Sie sind auf Seite 1von 25

String Orchestra Curriculum

created by Emily Thomas

Adapted from the ASTA String Curriculum and the VA Instrumental Music SOLs

1 of 25

Categories and Content Areas


Executive Skills & Knowledge
Body Format
Left Hand Skills and Knowledge
Right Hand Skills and Knowledge
Instrument Knowledge
Musicianship Skills & Knowledge
Tonal Aural Skills and Ear Training
Rhythmic Skills and Ear Training
Creative Musicianship
Music Literacy
Ensemble Skills
Music Theory
Artistic Skills & Knowledge
Expressive Elements
Historical and Cultural Elements
Evaluation of Music and Musical Performance

2 of 25

1st Year
Body Format:
establish posture (sitting and standing) on all instruments (MIB 10.4)
basic playing position for violin and viola (sitting and standing) (MIB 10.4)
basic playing position for cello (MIB 10.4)
basic playing position for bass (MIB 10.4)
Left Hand Skills and Knowledge
establish hand and wrist shape (MIB 10.4)
initial left hand finger placement (MIB 11.1)
initial finger patterns (MIB 10.6, 11.1, )
violin/viola
cello
bass
Introduction of positions/shifting (bass)
placement of finger on the string
lateral finger movement (moving from string to string)
Right Hand Skills and Knowledge
perform pizzicato in guitar position (violin/viola)
perform pizzicato in playing position (MIB 11.5)
violin/viola
cello
bass
establishing the initial bow hold (MIB 10.6, 11.5)
violin/viola
cello/bass (French)
bass (German)
perform pre-bowing exercises (establish door-hinge elbow) (MIB 10.6, 11.5)
violin/viola
cello/bass (French)
bass (German)
perform with simple connected (detach) bow strokes (MIB 11.5)
perform with simple separated (staccato) bow strokes (MIB 11.5)
direction changes
short slurs (MIB 11.5)
string crossings
basic bow distribution
introduction to bowing variables (weight, angle, speed, and placement,
including contact point and part of the bow) (MIB 11.5)

3 of 25

Instrument Knowledge
specific instrument geography
identification of the parts of the instrument (MIB 10.2)
procedures and care of the instrument (MIB 10.3)
tuning with fine tuners (with tuner)
Tonal Aural Skills and Ear Training (scale requirements adjusted by instrument)
Students perform, by ear, melodic patterns with a tetrachord, both major and
minor (vocally, pizz, or arco). (MIB 1.2)
Students will identify, by ear, the dierence between a half step and a whole
step. (MIB 3)
Students will identify, by ear, the dierence between u, m2, M2, m3, M3, and o
Students identify whether two performed melodic tonal patterns are the same
or dierent.
Students correctly identify direction of melodic motion (going higher or lower
in pitch).
Students correctly associate the words high and low with relative pitch
dierences.
Students will perform the D major scale, one octave (MIB 6.2)
Students will perform the G major scale, one octave (MIB 6.2)
Students will perform the C major scale, one octave (MII 5.2)
Rhythmic Skills and Ear Training
Students maintain a steady pulse while singing, clapping, and playing.
Students demonstrate a sense of meter while singing, clapping, and playing. (MIB 2)
Students speak and/or sing rhythm language (1e+a)
Students perform quarter notes and corresponding rests (MIB 2)
Students perform eighth notes and corresponding rests(MIB 2)
Students perform half notes and corresponding rests(MIB 2)
Students perform dotted half notes and corresponding rests(MIB 2)
Students perform rhythms in 4/4 meter (MIB 4)
Students perform rhythms in 2/4 meter (MIB 4)
Students perform rhythms in 3/4 (MIB 4)
Students perform rhythms containing rests (MIB 2)
Students perform rhythms containing ties
Students perform rhythms containing upbeats
Creative Musicianship
rhythmic: students derive rhythm patterns from speech and environmental
sounds and link them with the motion of the bow-hand
tonal (melodic/harmonic): students create one-note solos against a classgenerated accompaniment
rhythmic: students teach each other short original rhythm phrases through
call-and-response

4 of 25

Music Literacy
students correctly identify and perform basic music notation and symbols
associated with the following skills and understandings to each corresponding
curricular level:
musical alphabet (MIB 1)
sta (line notes and space notes) (MIB 1)
clef signs (MIB 1)
lines and spaces in clefs specific to instruments (MIB 1)
chromatic symbols ( ,) (MIB 1)
key signatures (MIB 5)
relative note values (MIB 1)
time signatures (MIB 4)
quarter notes, eighth notes, half notes, dotted half notes, whole notes,
sixteenth notes, and related rests (MIB 2)
dynamic markings (MIB 1,14)
articulation (MIB 1,14)
tempo markings (MIB 1)
students correctly sight-read basic music notation and symbols (MIB 18)
students correctly identify accidentals
students correctly identify the following key signatures: D, G, and C (MIB 5)

