ROSE TREE MEDIA SCHOOL DISTRICT
COURSE CURRICULUM
COURSE TITLE: String Orchestra
GRADE LEVEL: Grades 3 – 12
CREATION DATE: August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies in
Approx. Time Allotment:
their performance medium, alone and within an ensemble(s). Grades 3 - 5
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
I. A. Talk about our instruments and the
I.
PERFORMING
I. A. Label and locate parts on  Strictly Strings Book I
importance of proper care; teacher points
Grades 3 – 5
instrument and chart.
 Strictly Strings Book II
out parts of instruments and students
The students will:
Demonstrate proper
 Computers and software in follow in the lesson book.
A. Understand proper handling and care of maintenance and care
instructional areas to assist
instrument and bow and know the
I. B. Various exercises for proper bow
instruction
various components of each.
I. B. Students will demonstrate  Elementary Strings website hold and instrument position; games
which prompt students to move from rest
1. Know the parts of the instrument
all positions
used to enrich the home
position to playing position
and bow
practicing experience
2. Care and maintenance of the case,
I .C,D,E,F,G,H. Presentation
I. C. Teacher will identify the names of
 RTM elementary strings
instrument and bow.
of practice record and
open strings and quiz students on the open
handbook and audio CD
string names periodically
B. Learn performance presence and
demonstration of technique
developed by Mr. Walls to
procedures.
enrich beginner practice
I. C. Teacher will demonstrate technique
1. learn how to hold the instrument
I. I. Performance
 Suzuki Method Books I, II, and proper tone production
and bow while standing and sitting
and III
and while resting.
II .A,B,C,D,E. Demonstration
I. D. Teacher demonstrates and students
 Beautiful Music for Two
imitate. Teacher accompanies on piano to
C. The students will be able to identify the of skills and observations
String Instruments
develop intonation and listening for
open strings.
 Individual handout sheets
students.
1. demonstrate right hand bow
II. E. student journals and
developed by Mr. Walls
technique
portfolios
I. E. Playing and practicing all pieces and
 Muller Rusch String
2. tone production
preparing for concert performance
Method
Book
II
and
III
3. bowing of the open strings
III.
 Essential Technique for
I. F. G major exercises and playing pieces
D. Incorporate left hand techniques, using Observation/journal/portfolio
with piano accompaniment
Strings
proper hand position
E. The students will reinforce all
IV. Performance, observation,  Advanced Technique for
I. G. Exercises with two note and three
Strings
previously learned concepts by playing journal, portfolio
note slurs on one string and then slurring
 Duets for Strings
on two different strings
pieces in D Major.

Etudes
for
Strings
1. Be able to play the D Major scale in
 All For Strings Book II and I. H. Scale exercises in F major and pieces
different rhythms.
in F major
III
F. The students will be able to play
 Teacher selected pieces for I. I. warm-up exercises, intonation
selected pieces in the key of G Major
development, rehearsals
solo, small ensemble and
and C Major.
String Orchestra Grades 3 - 12
Page 1
-1-
August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies in
Approx. Time Allotment:
their performance medium, alone and within an ensemble(s). Grades 3 - 5
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
1. The use of a new hand position,
orchestral performance
II. A. Awareness of instrument sound
which involves the low second
production through critical listening
finger on the violin and viola and
exercises
second finger on the cello and
double bass.
II. B. Encourage regular practice through a
reward system and practice record
2. Know and play the G and C major
scale, one octave.
II. C. display notes on staff for the
G. Understand slurs and will be able to
students and discuss duration and
demonstrate two and three note slurs
relationship between position on staff and
per bow stroke with proper division and
pitch
bow distribution.
II. D. Students share impressions of music
H. The students will be able to play
and are encouraged to analyze music using
selected pieces in the key of F Major
proper music terminology under teacher
1. The use of a new hand position,
guidance
which involves the low first finger
II. E. make connections between music,
on the violin, viola, cello and
the other arts and disciplines outside the
double bass.
arts whenever possible in the lessons and
2. Know and be able to demonstrate
orchestra rehearsals. Encourage the
the f major scale…
students to make connections.
