Intermediate Orchestra
Fall Semester *Musical competencies are introduced to students and developed through various styles of music and fundamental exercises throughout the entire semester. | ||||||
Musical Competencies | POSTURE AND POSITION | TECHNIQUE | TONE QUALITY AND LISTENING SKILLS | RHYTHMIC COMPREHENSION | MUSIC LITERACY AND COMPREHENSION | HISTORIC AND CULTURAL RELEVANCE |
Time | (throughout the semester) | (throughout the semester) | (throughout the semester) | (throughout the semester) | (throughout the semester) | (throughout the semester) |
Know, Understand, & Demonstrate | Each student will demonstrate proper posture in rest position and playing position while sitting and standing. Students will also demonstrate proper left hand position and right hand position for their respective instrument. Each student will understand proper posture and position for sitting and standing. Students will also understand body mechanics while playing. Each student will consistently demonstrate proper posture and position during rehearsals and performances.
| Each student will be able to demonstrate proper left hand technique including the performance of 1 octave scales/arpeggios, shifting, cello extensions, and an introduction to vibrato and harmonics. Each student will be able to demonstrate proper right hand technique for both arco and pizzicato. For arco, each student will demonstrate proper Placement, Angle, Weight, and Speed (PAWS) appropriate to the music and style. Students will demonstrate a variety of articulations appropriate for the level and style of music. Each student will understand proper left hand positioning for 1 octave scales/arpeggios, chromatic patterns, shifting, vibrato, and harmonics. They will also understand alternative clefs specific to their instrument. Students will understand interconnectivity of various positions across instrumental range. Each student will understand proper right hand technique for both arco and pizzicato. For arco, each student will understand the process for achieving proper Placement, Angle, Weight, and Speed (PAWS) appropriate to the music and style. Students will understand a variety of articulations appropriate for the level and style of music. Each student will consistently demonstrate proper left hand technique including the performance of 1 octave scales/arpeggios, shifting- vln/va intro to III, cello- I-IV, & extensions, bass 1/2-V, and an introduction to vibrato and harmonics. | Each student will show progression in the development of their tone quality. They will perform with developmentally appropriate sounds with little or no distortion. Each student will play with accurate intonation and be able to quickly adjust pitches, audiate, and vocalize for intervals, scales, and melodic and harmonic lines. Students will have an introduction to tuning to a reference pitch using fine tuners (pegs for bass). Each student will understand and produce tone quality appropriate for this level. Each student will understand what playing in tune sounds like individually and within an ensemble. Students will understand how to tune themselves to a reference pitch using fine tuners (pegs for bass). Each student will consistently demonstrate proper tone quality on class warmups, technique exercises, and repertoire across various genres. Each student will consistently demonstrate appropriate intonation by audiating, vocalizing, adjusting, and tuning their own instrument with fine tuners (pegs for bass). Each student will consistently demonstrate Placement, Angle, Weight, and Speed (PAWS) appropriate to the music and style. Students will demonstrate a variety of articulations appropriate for the level and style of music to include but not limited to: Dotted rhythm hooks and slurred-staccato. | Each student will demonstrate breathing/movement to start/finish a phrase. Students will apply appropriate musical styles, phrasing, and dynamic contrasts. Each student will understand how to identify, count, notate counting syllables, and demonstrate more complex rhythms, not limited to, but including the following time signatures: 2/4, 3/4, 4/4. Students will demonstrate a consistent, steady internal pulse with and without a metronome. Each student will consistently demonstrate and notate the counting syllables for the following notes/rests: dotted notes, syncopations, and mixed meters. Each student will demonstrate these concepts with a tempo range of 60-120 bpm while emphasizing subdivisions.
| Each student will be able to read, sight-read, and notate music symbols at an appropriate range for their development. Students will have a knowledge of major keys from 0-3 sharps as well as an introduction to flats (1-2) and minor keys. Students will have knowledge of musical terminology appropriate for their playing level. Each student will demonstrate breathing/movement to start/finish a phrase. Students will apply appropriate musical styles, phrasing, and dynamic contrasts. Each student will understand major keys from 0-3 sharps as well as an introduction to flats (1-2) and minor keys. They will understand the relationship between the major and relative minor as well as half steps and whole steps. Students will understand musical terminology appropriate for their playing level. Each student will understand how to identify, count, notate counting syllables, and demonstrate more complex rhythms, not limited to, but including the following time signatures: 2/4, 3/4, 4/4. Students will demonstrate a consistent, steady internal pulse with and without a metronome. Each student will be able to identify and verbally articulate major keys from 0-3 sharps as well as an introduction to flats (1-2) and minor scales. They will demonstrate the relationship between the major and relative minor as well as half steps and whole steps. Students will apply musical terminology appropriate for their playing level. Each student will consistently demonstrate and notate the counting syllables for the following notes/rests: dotted notes, syncopations, and mixed meters. Each student will demonstrate these concepts with a tempo range of 60-120 bpm while emphasizing subdivisions. | Each student will experience and evaluate a variety of musical genres, historical relevance, and culture. Each student will understand a variety of musical genres, and the historical and cultural relevance. Each student will evaluate a variety of musical genres and describe the historical and cultural relevance. |
TEKS | §117.209 - (c)- (1),(1A),(1E) | §117.209 - (c)- (3),(3A),(3B),(3C), (3D), (3E),(3F) | §117.209 - (c)- (3),(3A) | §117.209 - (c)- (2),(2A),(2B),(2C), (2D), (2E) | §117.209 - (c)- (5),(5A),(5B),(5C), (5D), (5E),(5F) | §117.209 - (c)- (4),(4A),(4B),(4C),(4D) |
Spring Semester *Musical competencies are introduced to students and developed through various styles of music and fundamental exercises throughout the entire semester. | ||||||
Musical Competencies | POSTURE AND BREATHING | TONE QUALITY | ARTICULATIONS | RHYTHMIC COMPREHENSION | MUSIC LITERACY AND CRITICAL EVALUATION | HISTORIC AND CULTURAL RELEVANCE |
Time | (throughout the semester) | (throughout the semester) | (throughout the semester) | (throughout the semester) | (throughout the semester) | (throughout the semester) |
Know, Understand, & Demonstrate | Each student will demonstrate proper posture in rest position and playing position while sitting and standing. Students will also demonstrate proper left hand position and right hand position for their respective instrument. Each student will understand proper posture and position for sitting and standing. Students will also understand body mechanics while playing. Each student will consistently demonstrate proper posture and position during rehearsals and performances.