Ensemble Skills
students match pulse and rhythm to stay together in an ensemble (MIB 12.5)
students adjust pitch within the ensemble (MIB 12.2)
students demonstrate self-discipline by working cooperatively with peers to
produce a quality musical performance (MIB 13, 17.3)
students display appropriate etiquette for style and venue of musical
performance (MIB 17.3, 17.4)
students demonstrate well-disciplined personal and professional demeanor
during rehearsals and performance (MIB 17.4)
Music Theory
coming soon!
Expressive Elements
students shape phrases with simple dynamic variation (MIB 14)
students alter tone by modifying bowing variables (weight, angle, speed,
placement/contact point) (MIB 11.5)
students perform with written/implied/stylistically appropriate articulations (MIB 14)
students perform the following expressive elements:
ritardando
fermata

5 of 25

Historical and Cultural Elements


students listen to selected music from diverse cultures and musical eras (MIB 19)
students identify, describe and compare distinguishing characteristics of
composers and styles from selected repertoire (MIB 14)
students perform music from diverse styles (MIB 19, 20.1)
students will learn about at least one composer from each of the four eras (MIB 19)
Evaluation of Music and Musical Performance
students evaluate individual and group performance using established criteria
(MIB 20.3, 20.5)
students critique themselves and others using an established criteria for
supportive, constructive criticism (MIB 20.3, 20.5)

6 of 25

2nd Year
Body Format:
continue posture (sitting and standing) on all instruments (MII 9.2)
continue basic playing position for violin and viola (sitting and standing) (MII 9.2)
continue basic playing position for cello (MII 9.2)
continue basic playing position for bass (MII 9.2)
Adjust to physical characteristics of individual students (MII 9.2)
Left Hand Skills and Knowledge
continue hand and wrist shape (MII 9.2)
continue left hand finger placement (MII 9.2)
continue finger patterns (MII 9.2)
violin/viola
cello
bass
continue positions/shifting (bass)
continue placement of finger on the string (MII 9.2)
continue lateral finger movement (moving from string to string) (MII 9.2)
extensions
violin/viola
cello
refinement of shifting
bass
harmonics
simple double stops (one string fingered, one string open)
chromatic alterations
left hand pizzicato
Right Hand Skills and Knowledge
perform pizzicato in playing position (MII 9.2)
violin/viola
cello
bass
continue bow hold (MII 9.2, 10.4)
violin/viola
cello/bass (French)
bass (German)
perform with simple connected (detach) bow strokes (MII 10.4)
perform with simple separated (staccato) bow strokes (MII 10.4)
direction changes
multiple note slurs (MII 10.4)
string crossings
7 of 25

basic bow distribution


continue experimenting with to bowing variables (weight, angle, speed, and
placement, including contact point and part of the bow) (MII 10.4)
Instrument Knowledge
specific instrument geography
identification of the parts of the instrument
procedures and care of the instrument (MII 9.1)
tuning with the pegs (with tuners) (MII 9.3)
Tonal Aural Skills and Ear Training (scale requirements adjusted by instrument)
Students perform, by ear, melodic patterns with a tetrachord, both major and
minor (vocally, pizz, or arco). (MII 1.1, 1.2)
Students will identify, by ear, the dierence between a half step and a whole
step.
Students will identify, by ear, the dierence between each interval (u, m2, M2,
m3, M3, P4, P5, o).
Students identify whether two performed melodic tonal patterns are the same
or dierent.
Students correctly identify direction of melodic motion (going higher or lower
in pitch).
Students correctly associate the words high and low with relative pitch
dierences.
Students perform, by ear, melodic patterns with a one-octave range, both
major and minor (vocally, pizz, or arco). (MII 1.1, 1.2)
Students manipulate single pitches to adjust intonation and listen for ring
tones (resonance). (MII 10.1, 16.1)
Students alter melodies and harmonies (major to minor and vice versa).
Students alter fine tuners and adjust strings to match an external tonal
reference. (MII 9.3)
Students will perform the D major scale, two octave (MII 5.2)
Students will perform the G major scale, two octave (MII 5.2)
Students will perform the C major scale, one octave (MII 5.2)
Students will perform the F major scale, one octave (MII 5.2)
Students will perform the B (melodic and natural) minor scales, two octave
Students will perform the E (melodic and natural) minor scales, two octave
Students will perform the A (melodic and natural) minor scales, one octave
Students will perform the D (melodic and natural) minor scales, one octave
Rhythmic Skills and Ear Training
Students maintain a steady pulse while singing, clapping, and playing. (MII 2)
Students demonstrate a sense of meter while singing, clapping, and playing. (MII 2)
Students speak and/or sing rhythm language (1e+a)
Students perform quarter notes, eighth notes, half notes, sixteenth notes, whole notes
and corresponding rests (MII 2)
Students perform dotted quarter notes and corresponding rests (MII 2)
8 of 25

Students perform dotted eighth notes and corresponding rests (MII 2)


