High School Honors Orchestra

PA Arts and Humanities Standards:

• 9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.G Analyze the effect of rehearsal and practice sessions.
• 9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.

• Know and use proper posture conducive to good tone production.
• Know and use proper bowing technique conducive to good tone production.
• How to set up their instrument for optimal performance.
• Basic instrument maintenance necessary for good tone production, e.g. bow rosin, string maintenance, etc.
• How to tune their instrument using a tuner and equal temperament.
• Know and apply basics of just intonation with regards to key chord tones in major and minor keys.

• Proper tone production on a string instrument requires proper posture as well as left-hand and right-arm technique.
• Only a good characteristic tone will blend with other instruments.
• Ensemble balance is relative to the ensemble and each individual’s function within the texture at any given time.
• Tuning is a compromise - Even with all strings tuned correctly, adjustments will need to be made depending on the role of the note in a given harmony.
• Use of just intonation concepts will result in richer, fuller ensemble sounds.

• Blend = tone production
  • sit/stand with proper posture when playing
  • use correct left-hand and right-arm technique when playing
  • set up equipment properly and handle typical problems or issues
  • concept of characteristic tone
  • bow control: position, angle, weight, speed
  • demonstrate characteristic tone on an orchestra instrument in ensemble and individual settings
• Balance = relative volume with respect to ensemble
  • use of balance pyramid (McBeth)
  • play with good balance relative to ensemble
  • perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings 
• Intonation = instrument set up to play in tune with itself
  • properly tune each individual string
  • common finger patterns (major, minor, lydian, augmented, diminished)
  • identify basic intonation tendencies and strategies for adjusting intonation problems
  • use equal temperament and just temperament tuning systems in the relative appropriate situations
  • compensate for instrument-specific intonation tendencies in ensemble and individual settings
  • listening "down" to the lowest voice as foundation of harmony
  • listening "in" to the rest of the section
• Students will produce a characteristic and mature tone on their instrument.
• Students will be able to play with proper balance in ensemble situations.
• Apply an understanding of pitch tendencies on their instrument to compensate for intonation problems in an ensemble.
• Perform ensemble literature in public performances, as a realization of the study of orchestral literature.
• Interpret conductors’ gestures with regards to ensemble techniques, expression, notation conventions, and realization of printed musical scores.

• How do instrument timbres relate to each other with regards to blend and tone production in an ensemble?
• What is a good characteristic tone and how is it produced?
• How do instrument timbres relate to each other with regards to volume in an ensemble?
• How does intonation affect an ensemble?
• What are intonation and pitch tendencies and how does a player compensate?
   

• How do you read a tuner?
• How is pitch measured on a tuner?
• What is equal temperament?
• What is just temperament?
• How does tuning in just temperament compare to tuning in equal temperament?
• What is a good characteristic tone?
• How do you select good strings?
• How do you store and care for instruments and bows so they play well?
• What is the procedure for tuning a string instrument?
• What is the McBeth Balance Pyramid?
• What can your left hand do to compensate for tuning issues?
   

• Grade-appropriate Orchestra Repertoire
• Whiteboard
• Projector
• Sound system
• Tuner app
• Yamaha Harmony Director
   

• Posture
• Minor
• Rosin
• Speed
• Timbre
• Cents
• Strings
• Lydian
• Position
• Blend
• Tuner
• Finger Patterns
• Augmented
• Angle
• Balance
• Half Step
• Major
• Diminished
• Weight
• Tone
• Whole Step

• Concert Performance
• Performance: Exhibition
• Public concert performances scheduled throughout the year.

PA Arts and Humanities Standards:

• 9.3.12.A Explain and apply the critical examination processes of works in the arts and humanities.
  • Compare and contrast
  • Analyze
  • Interpret
  • Form and test hypotheses
  • Evaluate/form judgments
• 9.3.12.B Determine and apply criteria to a person’s work and works of others in the arts.