I. Perform on their instruments in a string
III. A. Encourage the students to develop
orchestra.
their own variations and share them with
1. They will play in tune, in rhythm
the class/orchestra.
and will follow dynamics together.
2. They will develop ensemble skills.
IV. Identify music symbols and practice
3. Sing selected sections of music or
memorizing them through drills in class
and saturation.
scales.
4. They will perform repertoire in
various styles from different
periods of music including
contemporary composers.
String Orchestra Grades 3 - 12
Page 2
-2-
August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies
in their performance medium, alone and within an ensemble(s). Grades 6 - 8
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
I. Performing
I, II, III, IV
 Strictly Strings Book I
Grades 6 – 8
 Strictly Strings Book II
J. Review technique previously taught
Playing tests, juries
 Computers and software in
at grade level 3 – 5.
Video/ audio tapes
instructional areas to assist
1. reinforce technique and
Check lists
instruction
strengthen foundations in music
Rubrics
 Elementary Strings website
before proceeding to next level.
Peer critiques
used to enrich the home
K. New Scales: B Flat Major, A Major
Student performance and
practicing experience
1. backward extension for cello,
demonstration of techniques
 RTM elementary strings
incorporating new hand positions; Concerts
handbook and audio CD
2. consistent use of fourth finger for Progress charts
developed by Mr. Walls to
violin and viola.
Bulletin boards
enrich beginner practice
3. raised third finger for violin and
 Suzuki Method Books I, II,
viola; forward extension for cello
and III
L. New Meter: 6/8:
 Beautiful Music for Two
1. concept of the eighth note
String Instruments
receiving one beat.
 Individual handout sheets
M. New Rhythms: Triplet and Sixteenth
developed by Mr. Walls
notes
 Muller Rusch String Method
1. division of the beat into three
Book II and III
parts.
 Essential Technique for
2. Division of the beat into four
Strings
parts.
 Advanced Technique for
N. Bowing exercises
Strings
1. quick string changes

Duets for Strings
2. slow long changes skipping
 Etudes for Strings
strings
 All For Strings Book II and
3. slurring over two, three, and four
III
strings
 Teacher selected pieces for
4. emphasis on tone
solo, small ensemble and
5. bowing styles and techniques
String Orchestra Grades 3 - 12
Page 3
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group
practice
Rehearsal and performance
Solo and small group
performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical
elements, and scales
-3-
August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies
in their performance medium, alone and within an ensemble(s). Grades 6 - 8
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
orchestral performance
O. Minor Scales:
1. definition of minor
2. relative minor scales, A minor, E
minor, B minor, D minor, G
minor
P. Vibrato
1. enhancing tone production and
quality incorporating vibrato
Q. Introduction to shifting
1. fourth position for cello with
forward extension
2. third position for violin and viola
3. positions studies for bass
R. Performance in string orchestra
1. develop ensemble skills
2. follow a conductor
3. play in tune
4. play in rhythm
5. follow dynamics
6. study repertoire in various styles
from different periods of music
including contemporary
composers.
String Orchestra Grades 3 - 12
Page 4
Approx. Time Allotment:
Instructional Strategies
-4-
August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies
in their performance medium, alone and within an ensemble(s). Grades 9 - 12
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Grades 9 – 12
I, II, III, IV
 Strictly Strings Book I
S. Review techniques previously
 Strictly Strings Book II
taught in grades 3 – 8.
Playing tests, juries
 Computers and software in
1. reinforce technique and
Video/ audio tapes
instructional areas to assist
strengthen foundations in
Check lists
instruction
music before proceeding to Rubrics
 Elementary Strings website
next level.