Students perform eighth note triplets and corresponding rests (MII 2)
Students perform rhythms in 4/4, 2/4, and 3/4 meters
Creative Musicianship
rhythmic: students teach each other short original rhythm phrases through
call-and-response (MII 14)
tonal (melodic/harmonic): students use the root, third, and fifth of a chord to
solo over student-generated accompaniment (MII 15)
Music Literacy
students correctly identify and perform basic music notation and symbols
associated with the following skills and understandings to each corresponding
curricular level:
musical alphabet (sharps and flats) (MII 1)
sta (line notes and space notes) (MII 1)
clef signs (MII 1)
lines and spaces in clefs specific to instruments (MII 1)
chromatic symbols ( ,) (MII 1)
key signatures (MII 1, 4)
relative note values (MII 1)
time signatures (MII 1, 3)
quarter notes, eighth notes, half notes, dotted half notes, whole notes,
sixteenth notes, dotted quarter notes, dotted eighth notes, eighth note triplets,
and related rests (MII 2)
dynamic markings (MII 1, 13)
articulation (MII 1, 13)
tempo markings (MII 1, 13)
students correctly sight-read basic music notation and symbols (MII 17)
students correctly identify accidentals
students correctly identify interval labels (u, m2, M2, m3, M3, P4, P5, 0)
students correctly identify the following key signatures: D, G, C, F, e, b, d (MII 5.2)
students correctly identify tonality (including key signature) and perform
repertoire through three sharps and three flats

Ensemble Skills
students match pulse and rhythm to stay together in an ensemble (MII 11.5)
students adjust pitch within the ensemble (MII 11.2)
students demonstrate self-discipline by working cooperatively with peers to
produce a quality musical performance (MII 16.5)
students display appropriate etiquette for style and venue of musical
performance (MII 16.5)
students demonstrate well-disciplined personal and professional demeanor
during rehearsals and performance (MII 16.5)
9 of 25

students perform with various tempos with a steady pulse (MII 11.5)
students demonstrate understanding of appropriate balance of the melody and
accompaniment lines. (MII 11.1)
students imitate rhythm patterns at slow, medium, and fast tempos, following
the conductors beat pattern and cues (MII 11.4)
students match bowing with their section (MII 11.3)
Music Theory
coming soon!
Expressive Elements
students shape phrases with simple dynamic variation (MII 13)
students alter tone by modifying bowing variables (weight, angle, speed,
placement/contact point) (MII 10.4)
students perform with written/implied/stylistically appropriate articulations (MII 13)
students evaluate and demonstrate multiple ways of performing a single
melody
students apply knowledge of practice techniques to selected repertoire (MII 16.3)
students perform the following expressive elements:
accent
tremolo
Historical and Cultural Elements
students listen to selected music from diverse cultures and musical eras (MII 18.1)
students identify, describe and compare distinguishing characteristics of
composers and styles from selected repertoire (MII 18.2)
students perform music from diverse styles (MII 18.1)
students will learn about two composers from each musical era (MII 18.2)
Evaluation of Music and Musical Performance
students evaluate individual and group performance using established criteria
(MII 19. 3, 5)
students, with teacher assistance, establish criteria for evaluating individual
and group performances based on the level of music performed supportive,
constructive criticism (MII 19. 3, 5)

10 of 25

3rd Year
Body Format:
continue posture (sitting and standing) on all instruments (MIAD 9.2)
continue basic playing position for violin and viola (sitting and standing) (MIAD 9.2)
continue basic playing position for cello (MIAD 9.2)
continue basic playing position for bass (MIAD 9.2)
Adjust to physical characteristics of individual students (MIAD 9.2)
Left Hand Skills and Knowledge
continue correct hand and wrist shape (MIAD 9.2)
continue correct left hand finger placement (MIAD 9.2)
reinforce placement of finger on the string (MIAD 9.2)
reinforce extensions (MIAD 10.4)
violin/viola
cello
introduction of positions/shifting (MIAD 10.4)
violin/viola
cello
refinement of shifting (MIAD 10.4)
bass
reinforce chromatic alterations
initial vibrato development (MIAD 10.4)
Right Hand Skills and Knowledge
reinforce bow hold (MIAD 10.4)
violin/viola
cello/bass (French)
bass (German)
perform with staccato bow strokes
extending basic bow distribution
on-the-string strokes
martel
slurred staccato
hooked bowing
longer slurs
accented detach
o-the-string bow strokes (MIAD 10.4)
brush stroke
extension of techniques related to control of bowing variables (weight, angle, speed,
and placement, including contact point and part of the bow) (MIAD 10.4)
more advanced detach bowings (MIAD 10.4)
tremolo
11 of 25