| Each student will be able to demonstrate proper left hand technique including the performance of 1 octave scales/arpeggios, shifting, cello extensions, and an introduction to vibrato and harmonics. Each student will be able to demonstrate proper right hand technique for both arco and pizzicato. For arco, each student will demonstrate proper Placement, Angle, Weight, and Speed (PAWS) appropriate to the music and style. Students will demonstrate a variety of articulations appropriate for the level and style of music. Each student will understand proper left hand positioning for 1 octave scales/arpeggios, chromatic patterns, shifting, vibrato, and harmonics. They will also understand alternative clefs specific to their instrument. Students will understand interconnectivity of various positions across instrumental range. Each student will understand proper right hand technique for both arco and pizzicato. For arco, each student will understand the process for achieving proper Placement, Angle, Weight, and Speed (PAWS) appropriate to the music and style. Students will understand a variety of articulations appropriate for the level and style of music. Each student will consistently demonstrate proper left hand technique including the performance of 1 octave scales/arpeggios, shifting- vln/va intro to III, cello- I-IV, & extensions, bass 1/2-V, and an introduction to vibrato and harmonics. | Each student will show progression in the development of their tone quality. They will perform with developmentally appropriate sounds with little or no distortion. Each student will play with accurate intonation and be able to quickly adjust pitches, audiate, and vocalize for intervals, scales, and melodic and harmonic lines. Students will have an introduction to tuning to a reference pitch using fine tuners (pegs for bass). Each student will understand and produce tone quality appropriate for this level. Each student will understand what playing in tune sounds like individually and within an ensemble. Students will understand how to tune themselves to a reference pitch using fine tuners (pegs for bass). Each student will consistently demonstrate proper tone quality on class warmups, technique exercises, and repertoire across various genres. Each student will consistently demonstrate appropriate intonation by audiating, vocalizing, adjusting, and tuning their own instrument with fine tuners (pegs for bass). Each student will consistently demonstrate Placement, Angle, Weight, and Speed (PAWS) appropriate to the music and style. Students will demonstrate a variety of articulations appropriate for the level and style of music to include but not limited to: Dotted rhythm hooks and slurred-staccato. | Each student will demonstrate breathing/movement to start/finish a phrase. Students will apply appropriate musical styles, phrasing, and dynamic contrasts. Each student will understand how to identify, count, notate counting syllables, and demonstrate more complex rhythms, not limited to, but including the following time signatures: 2/4, 3/4, 4/4. Students will demonstrate a consistent, steady internal pulse with and without a metronome. Each student will consistently demonstrate and notate the counting syllables for the following notes/rests: dotted notes, syncopations, and mixed meters. Each student will demonstrate these concepts with a tempo range of 60-120 bpm while emphasizing subdivisions.
| Each student will be able to read, sight-read, and notate music symbols at an appropriate range for their development. Students will have a knowledge of major keys from 0-3 sharps as well as an introduction to flats (1-2) and minor keys. Students will have knowledge of musical terminology appropriate for their playing level. Each student will demonstrate breathing/movement to start/finish a phrase. Students will apply appropriate musical styles, phrasing, and dynamic contrasts. Each student will understand major keys from 0-3 sharps as well as an introduction to flats (1-2) and minor keys. They will understand the relationship between the major and relative minor as well as half steps and whole steps. Students will understand musical terminology appropriate for their playing level. Each student will understand how to identify, count, notate counting syllables, and demonstrate more complex rhythms, not limited to, but including the following time signatures: 2/4, 3/4, 4/4. Students will demonstrate a consistent, steady internal pulse with and without a metronome. Each student will be able to identify and verbally articulate major keys from 0-3 sharps as well as an introduction to flats (1-2) and minor scales. They will demonstrate the relationship between the major and relative minor as well as half steps and whole steps. Students will apply musical terminology appropriate for their playing level. Each student will consistently demonstrate and notate the counting syllables for the following notes/rests: dotted notes, syncopations, and mixed meters. Each student will demonstrate these concepts with a tempo range of 60-120 bpm while emphasizing subdivisions. | Each student will experience and evaluate a variety of musical genres, historical relevance, and culture. Each student will understand a variety of musical genres, and the historical and cultural relevance. Each student will evaluate a variety of musical genres and describe the historical and cultural relevance. |
TEKS | §117.209 - (c)- (1),(1A),(1E) | §117.209 - (c)- (3),(3A),(3B),(3C), (3D), (3E),(3F) | §117.209 - (c)- (3),(3A) | §117.209 - (c)- (2),(2A),(2B),(2C), (2D), (2E) | §117.208 - (c)- (5),(5A),(5B),(5C), (5D), (5E),(5F) | §117.209 - (c)- (4),(4A),(4B),(4C),(4D) |