• How to listen critically to a musical performance and assess interpretation, execution, and overall quality.
• How to express an evaluative critique of a performance using clear, critical, and musical terminology.
• The music vocabulary necessary to describe, critique, and refine performances.
• How to identify strengths and areas of improvement in their own playing through recorded and live listening.

• Critical listening is an essential skill for musical growth and artistic interpretation.
• Using accurate musical vocabulary allows musicians to clearly evaluate and communicate their ideas about performance, both of themselves and others.

• Listen to a performance and critique the performance for interpretation, execution, and quality.
• Express in critical terms, an evaluative critique of musical performance.
• Express in critical terms, an evaluative critique of their own individual and ensemble performance.
• Critique their own performance in musical terms.
• Through listening to recordings, students will determine specific areas of need in order to refine their performance.
• Critique and evaluate professional and amateur performances of orchestra music.
• Demonstrate the ability to listen critically to a musical performance and critique based on listening.
• Utilize appropriate musical terminology in the process of performance critique.

• What is required for critical listening?
• How do you listen to music critically?
   

• How do you listen critically to a musical performance?
• What is the integrity of the rhythmic performance?
• What is the integrity of the harmonic and tonal performance?
• Is the musical interpretation appropriate and stylistically accurate?
   

• Computer
• Recording software
• Microphones
• Sound system
   

• Style
• Balance
• Historical Context
• Tone
• Ensemble
• Dynamics
• Intonation
• Articulation

• Concert Performance Evaluation - Constructed Response: Narrative Writing Assignment
• Compare/Contrast Performances - Constructed Response: Critique
• Informal Discussion
   

PA Arts and Humanities Standards:

• 9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

• How to blend and balance within an ensemble.
• How to subdivide in the context of an ensemble.
• How to follow a conductor in an ensemble.
• Proper stage etiquette for an orchestra performance.
• Metrical conducting patterns.
• Stage etiquette for concert performance.
• Audience etiquette for concert performance.
• Principles of blend and balance in an ensemble.
• Best practices for individual practice.
• Rehearsal etiquette.
• Conventions of music notation.
• Music vocabulary (tempi, stylistic, dynamic, expressive).

• Successful ensemble performance relies on listening, awareness, and communication.
• Rehearsal and performance etiquette create a productive, respectful, and professional musical environment.
• A strong foundation in music vocabulary, notation, and ensemble skills empowers musicians to perform and interpret musical works with clarity and precision.

• Perform with sensitivity to ensemble blend, balance, and timbral subtleties in ensemble settings.
• Interpret conductors’ gestures with regards to tempo, meter, ensemble techniques, expression, notation conventions, and interpretive realization of printed musical scores.
• Define common musical terms for tempo, expression, dynamics, and style
• Demonstrate appropriate rehearsal etiquette and procedures in ensemble settings.
• Perform ensemble literature in public performances, as a realization of the study of orchestra literature.

• What do students need to know about performing in an orchestra relative to ensemble performance? 
• How does an ensemble play as a cohesive unit?
• What conducting gestures does a musician need to understand in an orchestra?

• How do you determine your role with the context of the ensemble, relative to the repertoire?
• What are the standard metrical conducting patterns?
• What musical terminology is needed for any given piece of repertoire?
• What are the conventions of stage etiquette for an orchestra performance?
• What is the audience’s role and etiquette in live musical performance?
• What procedures make for efficient and productive ensemble rehearsal?
   

• Grade-appropriate orchestra literature
• Musical instruments

• Tempo
• Subdivision
• Pattern
• Blend
• Balance
• Intonation
• Dynamics
• Largo
• Lento
• Adagio
• Allegro
• Moderato
• Andante
• Vivace
• Presto
• Crescendo
• Decrescendo
• Diminuendo
• Ritardando
• Rallentando
• Allargando
• Accelerando
• Stingendo
• A Tempo
• Dolce
• Legato
• Staccato
• Slur
• Articulation
• tenuto
• Cantable
• Maestoso
• ppp
• pp
• p
• mp
• mf
• f
• ff
• fff
• fp
• sfz
• bpm
• meter
• Time signature
• Con
• Poco
• Poco a poco
• Sans
• Espressivo
• Tacet
• D.C. (da capo)
• D.S. (dal segno)
• Al Fine
• Coda
• Marcato