Instrument Knowledge
specific instrument geography
identification of the parts of the instrument
procedures and care of the instrument (MIAD 9.1, 9.3)
full tuning by ear
changing strings
Tonal Aural Skills and Ear Training (scale requirements adjusted by instrument)
Students will identify, by ear, the dierence between a half step and a whole
step.
Students will identify, by ear, the dierence between each interval (u, m2, M2,
m3, M3, P4, T, P5, m6, M6, m7, M7, o).
Students perform, by ear, melodic patterns with a one-octave range, both
major and minor (vocally, pizz, or arco). (MIAD 1.2)
Students manipulate single pitches to adjust intonation and listen for ring
tones (resonance). (MIAD 10.1, 10.2)
Students alter melodies and harmonies (major to minor and vice versa).
Students use fine turners and/or pegs to tune strings, in fifths (or fourths), to an
external tonal reference. (MIAD 9.3)
Students perform, by ear, various melodies and accompaniments in various
scales and meters
Students will perform the D major scale, two octave (MIAD 5.2)
Students will perform the G major scale, two octave (MIAD 5.2)
Students will perform the C major scale, two octave (MIAD 5.2)
Students will perform the A major scale, two octave (MIAD 5.2)
Students will perform the F major scale, two octave (MIAD 5.2)
Students will perform the B flat major scale, two octave (MIAD 5.2)
Students will perform the E flat major scale, two octave (MIAD 5.2)
Students will perform the B (melodic and natural) minor scales, two octave
(MIAD 5.2)
Students will perform the E (melodic and natural) minor scales, two octave
(MIAD 5.2)
Students will perform the A (melodic and natural) minor scales, two octave
(MIAD 5.2)
Students will perform the D (melodic and natural) minor scales, two octave
(MIAD 5.2)
Students will perform the G (melodic and natural) minor scales, two octave
(MIAD 5.2)
Rhythmic Skills and Ear Training
Students maintain a steady pulse while singing, clapping, and playing.
Students demonstrate a sense of meter while singing, clapping, and playing.
Students speak and/or sing rhythm language (1e+a)
Students perform quarter notes, eighth notes, half notes, sixteenth notes, whole notes
and corresponding rests
12 of 25

Students perform dotted half notes, dotted quarter notes, dotted eighth notes and
corresponding rests
Students perform eighth note triplets and corresponding rests (MIAD 2)
Students perform quarter note triplets and corresponding rests (MIAD 5.2)
Students perform rhythms in 4/4, 2/4, and 3/4 meter
Students perform rhythms in 6/8 (MIAD 3.1)
Students perform rhythms containing asymmetrical and unusual meters (MIAD 3.3)
Students perform rhythms containing syncopation
Creative Musicianship
rhythmic: students teach each other longer original rhythm phrases through
call-and-response (MIAD 14)
textual: students translate a visual or experiential narrative into original
sounds on their instruments (music as storytelling).
textual: students translate a musical recording into a written story
compositional: students add traditional notation into their original scores (MIAD 7.2)
tonal (melodic/harmonic): students create solos using the notes of the scale as
stepping-stones between chords tones. (MIAD 15)
Music Literacy
students correctly identify and perform basic music notation and symbols
associated with the following skills and understandings to each corresponding
curricular level:
musical alphabet (sharps and flats) (MIAD 1)
sta (line notes and space notes) (MIAD 1)
clef signs (MIAD 1)
lines and spaces in clefs specific to instruments (MIAD 1)
chromatic symbols ( ,) (MIAD 1)
key signatures (MIAD 1, 4)
relative note values (MIAD 1)
time signatures (MIAD 1, 3)
quarter notes, eighth notes, half notes, dotted half notes, whole notes,
sixteenth notes, dotted quarter notes, dotted eighth notes, eighth note triplets,
quarter note triplets, and related rests (MIAD 1)
dynamic markings (MIAD 1, 13)
articulation (MIAD 1, 13)
tempo markings (MIAD 1)
students correctly sight-read basic music notation and symbols (MIAD 17)
students correctly identify accidentals
students correctly identify interval labels
students correctly identify the following key signatures: D, G, C, F, B flat, and E flat,
major, and B, E, A, D, and G minor (through three sharps and three flats) (MIAD 5.2)
violinists correctly identify and perform the pitches found in third position

13 of 25

students correctly identify and perform notes with double sharps or double
flats
Ensemble Skills
students match pulse and rhythm to stay together in an ensemble (MIAD 11.4)
students adjust pitch within the ensemble (MIAD 10.1, 11.2)
students demonstrate self-discipline by working cooperatively with peers to
produce a quality musical performance (MIAD 16.4)
students display appropriate etiquette for style and venue of musical
performance (MIAD 16.5)
students demonstrate well-disciplined personal and professional demeanor
during rehearsals and performance (MIAD 16.5)
students perform with various tempos with a steady pulse (MIAD 11.4, 12)
students demonstrate understanding of appropriate balance of the melody and
accompaniment lines. (MIAD 11.1)
students imitate rhythm patterns at slow, medium, and fast tempos, following
the conductors beat pattern and cues (MIAD 11.3, 11.4)
students imitate dynamic patterns at slow, medium, and fast tempos, following
the conductors beat pattern and cues (MIAD 11.2, 11.3)
students match bowing with their section
students match bow usage to their section and ensemble
students follow section leaders
students perform with style, articulation, and pitch, including adjusting
dynamic level, according to the musical function of their part (MIAD 13)
Music Theory
coming soon!
Expressive Elements
students shape phrases with simple dynamic variation (MIAD 13)
students alter tone by modifying bowing variables (weight, angle, speed,
placement/contact point) (MIAD 10.4)
students perform with written/implied/stylistically appropriate articulations
(MIAD 13)
students evaluate and demonstrate multiple ways of performing a single
melody
students apply knowledge of practice techniques to selected repertoire (MIAD 16.3)
students perform with an expanded range of dynamics, tempos, and timbre/
tone color (MIAD 11.1, 13)
students perform with a characteristic tone at all dynamic levels (MIAD 10.2)
students use vibrato, when appropriate, to enhance timbre and tone (MIAD 10.4)
students perform the following expressive elements: (MIAD 13)
trill
accent
sfz
14 of 25

