8th Grade Orchestra

Syllabus and Curriculum Map

PERFORMANCE PERFORMANCE OBJECTIVE

OBJECTIVES

NUMBER

1.1.1 1AME3 Continue to refine ability to perform with proper playing posture and body stance

1.1.2 Continue to refine ability to perform with right hand technique including proper bow hold, pizzicato, arm weight, bow speed, and bow placement

1.1.3 1AME2 Continue to refine ability to perform with left hand technique including correct hand position, finger placement and the five basic finger patterns

1.1.6 1AME9, 1AME3-PO1 Continue to expand understanding of physical properties of producing a full resonant sound using all of the bow

1.1.7 Continue to refine ability in discriminating different and matching pitches and make corrections

1.1.8 1AME2 Continue to refine ability and identification of correct/incorrect intonation of pitches and moves finger to produce correct pitch

1.1.11 Continue to refine vibrato motions through appropriate exercises

1.1.12 Continue to refine with appropriate musical phrasing with emphasis on musical line

1.1.17 Expand and reinforce musical terms and symbols: repeat, signs, 1st and 2nd endings, single and multiple measure rests and repeats, D.C. al Fine, D. S. al Fine and al Coda, divisi, solo, soli, tutti, duet, pickup note, enharmonics, grace note, trills a2, unison, poco a poco, tremolo, simile, grand pause, tacet, subito, 8va, 8va basso, retake, down bow, up bow, caesura, and grand pause

1.1.18 Continue to refine ability to perform with appropriate bow distribution

1.2.1 Continue to develop rehearsal and concert etiquette

1.2.2 Continue to develop and refine balance and blend

1.2.3 Continue to develop and refine the ability to follow conductor’s expressive gestures (i.e., attacks, releases, tempo changes, and dynamics)

1.2.4 Continue to participate in concerts

1.2.5 Continue to develop leadership and commitment to ensemble

1.2.6 Continue to develop proper behavior

1.2.9 Continue to display positive attitude and practice habits

3.2.1 3AME1 Devise and apply criteria for evaluating quality and effectiveness of performances and compositions

3.2.2 Evaluate quality and effectiveness of their own and others’ performances by applying specific criteria appropriate for the style of the music and offer constructive suggestions for improvement

3.1.2 Attend and discuss concerts and recitals


SECOND QUARTER

1.5.1 1AME1-PO1 Demonstrate expanded knowledge of reading and notating rhythms: whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth, dotted eighth, eighth/sixteenth combinations, eighth note triplet , quarter note triplet, half note triplet notes, syncopation, tres, and corresponding rests

1.5.2 Demonstrate expanded knowledge of reading and notating dynamic shadings: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, fortepiano, sfzorzando, diminuendo, morendo

1.5.3 Demonstrate expanded ability to read and notate articulations: slur, staccato, accent, tenuto, marcato, legato, hooked, tremelo, slurred staccato, detache, martelé, louré, spiccato

1.5.4 1AME1-PO1 Demonstrate expanded knowledge of reading and notating time signatures: 3/4, 4/4, 2/4, common time, cut time, 2/2, 3/8, 6/8, 5/8, 7/8, 9/8, 12/8, 5/4, 6/4, 3/2

1.5.5 Demonstrate expanded knowledge of tempo markings: Largo, Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, ritardando, Molto rit., a tempo, fermata, accelerando, stringendo

1.5.6 Demonstrate expanded knowledge of reading and notating musical terms and symbols: repeat signs, 1st and 2nd endings, single and multiple measure rests and repeats, D.C. al Fine, D.S. al Fine and al Coda, divisi, solo, soli, tutti, duet, pickup note, enharmonics, grace note, trills, down bow, up bow

THIRD QUARTER

2.1.1 2AME4 Research and report on a career in music of the students’ interest

2.2.1 2AME1-PO2 Write a report on the relationship between music and culture in one other culture, or in one of the traditional eras of Western Classical music

3.1.1 3AME7 Analyze and demonstrate the use of melody, rhythm, harmony, pitch, dynamics, timbre, texture, form and countermelody

3.1.3 3AME3 Describe specific music events (e.g., entry of soloist, change of meter, return of refrain) in a given aural example using appropriate terminology

3.1.4 3AME2-PO1 Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music

1.1.14 Demonstrate proficiency with dynamics, pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, fortepiano, sfzorzando, diminuendo, morendo

1.1.13 AME1-PO2 Continue to refine ability to perform music with rhythms: whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth, dotted eighth, eighth/sixteenth combinations, double dotted combinations, eighth note triplet, quarter note triplet, half note triplet

1.1.15 1AME1-PO2 Continue to expand ability to perform with time signatures, ¾, 4/4, 2/4, common time, cut time, 2/2, 3/8, 6/8, 6/4, 3/2.

1.1.16 Continue to expand performing with tempo markings: Grave, Lento, Largo, Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, Ritardando, Molto rit., a tempo, fermata, accelerando, Presto, and stringendo

1.1.10 1AME9 Tunes strings to match a given pitch using fine tuners and peg

3.2.3 Evaluate a professional performance and review the performance in writing

1.1.4 Continue to refine ability to perform with shifting skills/techniques II, III, IV, V (violin & viola), ½, II, III, IV (cello & bass), and thumb for cello

1.1.5 Continue to refine ability to perform with proficiency with bowing techniques including slurs, détaché, accent, tenuto, slurred staccato, martelé, hooked, spiccato bowing, louré, tremolo, marcato, and combinations of these bowings

FOURTH QUARTER

1.4.1 1AME10 Continue writing music by manuscript and exploring technology for composition

1.4.2 1AME8-PO1 Create and notate an arrangement of a short and simple piece of music within specified guidelines

1.4.3 Compose and notate an original short and simple piece of music within specified guidelines

1.2.7 1AME4-PO1 Perform music using a variety of styles with level of difficulty of 2 and 3 on a scale of 1-6

1.2.8 1AME4-PO1 Perform in ensemble or alone with expression and technical accuracy a varied repertoire of musical literature with a difficulty of 3 on a scale 1-6

1.5.7 1AME7-PO1 Demonstrate expanded knowledge of tonic, dominant, and sub-dominant chords

1.5.8 1AME6-PO1 Demonstrate sight reading skills with a level of difficulty of 2 on a scale of 1-6

1.1.9 1AME5-PO3 Perform 2 octave major scales (one octave bass) up to 2 flats, 3 sharps, 2 octave natural harmonic, melodic minor scales up to 1 flat and 1 sharp, and including arpeggios

1.3.1 Improvise melodic embellishments and rhythmic variations on a given melody for at least 16 measures

1.3.2 Improvise original melodies for at least 8 measures using a specified key and time signature

1.3.3 1AME7 Improvise simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys

1.3.4 1AME7-PO2 Improvise a harmonic accompaniment on open strings using tonic, subdominant and dominant chord tones