Intermediate Orchestra

PA Arts and Humanities Standards:

• 9.1.4.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.4.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.4.C Recognize and use fundamental vocabulary within each of the arts forms. 
• 9.1.4.H Handle materials, equipment and tools safely at work and performance spaces.
• 9.2.4.D Analyze a work of art from its historical and cultural perspective. 

• Identify parts of the string instrument and bow.
• Understand the concept of duration and pitch.
• Identify parts and assemble instruments correctly.
• Understand basic music vocabulary and instrument components.
• Understand the historical and cultural context of their instrument and related literature.

• Students will be able to correctly assemble their complete instrument.
• Students will be able to demonstrate elements of correct body and instrument posture and bow hold.
• Students will be able to demonstrate appropriate care, cleaning and maintenance of a string instrument.
• Students will be familiar with the historical and cultural context of their instrument and literature.

• Demonstrate correct playing posture.
• Demonstrate proper hand placement.
• Demonstrate proper bow technique.
• Play basic pitches (open strings, basic fingerings).
• Play basic rhythms (eighth, quarter, half, whole notes and rests).
• Perform songs using basic pitches and rhythms.
• Demonstrate steady beat by tapping foot and counting to four.

• How does my instrument make sound?
• What is necessary to prepare to play my instrument?
• What do all of these musical words and symbols mean?
• How do I read and perform music?
   

• How do I play (ex. first 5 notes of D major scale) on my string instrument?
• How do I play (ex. half note, quarter note, etc.) on my string instrument?
• What is the correct playing position for my instrument?
• How do I produce sound on my instrument?

• Suzuki School, volume 1
• Essential Elements for Strings, book 1
• Teacher developed supplemental materials
   

• Rhythm
• Quarter Note/Rest
• Half Note/Rest
• Whole Note/Rest
• Pitch
• Note Names
• Instrument Parts
• Pizzicato
• Arco
• Posture
• Composer

• Self evaluation (student)
• The teacher will observe students play basic pitches and rhythms on their instruments with good posture, bow technique and tone quality.
   

PA Arts and Humanities Standards:

• 9.1.4.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.4.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.4.C Recognize and use fundamental vocabulary within each of the arts forms. 
• 9.1.4.G ​​Recognize the function of rehearsals and practice sessions.
• 9.1.4.H Handle materials, equipment and tools safely at work and performance spaces.
   

• Identify the elements of music notation as used in beginning string ensemble and solo literature.
• Identify music in simple meters.
• Identify basic music terminology appropriate to beginning orchestra solo and ensemble literature.
• Identify elements of effective practice habits.
• Know how to safely work in selected physical space/environments.

• Students will be able to perform simple musical phrases.
• Students will be able to demonstrate an understanding of basic music terminology appropriate to beginning string solo and ensemble literature.
• Students will expand their performing range to include F and C natural.
• Students will develop practice habits that include a warm-up routine and effective time management.
• Students will understand appropriate elements of successful individual practice sessions.
• Students will understand how to set up instruments and equipment for effective rehearsals and performances.

• Perform simple musical phrases with expanding pitch range.
• Perform literature in simple meters (4/4, 3/4 and 2/4 time signatures).
• Perform rhythms in duple subdivisions as appropriate to beginning string ensemble and solo literature.
• Demonstrate proficiency on basic pitches (fingerings).
• Demonstrate proficiency on basic rhythms (including eighth notes and dotted figures).
• Play pitches that expand to include F and C natural.
• Establish basic warm-up routines appropriate for instrument and experience level.
• Demonstrate appropriate strategies for individual practice.
• Establish appropriate and safe physical space/environment.

• How do we learn to play new songs?
• How do I move beyond basic notes and rhythms?
• What is needed to practice effectively?
   

• How do I play (ex. all notes of D major scale, F and C natural) on my string instrument?
• How do I play (ex. eighth notes and dotted figures) on my string instrument?
• What does an effective session look like?
• How do I set up my environment for productive practice?
   

• Suzuki String Method book
• Essential Elements Method book
• Supplemental note reading handouts
   

• Rhythm
• Eighth Note/Rest
• Dotted Half Note/Rest
• Pitch
• Note Names
• Practice
• Warm Up
• Major Scale
• Flat
• Sharp
• Natural

• Self evaluation (student).
• Students will play expanded pitches and duple rhythms on their instruments with improved tone quality.
   

