routine to increase proficiency of finger patterns and scales

4. Rhythm - daily routine to increase proficiency in simple/complex rhythms

5. Musicality - as it pertains to the concert selections currently studied.  Vibrato, dynamics, articulation, bowing style, tempo, etc.


Assessment:

1. Formative assessment each day on each objective during rehearsal.

2. Summative assessment weekly performed in class


Materials:

1. Instruments - Violin/Viola provided by the student; Cello/Bass provided by the school, 2. Music Stands and Chairs, 3. Sound System, 4. "BHSO Classroom Binder" - includes scales, “Cordetudes”/music, orchestra literature, 5. Concert music - each student has his/her own part that applies to String, Concert, or Chamber Orchestra, 6. Classroom computer with Smart Board.