Peer critiques
used to enrich the home
T. New Scales: E Flat Major, E
Student performance and
practicing experience
Major, A Flat Major
demonstration of techniques
 RTM elementary strings
1. exercises and pieces in new Concerts
handbook and audio CD
keys
Progress charts
developed by Mr. Walls to
U. Shifting and speed
Bulletin boards
enrich beginner practice
development
 Suzuki Method Books I, II, and
1. expanding range of
III
instruments incorporating
 Beautiful Music for Two String
shifting and position work
Instruments
2. developing speed
 Individual handout sheets
3. playing with metronome
developed by Mr. Walls
V. New rhythms and meters

Muller Rusch String Method
1. dotted eighth sixteenth
Book II and III
rhythm

Essential Technique for Strings
2. syncopation
 Advanced Technique for
3. 3/8 meter, 5/4 meter, other
Strings
meters

Duets for Strings
W. Advanced usage of bowing
 Etudes for Strings
exercises and techniques
 All For Strings Book II and III
1. martele
 Teacher selected pieces for
2. tremolo
solo, small ensemble and
3. staccato
orchestral performance
4. spiccato
5. slurring exercises
String Orchestra Grades 3 - 12
Page 5
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group practice
Rehearsal and performance
Solo and small group performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical elements,
and scales
-5-
August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies
in their performance medium, alone and within an ensemble(s). Grades 9 - 12
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
X. Performance in String
Orchestra and Full Orchestra
1. polish ensemble skills
2. follow conductor
3. fine tune passages
4. balance and blend of sounds
5. keep accurate tempo and
rhythm
6. execution of dynamics,
phrases, and expressive
qualities of repertoire with
sensitivity
7. awareness and understanding
of stylistic qualities of
repertoire combined with
historical significance of
pieces
String Orchestra Grades 3 - 12
Page 6
Approx. Time Allotment:
Instructional Strategies
-6-
August, 2003
Essential Question, Concept or Theme: I. Performing: All students combine music skills and competencies
in their performance medium, alone and within an ensemble(s).
PA Standards: PA 9.1, 9.2; NS 1, 2, 9
Adaptations/Inclusion Techniques
Enrichment Strategies
I, II, III, IV
Assist students with proper instrument
selection
Make every attempt to spend more
instructional time with student (individual
lessons & smaller groups)
Additional teacher provided music
examples with listening guides
Student generated music examples and
listening guides
Solo performances
Limit choices and activities for students
Peer coaching
Sectional Rehearsals
Research and publication of program
notes
Concert reviews
Analysis and presentation of standard
string orchestra piece which the orchestra
is studying
I, II, III, IV
Festivals
Opportunities for extra performance
District Elementary Strings Web Site
CD to accompany beginning strings
Recordings of performances
More challenging music
Small ensembles
Private lessons
Composing and arranging
Performance of student arrangements
and compositions
Adjudications
Community service
Student conductors
Sectional rehearsals
Peer coaching and teaching
Trips
Exchange concerts
String Orchestra Grades 3 - 12
Page 7
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
-7-
August, 2003
Essential Question, Concept or Theme: II. Listening and Responding: All students compare and analyze
music pieces within performances. Grades 3 - 5
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
II.
Listening and Responding
I. A. Label and locate parts on
 Strictly Strings Book I
Grades 3 – 5
instrument and chart.
 Strictly Strings Book II
The students will:
Demonstrate proper
 Computers and software in
A. become critical listeners when it
maintenance and care
instructional areas to assist
comes to the sounds that they
instruction
produce on their instruments
I. B. Students will demonstrate
 Elementary Strings website
B. practice their instrument with
all positions
used to enrich the home
regularity
practicing experience
C. understand the mathematical
I .C,D,E,F,G,H. Presentation of  RTM elementary strings
spatial relationships between note
practice record and
handbook and audio CD
values and duration in music
demonstration of technique
developed by Mr. Walls to
D. listen to analyze and describe
enrich beginner practice
music in their lessons and in large I. I. Performance
 Suzuki Method Books I, II, and
group rehearsals and performances
III
E. be encouraged and prompted to
II .A,B,C,D,E. Demonstration
 Beautiful Music for Two String
make connections between music, of skills and observations
Instruments
the other arts, and disciplines
 Individual handout sheets
outside the arts
II. E. student journals and
developed by Mr. Walls
portfolios
 Muller Rusch String Method
Book II and III
III.