PA Arts and Humanities Standards:

• 9.1.5.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.5.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.5.C Recognize and use fundamental vocabulary within each of the arts forms. 
• 9.1.5.G ​​Recognize the function of rehearsals and practice sessions.
   

• Identify the pitches of the D Major Scale.
• Recognize harmony in ensemble literature.
• Recognize music terminology from solo and ensemble literature.
• Interpret conductors' gestures for beat and tempo.

• Students will understand appropriate rehearsal etiquette and procedures in ensemble settings.
• Students will perform ensemble warm-ups, including scales and/or etudes.
• Students will follow and interpret conducting gestures while performing.
• Students will build upon existing practice habits as pitches and rhythms expand in literature.

• Play the D Major Scale in quarter notes @ 60 bpm.
• Play polyphonic music in small group/ensembles.
• Perform with characteristic tone on a string instrument in individual and ensemble settings.
• Perform expressively using various dynamics, articulations and styles indicated in the literature.

• How do I perform in a group?
• What do the conductor's gestures mean?
• What does an orchestra rehearsal look and sound like?
• What do the symbols and terms in my music mean?

• How do I play (ex. D Major Scale in quarter notes @ 60 bpm) on my string instrument?
• How is playing in a group different from playing alone?
• How do I blend and balance my sound with others?
• How do I play (ex. dynamics, articulations, etc.) on my string instrument?

• Suzuki String Method book
• Essential Elements Method book
• Grade/age appropriate orchestra literature
• Scale sheet and fingering charts
• Method book or supplemental song sheets/exercises

• Major Scale
• Dynamics
• Articulation
• Bowings
• Down Bow
• Up Bow
• Various Terms
• Baton
• Beat Pattern
• Down Beat
• Tempo
• Performing Etiquette
• Rehearsal Etiquette
• Metronome
• Beats Per Min. (BPM)

• Ensemble evaluation, director observation.
• Self evaluation (student).
• Discuss/reflect rehearsal and/or concert elements, focusing on individual and ensemble performance.
   

PA Arts and Humanities Standards:

• 9.1.5.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.5.J Know and use traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others. 
• 9.2.5.A Explain the historical, cultural and social context of an individual work in the arts. 
   

• Identify informal structure and themes in conventional string literature musical forms.
• Interpret conductors’ gestures with regards to ensemble techniques, expression, and notation conventions.
• Know how to locate and utilize appropriate technology resources.
• Identify composers’ biographical information.
• Identify music of different cultures.

• Students will demonstrate performance proficiencies.
• Students will perform expanded (rhythm/pitch) ensemble literature.
• Students will follow the conductor’s gestures for dynamics and style.
• Students will develop confidence in playing varied independent parts in ensemble literature.
• Students will understand how technology can help improve performance.
• Students will develop an understanding of music from different cultures.

• Perform ensemble and solo literature with appropriate musical phrasing.
• Develop enhanced musical elements through small group instruction (lessons/sectionals).
• Perform appropriate dynamic indications in beginning orchestra solo and ensemble literature.
• Perform appropriate articulation indications in beginning orchestra solo and ensemble literature.
• React to conductor's gestures in regard to dynamics and style.
• Utilize technologies available for improving practice efficiency (ex. web resources, practice software, metronome/tuning apps).
• Perform music of different cultures.
   

• How can our orchestra improve?
• How does the conductor’s movements impact the way we play?
• How can we develop a tone/timbre that is characteristic of a developing orchestra?
• How can technology help me improve?
• What differences exist in music from various cultures?
   

• What do dynamics tell me?
• How do I improve my tone?
• How does the conductor communicate dynamics?
• How does the conductor communicate style?
• What are the characteristics of music from (ex. country/region)?

• Suzuki String Method book.
• Essential Elements Method book.
• Grade/age appropriate orchestra literature.
• Scale sheet and fingering charts.
• Method book or supplemental song sheets/exercises.

• Timbre
• Tone
• Intensity
• Duration
• Conducting
• Gestures
• Peripheral
• Technology
• Tuner
• Cent (sharp/flat)
• Pitch
• Culture
• Regions
• Syncopation
• Setting
• Era

• Ensemble evaluation, director observation.
• Self evaluation (student).
• Assess individual and group performances in regard to style, dynamics and tone quality.
   