• Director informal assessment
• Performance: Performance Assessment
   

PA Arts and Humanities Standards:

• 9.2.12.A. Explain the historical, cultural and social context of an individual work in the arts.
• 9.2.12.B. Relate works in the arts chronologically to historical events (e.g., 10,000 B.C. to present).
• 9.2.12.D. Analyze a work of art from its historical and cultural perspective.
• 9.2.12.E. Analyze how historical events and culture impact forms, techniques and purposes of works in the arts (e.g., Gilbert and Sullivan operettas)

• Historical significance and biographical information on the composer and/or repertoire selection (varies, depending on piece of music).
• Programmatic considerations for a given piece of music (varies).

• Music is a reflection of its historical and cultural context.
• A composer’s life and experiences influence the music they create.

• Identify a composer’s biographical information that impacted the composition.
• Identify significant historical events that are associated with or impacted the composition.
• Identify the important composers of orchestra music, both historical and contemporary.
• Make connections between specific pieces of band repertoire and historical events or time periods, when it exists.

• Who are the historically significant composers of orchestral repertoire?
• Who are the significant contemporary composers of orchestral repertoire?
• What biographical information about a composer is relevant to the performance of his/her music?
• What historical events, eras, and developments have influenced a composer's writing?

• Is there a historical significance to a specific piece of orchestra music (varies)?
• What biographical information on the composer might help interpret the piece of music?
• What historical or cultural events or developments have impacted this piece or have been impacted by this piece?
   

• Instruments
• Orchestra repertoire
   

• Renaissance
• Composer
• Classical
• Arranger
• Romantic
• Modern

• Written Evaluation
• Constructed Response: Written Test
• Written assessment custom developed from the repertoire currently being studied. Test should consist of questions about composer, composition, and historical context that influence the interpretation and performance of the music.
• Informal: Class discussion
   

PA Arts and Humanities Standards:

• 9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.1.12.C Integrate and apply advanced vocabulary to the arts forms.
• 9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

• Phrasing, dynamic contour, expressive conventions (vibrato, etc.).
• Dynamic interpretation.
• Musical phrasing.
• Appropriate expressive conventions - vibrato, shaping, note grouping.
• Shaping phrases.
• Note grouping principles.
• Vibrato techniques (instrument-specific).

• Expressive performance brings music to life.
• Phrasing and dynamic shaping are essential to musical communication.
• Musical interpretation requires personal decision making within a collaborative context.

• Make phrasing decisions in melodic content within ensemble repertoire.
• Students will perform music expressively with appropriate expressive conventions - vibrato, shaping, note grouping
• Make phrasing decisions in accompaniment parts relative to melodic phrase structure.
• Produce quality and characteristic tone throughout a wide dynamic range.
• Use vibrato appropriately both in solo and ensemble contexts.
• Make musical decisions and interpretations relative to the ensemble.

• What are the elements of expression?
• How does one perform expressively?
   

• What are the conventions of phrasing within a specific style of music?
• What parts are accompaniment and what is melody in a specific piece of music?
• When is it appropriate to use vibrato in an ensemble setting?
• What are the conventions of musical expression in a band ensemble?

• Instruments
• Orchestra Repertoire
   

• Expression
• Melody
• Vibrato
• Dynamics
• Accompaniment
• Note grouping
• Counter-melody
• Phrasing
• Ostinato

• Director informal assessment
• Performance: Performance Assessment
   

PA Arts and Humanities Standards:
9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.
9.1.12.G Analyze the effect of rehearsal and practice sessions.
9.1.12.K Analyze and evaluate the use of traditional and contemporary technologies in furthering knowledge and understanding in the humanities.

• Understand their role in ensemble rehearsal processes.
• Etiquette for and role in ensemble rehearsal.
• Strategies for engaging in the rehearsal process.
• Importance of learning an individual part as a portion of the whole work.
• Strategies for efficient practice.
• Goal setting strategies.
• Effective practice techniques and tools.
• Technology tools for practice and rehearsal.