 Essential Technique for Strings
Observation/journal/portfolio
 Advanced Technique for
Strings
IV. Performance, observation,
 Duets for Strings
journal, portfolio
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for
solo, small ensemble and
orchestral performance
String Orchestra Grades 3 - 12
Page 8
Approx. Time Allotment:
Instructional Strategies
I. A. Talk about our instruments and the
importance of proper care; teacher points
out parts of instruments and students
follow in the lesson book.
I. B. Various exercises for proper bow
hold and instrument position; games
which prompt students to move from rest
position to playing position
I. C. Teacher will identify the names of
open strings and quiz students on the open
string names periodically
I. C. Teacher will demonstrate technique
and proper tone production
I. D. Teacher demonstrates and students
imitate. Teacher accompanies on piano to
develop intonation and listening for
students.
I. E. Playing and practicing all pieces and
preparing for concert performance
I. F. G major exercises and playing pieces
with piano accompaniment
I. G. Exercises with two note and three
note slurs on one string and then slurring
on two different strings
I. H. Scale exercises in F major and pieces
in F major
I. I. warm-up exercises, intonation
development, rehearsals
-8-
August, 2003
Essential Question, Concept or Theme: II. Listening and Responding: All students compare and analyze
music pieces within performances. Grades 3 - 5
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
II. A. Awareness of instrument sound
production through critical listening
exercises
II. B. Encourage regular practice through a
reward system and practice record
II. C. display notes on staff for the
students and discuss duration and
relationship between position on staff and
pitch
II. D. Students share impressions of music
and are encouraged to analyze music using
proper music terminology under teacher
guidance
II. E. make connections between music,
the other arts and disciplines outside the
arts whenever possible in the lessons and
orchestra rehearsals. Encourage the
students to make connections.
III. A. Encourage the students to develop
their own variations and share them with
the class/orchestra.
IV. Identify music symbols and practice
memorizing them through drills in class
and saturation.
String Orchestra Grades 3 - 12
Page 9
-9-
August, 2003
Essential Question, Concept or Theme: II. Listening and Responding: All students compare and analyze
music pieces within performances. Grades 6 - 8
PA Standards:
PA 9.2, 9.3, 9.4; NS 6, 7, 8
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
II.
Listening and Responding
I, II, III, IV
 Strictly Strings Book I
Grades 6 - 8
 Strictly Strings Book II
The students will:
Playing tests, juries
 Computers and software in
F. Tuning: students will learn how to Video/ audio tapes
instructional areas to assist
handle pegs and tune their own
Check lists
instruction
instruments.
Rubrics
 Elementary Strings website
G. Develop ensemble skills
Peer critiques
used to enrich the home
1. observe balance
Student performance and
practicing experience
2. observe blend
demonstration of techniques
 RTM elementary strings
3. observe articulation
Concerts
handbook and audio CD
4. observe style
Progress charts
developed by Mr. Walls to
Bulletin boards
enrich beginner practice
 Suzuki Method Books I, II, and
III
 Beautiful Music for Two String
Instruments
 Individual handout sheets
developed by Mr. Walls
 Muller Rusch String Method
Book II and III
 Essential Technique for Strings
 Advanced Technique for
Strings
 Duets for Strings
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for
solo, small ensemble and
orchestral performance
String Orchestra Grades 3 - 12
Page 10
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group practice
Rehearsal and performance
Solo and small group performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical elements,
and scales
- 10 -
August, 2003
Essential Question, Concept or Theme: II. Listening and Responding: All students compare and analyze
music pieces within performances. Grades 9 - 12
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
II.