PA Arts and Humanities Standards:

• 9.1.6.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.6.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.6.D Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
• 9.3.6.A Identify critical processes in the examination of works in the arts and humanities. 

• Identify and define stylistic terminology appropriate to beginning string solo and ensemble literature.
• Identify habits and procedures for a comprehensive warm-up routine.
• Understand (bow position and fingerings) expanded pitches on their instrument.
• Recognize dynamic symbols and articulation/bow markings.

• Students will continue development of interpreting a conductor's gestures.
• Students will perform with increased sensitivity to dynamic contrasts.
• Students will utilize appropriate musical terminology in the process of performance critique.

• Expand range on instrument.
• Perform with sensitivity to ensemble balance.
• Perform with sensitivity to ensemble blend.
• Develop a comprehensive warm-up routine.
• Perform a variety of music appropriate to beginning string solo and ensemble literature.

• How do I perform literature with increased independence?
• How does the ensemble rehearse challenging music effectively?
• Why is it important to understand contrasts in dynamics and articulation?

• How do I play new pitches on my instrument?
• What elements are in an appropriate warm-up routine?
• What do expressive musical symbols look like?
   

• Age and skill-level appropriate concert string literature.
• Scale Sheets.
• Fingering Charts.
• Director-developed worksheets and music excerpts.
   

• Style
• Articulation
• Dynamics
• Embouchure
• Scale
• Chromatic
• Balance
• Blend

• Open-Ended Task
• Assess individual and group performances in regard to style, dynamics and tone quality.
• Self evaluation (student).
• Ensemble evaluation, director observation.
   

PA Arts and Humanities Standards:

• 9.1.6.A Know and use the elements and principles of each art form to create works in the arts and humanities.
• 9.1.6.B Recognize, know, use and demonstrate a variety of appropriate arts elements and principles to produce, review and revise original works in the arts. 
• 9.1.6.D Describe and use knowledge of a specific style within each art form through a performance or exhibition of a unique work.
• 9.1.6.J Apply traditional and contemporary technologies for producing, performing and exhibiting works in the arts or the works of others.
• 9.2.6.D Analyze a work of art from its historical and cultural perspective.
• 9.3.6.D Evaluate works in the arts and humanities using a complex vocabulary of critical response.

• Demonstrate an understanding of musical terminology related to rhythm and harmony.
• Identify and analyze rhythm patterns in duple subdivision as appropriate to beginning string ensemble and solo literature.
• Identify and define stylistic terminology appropriate to beginning string ensemble and solo literature.
• Understand the importance of a comprehensive string orchestra warm up.
• Recognize websites that offer historical or pedagogical information on individual string instruments, composers or musical groups and organizations.
• Understand historical /cultural context of music used in lessons and rehearsals.
• Identify key people and events relating to the history of their instrument.

• Students will expand their playable range, explore enharmonics/chromatics and alternate fingerings on their instrument.
• Students will understand expressive elements by interpreting the conductor's gestures.
• Students will demonstrate an understanding of the relationship of string repertoire selections to significant historical/cultural events.
• Students will identify and verbalize individual aesthetic response to personal performance, as well as the performance of others.

• Perform with sensitivity to ensemble balance and blend.
• Perform ensemble and solo literature with appropriate musical phrasing.
• Interpret conductors' gestures to ensemble balance and blend.
• Interpret conductors’ gestures with regards to ensemble techniques, expression, and notation conventions.
• Utilize digital recording hardware/software to analyze elements of individual and group performances.
• Utilize appropriate musical terminology in the process of performance critique.

• How do I learn additional notes on my instrument?
• What does a 'good performance' sound like?
• What terminology can we use to talk about our performance?

• How do you play new pitches on your instrument?
• How does a conductor show me how to play expressively?
• How do I assess my performance and the performance of the orchestra?

• Suzuki String Method book.
• Essential Elements Method book.
• Supplemental note reading handouts.
• Grade/age appropriate orchestra literature.
• Scale sheet, rudiments, fingering charts.
• Method book or supplemental song sheets/exercises.

• Chromatic 
• Critique
• Historical Context
• Enharmonic
• Subdivision
• Digital Recording Device
• Texture
• Aesthetic
• Intonation

• Open-Ended Task
• Assess individual and group performances in regard to style, dynamics and tone quality.