Historical and Cultural Elements


students listen to selected music from diverse cultures and musical eras (MIAD 18.1)
students identify, describe and compare distinguishing characteristics of
composers and styles from selected repertoire (MIAD 18.2)
students perform music from an expanding repertoire of diverse styles (MIAD 12)
students analyze and classify music according to style, composer, and genre
students perform music from a large repertoire of diverse styles (MIAD 12)
students will learn about three composers from each musical era (MIAD 18.2)
Evaluation of Music and Musical Performance
students evaluate individual and group performance using established criteria
(MIAD 19.5)
students, with teacher assistance, establish criteria for evaluating individual
and group performances based on the level of music performed (MIAD 19.5)
students critique themselves and others using an established criteria for
supportive, constructive criticism (MIAD 19.5)

15 of 25

4th Year
Body Format:
continue posture (sitting and standing) on all instruments (HIAD 11.4)
continue basic playing position for violin and viola (sitting and standing) (HIAD 11.4)
continue basic playing position for cello (HIAD 11.4)
continue basic playing position for bass (HIAD 11.4)
Adjust to physical characteristics of individual students (HIAD 11.4)
Left Hand Skills and Knowledge
continue correct hand and wrist shape (HIAD 11.4)
continue correct left hand finger placement (HIAD 11.4)
reinforce placement of finger on the string (HIAD 11.4)
reinforce extensions (HIAD 11.4)
violin/viola
cello
refinement of shifting (HIAD 11.4)
violin/viola
cello
bass
reinforce chromatic alterations
continue vibrato development (HIAD 12.4)
advanced positions (5th position and higher) (HIAD 12.6)
Right Hand Skills and Knowledge
reinforce bow hold (HIAD 11.4)
violin/viola
cello/bass (French)
bass (German)
perform with simple connected (detach) bow strokes
perform with staccato bow strokes
extending basic bow distribution
on-the-string strokes (HIAD 11.4)
martel
slurred staccato
hooked bowing
longer slurs
accented detach
o-the-string bow strokes (HIAD 11.4)
brush stroke
extension of techniques related to control of bowing variables (weight, angle, speed,
and placement, including contact point and part of the bow) (HIAD 11.4)
more advanced detach bowings (HIAD 11.4)
lour
tremolo
16 of 25

rapid detach
o-the-string strokes (HIAD 11.4)
spiccato
special eect bowings (HIAD 11.4)
sul ponticello
sul tasto
col lengo
Instrument Knowledge
specific instrument geography
procedures and care of the instrument (HIAD 11.1)
simple instrument repair (changing strings, resetting the bridge) (HIAD 11.3)
Tonal Aural Skills and Ear Training (scale requirements adjusted by instrument)
Students will identify, by ear, the dierence between a half step and a whole
step.
Students will identify, by ear, the dierence between each interval (u, m2, M2,
m3, M3, P4, T, P5, m6, M6, m7, M7, o).
Students perform, by ear, melodic patterns with a one-octave range, both
major and minor (vocally, pizz, or arco). (HIAD 1.2)
Students manipulate single pitches to adjust intonation and listen for ring
tones (resonance). (HIAD 12.1, 12.2)
Students use fine turners and/or pegs to tune strings, in fifths (or fourths), to an
external tonal reference. (HIAD 12.6)
Students perform, by ear, various melodies and accompaniments in various
modes and scales and meters
Students will perform the D major scale, three octaves (HII 5.2)
Students will perform the G major scale, three octaves (HII 5.2)
Students will perform the C major scale, three octaves (HII 5.2)
Students will perform the F major scale, two octaves (HII 5.2)
Students will perform the A major scale, two octaves (HII 5.2)
Students will perform the B flat major scale, two octaves (HII 5.2)
Students will perform the E flat major scale, two octaves (HII 5.2)
Students will perform the B (melodic, natural, and harmonic) minor scales, three
octave (HII 5.2)
Students will perform the E (melodic, natural, and harmonic) minor scales, three
octave (HII 5.2)
Students will perform the A (melodic, natural, and harmonic) minor scales, three
octave (HII 5.2)
Students will perform the D (melodic, natural, and harmonic) minor scales, two
octave (HII 5.2)
Students will perform the G (melodic, natural, and harmonic) minor scales, two
octave (HII 5.2)
Students will perform all 12 major scales, two octave (HII 5.2)