• Individual responsibility drives ensemble success.
• Effective practice and goal setting leads to musical growth.
• Technology can serve as a tool to enhance practice and rehearsal efficiency.

• Discuss, demonstrate and model proper and effective rehearsal techniques, focusing on individual responsibilities and contributions to the process.
• Demonstrate engagement in the rehearsal process.
• Practice with efficiency.
• set personal practice achievement goals.
• Analyze their own playing for the purpose of planning productive individual practice.
• Use technology resources for practice (software, apps, etc.)
• Use technology to assist in rehearsals (tuner, metronome, apps, etc.)

• What are the elements and procedures for effective and efficient ensemble rehearsals?
• What are appropriate methods and strategies for individual practice?
   

• What are ways to engage in the ensemble rehearsal process?
• What is the individual’s role and responsibilities in an ensemble rehearsal?
• What is the difference between long-term goal and short-term goal for practicing?
• How can planning make practice more efficient and effective?
• What technology tools can be used to practice and analyze playing?
   

• Musical instruments
• Computer - apps
• Sound system
• Recording equipment
   

• Practice
• Metronome
• Rehearsal
• Tuner
• Etiquette
• Goal

• Ongoing
• Process: Process-Focused Assessment
• Director continually monitors and assesses individual achievement and advancement over time.  Improvement should be evident in the ensemble rehearsal as well as individual assessments from other units, giving an overall assessment of progress.
   

PA Arts and Humanities Standards:
9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
9.1.12.C Integrate and apply advanced vocabulary to the arts forms.
9.1.12.D Demonstrate specific styles in combination through the production or performance of a unique work of art.

• Time signatures.
• Simple, compound, and complex meters.
• Duple and Triple subdivision.
• Count-writing conventions (e.g. 1-e-+-a).
• Macro and micro beats.
• Tempo and beats per minute.

• Understanding meter and subdivision is essential for accurate rhythm performances.
• Clear, consistent counting systems support precision in ensemble and solo playing.
• Tempo, beats per minute, and subdivision impact the feel and function of music.
   

• Count and play in simple, compound, and complex meters.
• Play following a conductor’s gestures in multiple and changing time signatures
• Play rhythm patterns in simple, compound, and complex time signatures.
• Demonstrate a standardized method for writing in counts in music.
• Write in counting for difficult rhythmic passages.
• Demonstrate an ability to subdivide in any meter.

• What are the different types of meter in music?
• What is the difference between time signature and meter?
• What is subdivision?
• How is tempo measured and indicated?
   

• What is a simple meter/time signature?
• What is a compound meter/time signature?
• What is a complex meter/time signature?
• What are the two basic subdivisions?
• What meters do we use macro beats in?
• How do we indicate tempo?

• Instrument
• Metronome
   

• Meter
• Simple Meter
• Complex Meter
• Tempo
• Metronome
• Duple subdivision
• Time Signature
• Compound Meter
• Triple subdivision
• Beats per minute
• Macro Beat

• Performance: Other oral assessments
  • Director listens and analyzes ensemble sound and provides continuous feedback to ensemble.
• Performance: Formal Assessment
  • Student performs live or recorded and director assesses accuracy.
• Performance: Process-Focused Assessment
  • Students will analyze rhythms in the repertoire and use count-writing, speaking, clapping, and playing strategies to master the rhythms.
     

PA Arts and Humanities Standards:

• 9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.

• The Circle of 5ths to define tonal centers and keys.
• The relationship between keys.
• The twelve points on the Circle of 5ths can be used to identify key signatures up to 7 flats and 7 sharps
• There are 15 different key signatures.
• Relative major and minor keys share the same key signature.

• The Circle of 5ths organizes key signatures and tonal centers.
• Major and minor keys are interrelated through shared key signatures.
• Mastery of scales and key relationships supports musicianship and technical proficiency.

