Orchestra 3

Fall Semester

*Musical competencies are introduced to students and developed through various styles of music and fundamental exercises throughout the entire semester. All Orchestra courses in year 2 work develop competencies leading to excellent performance of the TMEA All-State audition etudes and a UIL Class 2 solo. Students will utilize these competencies to perform as contributing members of a Sub-Non Varsity ensemble or higher.

Each student will demonstrate proper posture in rest position and playing position while sitting or 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 2 & 3 octave scales/arpeggios, shifting, vibrato, and harmonics. Students will begin expanding concepts of fingerboard geography. Students will also have exposure to alternative clefs specific to their instrument.

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 2 & 3 octave scales/arpeggios, shifting, vibrato, and harmonics. They will also understand alternative clefs specific to their instrument. Students will understand the relationship 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 demonstrate proper left hand technique of the following: 2 & 3 octave scales/arpeggios up to at least 4 sharps and flats, shifting- vln/va I-III position, cello- I- IV, bass 1/2-V+, thumb position cello/bass natural harmonics, and a proficient use of stylistically appropriate vibrato. Students will demonstrate knowledge of alternate clefs such as violas learning treble clef, cellos and basses learning tenor and treble clef. Students will begin exploring alternative fingerings to accommodate musicality.

Each student will consistently demonstrate Placement, Angle, Weight, and Speed (PAWS) approriate 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: Spiccato.

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 be able to tune to a reference pitch using fine tuners and pegs.

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 using double stops and harmonics.

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 matching pitch as well as accurately tuning their own instrument.

Each student will be able to identify, count, notate counting syllables, and demonstrate more complex rhythms, including but not limited to, following time signatures: 2/4, 3/4, 4/4, 6/8, 9/8 and 2/2. Students will be able to demonstrate a consistent, steady internal pulse with and without a metronome within a tempo range of 60-140 bpm.

Each student will understand how to identify, count, notate counting syllables, and demonstrate more complex rhythms, including but not limited to, the following time signatures: 2/4, 3/4, 4/4, 6/8, 9/8, and 2/2. Students willl 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 60-140 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 and flats as well as an introduction to minor keys. Students will have knowledge of musical terminology appropriate for their playing level.

Each student will understand major keys from 0-3 sharps and flats as well as an introduction to minor keys. They will understand the relationship between the major and relative minor as well as half steps and whole steps. Students will understand alternative clefs and musical terminology appropriate for their playing level.

Each student will be able to identify and verbally articulate major keys from 0-3 sharps and flats as well as an introduction to minor scales. They will understand the relationship between the major and relative minor as well as half steps and whole steps. Students will understand alternative clefs and musical terminology appropriate for their playing level.

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 consistently demonstrate breathing/movement to start/finish a phrase. Students will apply appropriate musical styles, leadership skllls, phrasing, dynamic contrasts, and investigate interpretation.

Spring Semester

*Musical competencies are introduced to students and developed through various styles of music and fundamental exercises throughout the entire semester. All Orchestra courses in year 2 work develop competencies leading to excellent performance of the TMEA All-State audition etudes and a UIL Class 2 solo. Students will utilize these competencies to perform as contributing members of a Sub-Non Varsity ensemble or higher.

Each student will demonstrate proper posture in rest position and playing position while sitting or 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 2 & 3 octave scales/arpeggios, shifting, vibrato, and harmonics. Students will begin expanding concepts of fingerboard geography. Students will also have exposure to alternative clefs specific to their instrument.

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) approriate 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 2 & 3 octave scales/arpeggios, shifting, vibrato, and harmonics. They will also understand alternative clefs specific to their instrument. Students will understand the relationship 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 demonstrate proper left hand technique of the following: 2 & 3 octave scales/arpeggios up to at least 4 sharps and flats, shifting- vln/va I-III position, cello- I- IV, bass 1/2-V+, thumb position cello/bass natural harmonics, and a proficient use of stylistically appropriate vibrato. Students will demonstrate knowledge of alternate clefs such as violas learning treble clef, cellos and basses learning tenor and treble clef. Students will begin exploring alternative fingerings to accommodate musicality.

Each student will consistently demonstrate Placement, Angle, Weight, and Speed (PAWS) approriate 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: Spiccato.

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 be able to tune to a reference pitch using fine tuners and pegs.

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 with a reference pitch or tuner and harmonics for cello/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 matching pitch as well as accurately tuning their own instrument.

Each student will be able to identify, count, notate counting syllables, and demonstrate more complex rhythms, including but not limited to, following time signatures: 2/4, 3/4, 4/4, 6/8, 9/8 and 2/2. Students will be able to demonstrate a consistent, steady internal pulse with and without a metronome within a tempo range of 60-140 bpm.

Each student will understand how to identify, count, notate counting syllables, and demonstrate more complex rhythms, including but not limited to, the following time signatures: 2/4, 3/4, 4/4, 6/8, 9/8, and 2/2. Students willl 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 60-140 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 and flats as well as an introduction to minor keys. Students will have knowledge of musical terminology appropriate for their playing level.

Each student will understand major keys from 0-3 sharps and flats as well as an introduction to minor keys. They will understand the relationship between the major and relative minor as well as half steps and whole steps. Students will understand alternative clefs and musical terminology appropriate for their playing level.

Each student will be able to identify and verbally articulate major keys from 0-3 sharps and flats as well as an introduction to minor scales. They will understand the relationship between the major and relative minor as well as half steps and whole steps. Students will understand alternative clefs and musical terminology appropriate for their playing level.

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 consistently demonstrate breathing/movement to start/finish a phrase. Students will apply appropriate musical styles, leadership skllls, phrasing, dynamic contrasts, and investigate interpretation.