17 of 25

Students will perform all 12 (melodic, natural, and harmonic) minor scales, two octave
(HII 5.2)
Rhythmic Skills and Ear Training
Students maintain a steady pulse while singing, clapping, and playing.
Students demonstrate a sense of meter while singing, clapping, and playing.
Students speak and/or sing rhythm language (1e+a)
Students perform quarter notes, eighth notes, half notes, sixteenth notes, whole notes
and corresponding rests
Students perform dotted half notes, dotted quarter notes, dotted eighth notes and
corresponding rests
Students perform eighth note triplets, quarter note triplets, and corresponding rests
Students perform rhythms in 4/4, 2/4, and 3/4, and 6/8 meter
Students perform rhythms containing asymmetrical and unusual meters (HIAD 2)
Students perform rhythms containing hemiolas (HIAD 2)
Students perform rhythms in mixed meter (HIAD 2)
Students perform rhythms containing syncopation (HIAD 2)
Creative Musicianship
rhythmic: students teach each other long original rhythm phrases through
call-and-response (HIAD 16)
tonal (melodic/harmonic): students use the root, third, and fifth of a chord to
solo over student-generated accompaniment (HIAD 16)
textual: students translate a visual or experiential narrative into original
sounds on their instruments (music as storytelling).
textual: students translate a musical recording into a written story
compositional: students add traditional notation into their original scores
(HIAD 7.1, 7.2)
tonal (melodic/harmonic): students create solos using the notes of the scale as
stepping-stones between chords tones. (HIAD 16)
creative leadership: student leaders lead warm-ups & select rehearsals (HIAD 13.5)
Music Literacy
students correctly identify and perform basic music notation and symbols
associated with the following skills and understandings to each corresponding
curricular level:
musical alphabet (with sharps and flats) (HIAD 1.1)
sta (line notes and space notes) (HIAD 1.1)
clef signs (HIAD 1.1)
lines and spaces in clefs specific to instruments (HIAD 1.1)
chromatic symbols ( ,) (HIAD 1.1)
key signatures (HIAD 1.1, 3)
relative note values (HIAD 1.1)
time signatures (HIAD 1.1, 2)

18 of 25

quarter notes, eighth notes, half notes, dotted half notes, whole notes,
sixteenth notes, dotted quarter notes, dotted eighth notes, eighth note triplets,
quarter note triplets, and related rests (HIAD 1.1)
thirty-second notes and related rests
dynamic markings (HIAD 1.1, 15)
articulation (HIAD 1.1, 15)
tempo markings (HIAD 1.1, 15)
students correctly sight-read basic music notation and symbols (HIAD 19)
students correctly identify accidentals
violinists correctly identify and perform the pitches found in third position
(HIAD 12.6)
cellists correctly identify and perform the pitches found on the tenor clef,
through 4th position (HIAD 12.6)
bassist correct identify and perform the pitches found on the tenor clef (HIAD 12.6)
students correctly identify and perform notes with double sharps or double
flats
students correctly identify tonality (including key signature) and perform
repertoire through four sharps and four flats (HIAD 3)
students correctly identify tonality (including key signature) for all major and
minor tonalities (HIAD 3)
Ensemble Skills
students match pulse and rhythm to stay together in an ensemble (HIAD 13.6)
students adjust pitch within the ensemble (HIAD 13.2)
students demonstrate self-discipline by working cooperatively with peers to
produce a quality musical performance (HIAD 18.4)
students display appropriate etiquette for style and venue of musical
performance (HIAD 12.6)
students demonstrate well-disciplined personal and professional demeanor
during rehearsals and performance (HIAD 12.6)
students perform with various tempos with a steady pulse (HIAD 13.6)
students demonstrate understanding of appropriate balance of the melody and
accompaniment lines. (HIAD 13.1)
students match bowing with their section
students match bow usage to their section and ensemble
students follow section leaders
students perform with style, articulation, and pitch, including adjusting
dynamic level, according to the musical function of their part (HIAD 13.3, 15)
students adjust pulse, rhythm, pitch, and dynamics for a unified sound with
the ensemble (HIAD 13.1, 13.3, 15)
students follow conductors more complex beat patterns, cues, and expressive
gestures (HIAD 13.4)
Music Theory
coming soon!
19 of 25