Listening and Responding
I, II, III, IV
 Strictly Strings Book I
Grades 9 – 12
 Strictly Strings Book II
The students will:
Playing tests, juries
 Computers and software in
H. Tuning
Video/ audio tapes
instructional areas to assist
1. tuning with ease, precision,
Check lists
instruction
accuracy, and speed
Rubrics
 Elementary Strings website used
I. Tone production and Vibrato
Peer critiques
to enrich the home practicing
1. regular use of vibrato and
Student performance and
experience
development of full, rich tone demonstration of techniques
 RTM elementary strings
J. Refining ensemble skills and
Concerts
handbook and audio CD
musicianship
Progress charts
developed by Mr. Walls to enrich
1. balance
Bulletin boards
beginner practice
2. blend
 Suzuki Method Books I, II, and III
3. articulation
 Beautiful Music for Two String
4. style
Instruments
5. phrasing
 Individual handout sheets
6. tempo
developed by Mr. Walls
7. intonation
 Muller Rusch String Method Book
II and III
 Essential Technique for Strings
 Advanced Technique for Strings
 Duets for Strings
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for solo,
small ensemble and orchestral
performance
String Orchestra Grades 3 - 12
Page 11
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group practice
Rehearsal and performance
Solo and small group performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical elements,
and scales
- 11 -
August, 2003
Essential Question, Concept or Theme: : II. Listening and Responding: All students compare and analyze
music pieces within performances.
PA Standards: PA 9.2, 9.3, 9.4; NS 6, 7, 8
Adaptations/Inclusion Techniques
I, II, III, IV
Assist students with proper instrument
selection
Make every attempt to spend more
instructional time with student (individual
lessons & smaller groups)
Additional teacher provided music examples
with listening guides
Student generated music examples and
listening guides
Solo performances
Limit choices and activities for students
Peer coaching
Sectional Rehearsals
Research and publication of program notes
Concert reviews
Analysis and presentation of standard string
orchestra piece which the orchestra is
studying
String Orchestra Grades 3 - 12
Enrichment Strategies
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
I, II, III, IV
Festivals
Opportunities for extra
performance
District Elementary Strings Web
Site
CD to accompany beginning
strings
Recordings of performances
More challenging music
Small ensembles
Private lessons
Composing and arranging
Performance of student
arrangements and compositions
Adjudications
Community service
Student conductors
Sectional rehearsals
Peer coaching and teaching
Trips
Exchange concerts
Page 12
- 12 -
August, 2003
Essential Question, Concept or Theme: III. Creating: All students select music pieces to improvise,
compose, and perform. Grades 3 - 5
PA Standards: PA 9.1; NS 3, 4
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
III.
Creating
I. A. Label and locate parts on
 Strictly Strings Book I
Grades 3 – 5
instrument and chart.
 Strictly Strings Book II
The students will:
Demonstrate proper maintenance  Computers and software in
A. create their own rhythmic and/or
and care
instructional areas to assist
bowing variations for pieces such as
instruction
the “D major scale” & “Twinkle,
I. B. Students will demonstrate
 Elementary Strings website
Twinkle Little Star”
all positions
used to enrich the home
practicing experience
I .C,D,E,F,G,H. Presentation of
 RTM elementary strings
practice record and
handbook and audio CD
demonstration of technique
developed by Mr. Walls to
enrich beginner practice
I. I. Performance
 Suzuki Method Books I, II, and
III
II .A,B,C,D,E. Demonstration of
 Beautiful Music for Two String
skills and observations
Instruments
 Individual handout sheets
II. E. student journals and
developed by Mr. Walls
portfolios
 Muller Rusch String Method
Book II and III
III. Observation/journal/portfolio
 Essential Technique for Strings
 Advanced Technique for
IV. Performance, observation,
Strings
journal, portfolio
 Duets for Strings
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for
solo, small ensemble and
orchestral performance
String Orchestra Grades 3 - 12
Page 13
Approx. