Strings Curriculum Middle School

Beginning Level Intermediate LevelAdvanced Level

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

Goal 1.1Playing/singing alone or with others a varied repertoire of music

Performance Objectives

1.1.11AME3 Demonstrate and perform with a proper playing posture and body stance
1.1.2Demonstrate and perform with right hand technique including proper bow hold, pizzicato, arm weight, bow speed, and bow placement
1.1.31AME2 Demonstrate left hand technique including correct hand position, finger placement and the two basic finger patterns “major” and “minor”
1.1.4Prepare motions for the introduction of shifting.
1.1.5Establish beginning skill of bowing techniques, including détaché, spiccato, martelé, and slurs
1.1.61AME9, 1AME3-PO1 Demonstrate full resonant sound on instrument using most of the bow
1.1.7Demonstrate ability to discriminate different and matching pitches and correct fingering
1.1.81AME2 Identify correct/incorrect intonation of pitches and move fingers to produce correct pitch
1.1.9Recognize and perform one octave in C, G, and D major
1.1.101AME9-PO1 Recognize intervals used for tuning (fifths for violins, violas, cellos; fourths for bass, and harmonics) for all instruments
1.1.11Demonstrate preparatory exercises for vibrato
1.1.12Demonstrate two and four measure phrases / 1.1.11AME3 Refine and perform with proper playing posture and body stance
1.1.2Refine and perform with right hand technique including proper bow hold, pizzicato, arm weight, bow speed, and bow placement
1.1.31AME2 Refine and perform with left hand technique including correct hand position, finger placement the five finger patterns
1.1.4Introduce shifting skills in II, III positions (violin, viola) ½, II, III, and IV positions (cello and bass)
1.1.5Refine bowing techniques and articulations including détaché, slurred staccato, martelé, hooked, spiccato, louré, tremelo, slurs, accent and tenuto
1.1.61AME9, 1AME3-PO1 Demonstrate understanding of physical properties of producing a full resonant sound using al1of the bow
1.1.7Refine ability to discriminate different & matching pitches and make corrections
1.1.81AME2 Refine identification of correct/incorrect intonation of pitches and move fingers to produce correct pitch
1.1.91AME5-PO3 Perform two octave (one octave bass) C, G, D, A, F, B flat scales and A minor, E minor, scales and arpeggios
1.1.101AME9 Tune strings to match a given pitch using fine tuners
1.1.11Demonstrate beginning vibrato motions through appropriate exercises
1.1.12Demonstrate appropriate phrasing for music performed
1.1.13Perform music using rhythm patterns composed of: whole, half, dotted half, quarter, dotted quarter, eighth, sixteenth, dotted eighth, eighth/sixteenth combinations, eighth note triplet, and corresponding rests, syncopation, and ties / 1.1.11AME3 Continue to refine ability to perform with proper playing posture and body stance
1.1.2Continue to refine ability to perform with right hand technique including proper bow hold, pizzicato, arm weight, bow speed, and bow placement
1.1.31AME2 Continue to refine ability to perform with left hand technique including correct hand position, finger placement and the five basic finger patterns
1.1.4Continue 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
1.1.5Continue 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
1.1.61AME9, 1AME3-PO1 Continue to expand understanding of physical properties of producing a full resonant sound using all of the bow
1.1.7Continue to refine ability in discriminating different and matching pitches and make corrections
1.1.81AME2 Continue to refine ability and identification of correct/incorrect intonation of pitches and moves finger to produce correct pitch
1.1.91AME5-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
1.1.101AME9 Tunes strings to match a given pitch using fine tuners and pegs

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

Goal 1.1Playing/singing alone or with others a varied repertoire of music (continued)

Performance Objectives

1.1.13Perform rhythm patterns composed of: whole, half, dotted half, quarter, dotted quarter, eighth notes, and corresponding rests and ties
1.1.14Perform dynamics as marked in music: piano, forte, crescendo, decrescendo
1.1.15Perform music with time signatures: 3/4, 4/4, 2/4, common time
1.1.16Perform music with tempo markings: Andante, Moderato, Allegro, ritardando, fermata
1.1.17Demonstrate musical terms and symbols: repeat signs, 1st and 2nd endings, single and multiple measure rests and repeats, D.C. al Fine, duet, pickup note, down bow, up bow, retake, caesura.
1.1.18Demonstrate bow distribution (lower half, upper half, middle, whole bow)
1.1.19Demonstrate knowledge of instrument parts
1.1.20Demonstrate proper instrument care / 1.1.14Refine accuracy in performing music with the following dynamics: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, fortepiano, sfzorzando
1.1.15Expand and refine accuracy in performing music with the following time signatures: 3/4, 4/4, 2/4, common time, cut time, 2/2, 3/8, and 6/8
1.1.16Expand and refine accuracy in performing music with tempo markings: Largo, Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, ritardando, molto rit., a tempo, fermata, accelerando
1.1.17Refine accuracy in performing music with the following musical terms & symbols: repeat, 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, caesura, and grand pause
1.1.18Reinforce and refine appropriate bow distribution / 1.1.11ontinue to refine vibrato motions through appropriate exercises
1.1.12Continue to refine with appropriate musical phrasing with emphasis on musical line
1.1.131AME1-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 notes, ties, and syncopation
1.1.14Demonstrate proficiency with dynamics, pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, fortepiano, sfzorzando, diminuendo, morendo
1.1.151AME1-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.
1.1.16Continue 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
1.1.17Expand 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
1.1.18Continue to refine ability to perform with appropriate bow distribution

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

Goal 1.2Performing on instruments alone and with others, a varied repertoire of music

Performance Objectives

1.2.1Demonstrate rehearsal and concert etiquette
1.2.2Perform with basic balance and blend
1.2.3Demonstrate ability to follow conductor and basic conducting patterns (i.e., 2/4, 3/4, 4/4, attacks, releases, pick up note, and ritardando) and dynamics (piano, forte, crescendo, decresendo)
1.2.4Participate in concerts
1.2.5Demonstrate leadership and commitment to ensemble
1.2.6Demonstrate proper behavior
1.2.7Perform music using a variety of styles with a level of difficulty of 1 on a scale of 1-6
1.2.8Perform in ensemble or alone, with notational and rhythmic accuracy with a level of 1 on a scale of 1-6
1.2.9Display positive attitude and practice habits
/ 1.2.1Continue to develop rehearsal and concert etiquette
1.2.2Continue to develop and refine balance and blend
1.2.3Continue to develop ability to follow conductor’s expressive gestures (i.e., attacks, releases, and tempo changes and dynamics)
1.2.4Continue to participate in concerts
1.2.5Continue to develop leadership and commitment to ensemble
1.2.6Continue to develop proper behavior
1.2.7Perform music using a variety of styles with a level of difficulty of 2 on a scale of 1-6
1.2.8Perform in ensemble or alone with expression and technical accuracy a varied repertoire of musical literature with a difficulty of 2 on a scale 1-6
1.2.9Continue to display positive attitude and practice habits
/ 1.2.1Continue to develop rehearsal and concert etiquette
1.2.2Continue to develop and refine balance and blend
1.2.3Continue to develop and refine the ability to follow conductor’s expressive gestures (i.e., attacks, releases, tempo changes, and dynamics)
1.2.4Continue to participate in concerts
1.2.5Continue to develop leadership and commitment to ensemble
1.2.6Continue to develop proper behavior
1.2.71AME4-PO1 Perform music using a variety of styles with level of difficulty of 2 and 3 on a scale of 1-6
1.2.81AME4-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
1.2.9Continue to display positive attitude and practice habits

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

Goal 1.3Improvising melodies, variations, and accompaniments

Performance Objectives

1.3.1Improvise melodic embellishments and rhythmic variations on a given melody for at least 4 measures
1.3.2Improvise short phases using a specified scale
/ 1.3.1Improvise melodic embellishments and rhythmic variations on a given melody for at least 8 measures
1.3.2Improvise original melodies for at least 8 measures using a specified key, and time signature
1.3.31AME7 Improvise simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys
1.3.4Improvise a harmonic accompaniment on open strings using tonic and dominant chord tones / 1.3.1Improvise melodic embellishments and rhythmic variations on a given melody for at least 16 measures
1.3.2Improvise original melodies for at least 8 measures using a specified key and time signature
1.3.31AME7 Improvise simple rhythmic and melodic variations on given pentatonic melodies and melodies in major keys
1.3.41AME7-PO2 Improvise a harmonic accompaniment on open strings using tonic, subdominant and dominant chord tones
Goal 1.4Composing and arranging music within specified guidelines

Performance Objectives

1.4.11AME10 Utilize writing by manuscript and a variety of technological tools (e.g., Musical Instrumental Digital Interface (midi) and Composition Software) to compose and arrange short pieces
1.4.21AME8-PO1 Compose 2 to 8 measures of music using known pitches, meters, and rhythm patterns / 1.4.11AME10 Continue writing music by manuscript and exploring technology for composition
1.4.21AME8-PO1 Create and notate an arrangement of a short and simple piece of music within specified guidelines
1.4.3Compose and notate an original short and simple piece of music within specified guidelines / 1.4.11AME10 Continue writing music by manuscript and exploring technology for composition
1.4.21AME8-PO1 Create and notate an arrangement of a short and simple piece of music within specified guidelines
1.4.3Compose and notate an original short and simple piece of music within specified guidelines

Standard 1: Creating Art

The student will know and apply the arts disciplines, techniques, and processes to communicate in original or interpretive work.

Goal 1.5Reading and notating music

Performance Objectives

1.5.1Read and notate rhythms: whole, half, dotted half, quarter, dotted quarter, eighth notes, and corresponding rests and ties
1.5.2Read and notate dynamics: piano, forte, crescendo, decrescendo
1.5.3Read and notate articulations: staccato, legato, accents, slurs, ties, detaché, marcato, spiccato, slurred staccato
1.5.4Read and notate time signatures: 3/4, 4/4, 2/4, common time
1.5.5Read and notate tempo markings: Andante, Moderato, Allegro, ritardando, fermata
1.5.6Read and notate musical terms and symbols: repeat signs, 1st and 2nd endings, single and multiple measure rests and repeats, D.C. al Fine, divisi, solo, soli, tutti, duet, pickup note, down bow, up bow
1.5.7Identify tonic and dominant chords
1.5.8Demonstrate sightreading skills on music with a level of ½ difficulty on a scale of 1-6
/ 1.5.1Demonstrate expanded knowledge of rhythms: whole, half, dotted half, quarter, dotted quarter, eighth notes, and corresponding rests and slurs
1.5.2Demonstrate expanded knowledge of reading and notate dynamic shadings: piano, mezzo piano, mezzo forte, forte, crescendo, decrescendo
1.5.3Demonstrate expanded ability to read and notate articulations: slur, staccato, accent, tenuto, marcato, legato, hooked, tremolo, slurred staccato, detaché, martelé, louré, spiccato
1.5.4Demonstrate expanded knowledge to read and notate time signatures: 3/4, 4/4, 2/4, common time, cut time, 2/2
1.5.5Demonstrate expanded knowledge of tempo markings: Largo, Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, ritardando, Molto rit., a tempo, fermata, accelerando
1.5.6Demonstrate expanded knowledge of 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, divisi, solo, soli, tutti, duet, pickup note, enharmonics, grace note, trills, down bow, up bow
1.5.71AME7-PO1 Demonstrate expanded knowledge of tonic, dominant, and sub-dominant chords
1.5.8Demonstrate sight-reading skills with a level of difficulty of 1½ on a scale of 1-6
/ 1.5.11AME1-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
1.5.2Demonstrate expanded knowledge of reading and notating dynamic shadings: pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, crescendo, decrescendo, fortepiano, sfzorzando, diminuendo, morendo
1.5.3Demonstrate expanded ability to read and notate articulations: slur, staccato, accent, tenuto, marcato, legato, hooked, tremelo, slurred staccato, detache, martelé, louré, spiccato
1.5.41AME1-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
1.5.5Demonstrate expanded knowledge of tempo markings: Largo, Allegretto, Adagio, Andante, Andantino, Maestoso, Moderato, Allegro, ritardando, Molto rit., a tempo, fermata, accelerando, stringendo
1.5.6Demonstrate 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
1.5.71AME7-PO1 Demonstrate expanded knowledge of tonic, dominant, and sub-dominant chords
1.5.81AME6-PO1 Demonstrate sight reading skills with a level of difficulty of 2 on a scale of 1-6