Expressive Elements
students alter tone by modifying bowing variables (weight, angle, speed,
placement/contact point) (HIAD12.6)
students perform with written/implied/stylistically appropriate articulations
(HIAD 15)
students evaluate and demonstrate multiple ways of performing a single
melody
students apply knowledge of practice techniques to selected repertoire (HIAD 18.3)
students perform with an expanded range of dynamics, tempos, and timbre/
tone color (HIAD 15)
students perform with a characteristic tone at all dynamic levels (HIAD 12.2)
students use vibrato, when appropriate, to enhance timbre and tone (HIAD 12.4)
students perform with consistent timbre and tone quality at all dynamic levels
(HIAD 12.2)
students independently interpret and perform musical selections, applying
appropriate dynamics, tempos, and timbre (HIAD 15)
students perform the following expressive elements: (HIAD 12.4)
grace notes
gliss
accelerando
Historical and Cultural Elements
students listen to selected music from diverse cultures and musical eras (HIAD 20.1)
students identify, describe and compare distinguishing characteristics of composers
and styles from selected repertoire (HIAD 20.2)
students analyze and classify music according to style, composer, and genre
(HIAD 20.1)
students perform a comprehensive repertoire of eclectic styles in a manner
that reflects understanding of cultural and stylistic traditions. (HIAD 14)
students will learn about four composers from each musical ear (HIAD 20.1)
Evaluation of Music and Musical Performance
students evaluate individual and group performance using established criteria
(HIAD 21.3, 21.5)
students, with teacher assistance, establish criteria for evaluating individual
and group performances based on the level of music performed (HIAD 21.3, 21.5)
students compare and contrast performances of various interpretations of the
same piece, using appropriate terminology and informed value judgements
(HIAD 21.3, 21.5)
students critique themselves and others using an established criteria for
supportive, constructive criticism (HIAD 21.3, 21.5)

20 of 25

5th Year +
Body Format:
continue posture (sitting and standing) on all instruments (HIAR 11.4)
continue basic playing position for violin and viola (sitting and standing) (HIAR 11.4)
continue basic playing position for cello (HIAR 11.4)
continue basic playing position for bass (HIAR 11.4)
Adjust to physical characteristics of individual students (HIAR 11.4)
Left Hand Skills and Knowledge
continue correct hand and wrist shape (HIAR 11.4)
continue correct left hand finger placement (HIAR 11.4)
reinforce placement of finger on the string (HIAR 11.4)
reinforce extensions (HIAR 11.4)
violin/viola
cello
refinement of shifting (HIAR 11.4)
violin/viola
cello
bass
reinforce chromatic alterations (HIAR 11.4)
advanced positions (5th position and higher) (HIAR 12.6)
complex double stops (two fingered stringers) (HIAR 12.6)
advanced finger patterns (violin/viola, augmented and chromatic patterns)
(HIAR 12.4)
artistic development and application of vibrato (HIAR 11.4)
Right Hand Skills and Knowledge
reinforce bow hold (HIAR 11.4)
violin/viola
cello/bass (French)
bass (German)
perform with staccato bow strokes (HIAR 12.6)
extending basic bow distribution (HIAR 12.6)
on-the-string strokes (HIAR 12.6)
martel
slurred staccato
hooked bowing
longer slurs
accented detach
o-the-string bow strokes (HIAR 12.6)
brush stroke
more advanced detach bowings (HIAR 12.6)
lour
tremolo
21 of 25

rapid detach
o-the-string strokes (HIAR 12.6)
spiccato
special eect bowings (HIAR 12.6)
sul ponticello
sul tasto
col lengo
chords (HIAR 12.6)
extension of technique related to control of bowing variables (weight, angle, speed,
and placement, including contact point and part of the bow) (HIAR 12.6)
ricochet bowing
sautill
flying spiccato
Instrument Knowledge
specific instrument geography
procedures and care of the instrument (HIAR 11.1)
simple instrument repairs (changing strings and resetting bridges) (HIAR 11. 3)
Tonal Aural Skills and Ear Training (scale requirements adjusted by instrument)
Students will identify, by ear, the dierence between a half step and a whole
step.
Students will identify, by ear, the dierence between each interval (u, m2, M2,
m3, M3, P4, T, P5, m6, M6, m7, M7, o).
Students perform, by ear, melodic patterns with a one-octave range, both
major and minor (vocally, pizz, or arco). (HIAR 1.2)
Students manipulate single pitches to adjust intonation and listen for ring
tones (resonance). (HIAR 12.1)
Students use fine turners and/or pegs to tune strings, in fifths (or fourths), to an
external tonal reference. (HIAR 11.2)
Students perform, by ear, various melodies and accompaniments in various
modes and scales and meters
Students will perform all major and all melodic, natural, and harmonic minor scales
in three octaves (basses, two octaves) (HIAR 4)
Rhythmic Skills and Ear Training
Students maintain a steady pulse while singing, clapping, and playing.
Students demonstrate a sense of meter while singing, clapping, and playing.
Students speak and/or sing rhythm language (1e+a)
Students perform quarter notes, eighth notes, half notes, sixteenth notes, whole notes
and corresponding rests
Students perform dotted half notes, dotted quarter notes, dotted eighth notes and
corresponding rests
Students perform eighth note triplets, quarter note triplets, and corresponding rests
Students perform rhythms in 4/4, 2/4, and 3/4, and 6/8 meter
22 of 25

Students perform rhythms containing asymmetrical and unusual meters (HIAR 2)