• Identify major and minor key signatures
• Play in 10 major scales (C, G, D, A, E, B, Ab, Eb, Bb, F)
• Play 9 minor scales in three forms (natural, harmonic, melodic) (A, E, B, F#, C#, G#, F, C, G, D)

• How are key signatures related?
• How does the Circle of 5ths summarize and define the harmonic structure of Western music?
   

• How do you determine a key signature using the Circle of 5ths?
• How are major and minor keys and scales related?
   

• Instrument
• Metronome
• Circle of 5ths
• Technique Book
   

• Major
• Melodic Minor
• Sharp
• Minor
• Relative key
• Flat
• Natural Minor
• Parallel key
• Circle of 5th
• Harmonic Minor
• Key Signature
• Fingering Chart

• Scale Evaluation
  • Product: Personal Project:Students will submit quarterly recorded assessments of major scales.
• Key Signature Identification
  • Written assessment: Identify key signatures using the Circle of 5ths
     

PA Arts and Humanities Standards:

• 9.1.12.H Incorporate the effective and safe use of materials, equipment and tools into the production of works in the arts at work and performance spaces.
  • Evaluate the use and applications of materials.
  • Evaluate issues of cleanliness related to the arts.
  • Evaluate the use and applications of mechanical/electrical equipment.
  • Evaluate differences among selected physical space/environment.
  • Evaluate the use and applications of safe props/stage equipment.
  • Evaluate the use and apply safe methods for storing materials in the arts.

• How to select good strings.
• How to store their bows and instruments properly.
• How to clean and maintain their instrument for health and sanitary purposes.
• The dangers of temperature and humidity when storing string instruments.

• Proper instrument maintenance and care are essential for performance quality.
• Choosing the correct instrument enhances sound quality and player comfort.
• Responsible instrument ownership supports long-term musicianship.

• Routinely maintain a musical instrument in good working condition
• Select a proper strings for the style of playing
• Clean a string instrument
• Store instrument properly

• What are the safety, sanitation, and hygiene concerns of a musician?
• What is required to maintain an instrument and equipment in order to perform to potential?
• What are the different qualities of strings that affect tone and style?
   

• How do you select and change strings?
• What factors are taken in consideration when choosing strings relative to the type of playing?
• What are the ways in which instrument and bow life can be prolonged? E.g. storage, use
• What is the process for cleaning a string instrument?
• What are considerations for storing a musical instrument?
• How can temperature and humidity affect a musical instrument with regards to storage?
   

• Musical instruments
• Bows
• Strings
• Rosin
• Polishing Cloth
   

N/A

• Ongoing
• Process: Process-Focused Assessment
• Director will continually assess, identify, and address areas of need with individual students as allowed.
   

PA Arts and Humanities Standards:

• 9.1.12.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.12.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts.
• 9.2.12.A. Explain the historical, cultural and social context of an individual work in the arts.

• The significant composers of solo repertoire for their instrument.
• The significant works in the standard repertoire for their instrument.
• Proper performance etiquette for solo performance.
• Historically significant works in their instrument’s solo repertoire.
• Conventions of performance etiquette for solo recital performance

• The composer’s significance to an instrument’s solo repertoire.
• The important stand works of solo literature in an instrument’s repertoire.
• Solo performance etiquette differs from that of an ensemble performance.

• Identify major works from their instrument’s standard repertoire.
• Identify important biographical information significance for composers of solo repertoire.
• Perform significant works from a specific instrument’s standard solo repertoire
• Demonstrate proper etiquette for solo recital performance

• What pieces are significant to a specific instrument’s solo repertoire?
• What composers are significant to a specific instrument’s solo repertoire?
• What is proper etiquette for solo recital performance?
   

• Why is a specific piece important to the solo repertoire of an instrument?
• What biographical information of the composer was influential in the development of a specific work?
• What considerations are there for solo performance of a specific work?
   

• Musical Instruments
• Solo repertoire (sheet music)
   

• Repertoire
• Concerto
• Sonata
• Movement
• Etiquette
• Recital
   

• Director formal assessment
• Performance: Performance Assessment
• Student will present honors jury recital performance of significant solo repertoire.