Standard 2: Art in Context

The Student will demonstrate how interrelated conditions (e.g., social, economic, political, time, place) influence and give meaning to the development and reception of thought, ideas, and concepts in the arts

Goal 2.1Understanding relationships between music, the other arts, and other disciplines outside the arts

Performance Objectives

2.1.12AME4 Discuss different musical careers
2.1.2Discuss different musical genres for string performers
/ 2.1.12AME4 Identify knowledge and skills in music careers and opportunities for the students’ interest / 2.1.12AME4 Research and report on a career in music of the students’ interest
Goal 2.2Understanding music in relationship to history and culture

Performance Objectives

2.2.12AME2 Identify by genre or style examples of music from history and various cultures
2.2.22AME4 Compare the functions music serves in several world cultures, roles of musicians, and conditions under which music is typically performed / 2.2.12AME1-PO2 Demonstrate awareness of music from different time periods, eras, and cultures
2.2.2Explore the role of musicians throughout the Baroque, Classical, Romantic, & Modern Ages
2.2.3Explain (or write a report about) the importance of one major composer from the Western Classical tradition / 2.2.12AME1-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

Standard 3: Art in Inquiry

The Student will demonstrate how the arts reveal universal concepts and themes. Students reflect upon and assess the characteristics and merits of their work and the work of others.

Goal 3.1Listening (researching), analyzing, and describing music

Performance Objectives

3.1.13AME3 Analyze and demonstrate the use of melody, rhythm, pitch, dynamics, timbre, and form
3.1.2Attend and discuss concerts and recitals
3.1.33AME3 Describe specific music events (e.g., entry of solo, change of meter, return of refrain) in a given aural example using appropriate terminology
3.1.43AME2-PO1 Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music / 3.1.13AME3 Analyze and demonstrate the use of melody, rhythm, harmony, pitch, dynamics, timbre, and form
3.1.2Attend and discuss concerts and recitals
3.1.33AME3 Describe specific music events (e.g., entry of soloist, change of meter, return of refrain) in a given aural example using appropriate terminology
3.1.43AME2-PO1 Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music / 3.1.13AME7 Analyze and demonstrate the use of melody, rhythm, harmony, pitch, dynamics, timbre, texture, form and countermelody
3.1.2Attend and discuss concerts and recitals
3.1.33AME3 Describe specific music events (e.g., entry of soloist, change of meter, return of refrain) in a given aural example using appropriate terminology
3.1.43AME2-PO1 Describe ways in which the principles and subject matter of other disciplines taught in the school are interrelated with music
Goal 3.2Evaluating music and performance

Performance Objectives

3.2.13AME1 Devise and apply criteria for evaluating quality and effectiveness of performances and compositions / 3.2.13AME1 Devise and apply criteria for evaluating quality and effectiveness of performances and compositions
3.2.2Evaluate quality and effectiveness of their own and others’ performances by applying specific criteria appropriate for the style of the music / 3.2.13AME1 Devise and apply criteria for evaluating quality and effectiveness of performances and compositions
3.2.2Evaluate 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
3.2.3Evaluate a professional performance and review the performance in writing

mc:h/Mark/Strings Curriculum/final revision/5-14-02