Students perform rhythms containing hemiolas (HIAR 2)
Students perform rhythms in mixed meter (HIAR 2)
Students perform rhythms containing syncopation (HIAR 2)
Creative Musicianship
textual: students translate a musical recording into a written story
compositional: students add traditional notation into their original scores
rhythmic: students later individual rhythm phrases to create an original group
piece
tonal (melodic/harmonic): students create solos using the notes of the scale as
stepping-stones between chords tones.
creative leadership: student conductors lead warm-ups
creative leadership: student conductors lead rehearsal
rhythmic: students analyze rhythm phrases for tonal content and improvise
over class-generated accompaniment
tonal (melodic/harmonic): students improvise descriptive stories, including
melody and harmony
compositional: students add third and fourth parts to their original scores
(HIAR 7.1, 7.2)
Music Literacy
students correctly identify and perform basic music notation and symbols
associated with the following skills and understandings to each corresponding
curricular level:
musical alphabet (with sharps and flats) (HIAR 1.1)
sta (line notes and space notes) (HIAR 1.1)
clef signs (HIAR 1.1)
lines and spaces in clefs specific to instruments (HIAR 1.1)
chromatic symbols ( ,) (HIAR 1.1)
key signatures (HIAR 1.1, 3)
relative note values (HIAR 1.1)
time signatures (HIAR 1.1)
quarter notes, eighth notes, half notes, dotted half notes, whole notes,
sixteenth notes, thirty-second notes, dotted quarter notes, dotted eighth notes,
eighth note triplets, quarter note triplets, and related rests(HIAR 1.1)
dynamic markings (HIAR 1.1, 15)
articulation (HIAR 1.1, 15)
tempo markings (HIAR 1.1, 15)
students correctly sight-read basic music notation and symbols (HIAR 19)
students correctly identify accidentals
students correctly identify tonality (including key signature) and perform for all
major and minor tonalities (HIAR 3)

23 of 25

cellists and bassists correctly identify and perform the pitches found on the
treble-clef sta (HIAR 12.6)
violinist and violists read fluently in fifth and seventh position (HIAR 12.6)
Ensemble Skills
students match pulse and rhythm to stay together in an ensemble (HIAR 13.6)
students adjust pitch within the ensemble (HIAR 13.2)
students demonstrate self-discipline by working cooperatively with peers to
produce a quality musical performance (HIAR 18.4)
students display appropriate etiquette for style and venue of musical
performance (HIAR 12.6)
students demonstrate well-disciplined personal and professional demeanor
during rehearsals and performance (HIAR 12.6)
students perform with various tempos with a steady pulse (HIAR 13.6)
students demonstrate understanding of appropriate balance of the melody and
accompaniment lines. (HIAR 13.1)
students match bowing with their section
students match bow usage to their section and ensemble
students follow section leaders
students perform with style, articulation, and pitch, including adjusting
dynamic level, according to the musical function of their part (HIAR 13.3, 15)
students adjust pulse, rhythm, pitch, and dynamics for a unified sound with
the ensemble (HIAR 13.1, 13.3, 15)
students follow conductors more complex beat patterns, cues, and expressive
gestures (HIAR 13.4)
students demonstrate pre-rehearsal preparation and awareness of balance,
blend, style, interpretations, and musical sensitivity (HIAR 13.1, 13.3, 18.3)
Music Theory
coming soon!
Expressive Elements
students alter tone by modifying bowing variables (weight, angle, speed,
placement/contact point) (HIAR 12.6)
students perform with written/implied/stylistically appropriate articulations
(HIAR 15)
students evaluate and demonstrate multiple ways of performing a single
melody
students apply knowledge of practice techniques to selected repertoire (HIAR 18.3)
students perform with an expanded range of dynamics, tempos, and timbre/
tone color (HIAR 15)
students perform with a characteristic tone at all dynamic levels (HIAR 12.2)
students use vibrato, when appropriate, to enhance timbre and tone (HIAR 12.4)
students perform with consistent timbre and tone quality at all dynamic levels
(HIAR 12.2)
24 of 25

students independently interpret and perform musical selections, applying


appropriate dynamics, tempos, and timbre (HIAR 15)
students use ornamentation, as appropriate to the period and style of the piece
(HIAR 12.6)
students will perform implementing all written expressive elements (HIAR 15)
Historical and Cultural Elements
students listen to selected music from diverse cultures and musical eras (HIAR 20.1)
students identify, describe and compare distinguishing characteristics of composers
and styles from selected repertoire (HIAR 20.2)
students analyze and classify music according to style, composer, and genre
(HIAR 20.1)
students perform a comprehensive repertoire of eclectic styles in a manner
that reflects understanding of cultural and stylistic traditions. (HIAR 14)
students will learn about five composers from each musical ear (HIAR 20.1)
Evaluation of Music and Musical Performance
students evaluate individual and group performance using established criteria
(HIAR 21.3, 21.5)
students, with teacher assistance, establish criteria for evaluating individual
and group performances based on the level of music performed (HIAR 21.3, 21.5)
students compare and contrast performances of various interpretations of the
same piece, using appropriate terminology and informed value judgements
(HIAR 21.3, 21.5)
students critique themselves and others using an established criteria for
supportive, constructive criticism (HIAR 21.3, 21.5)

25 of 25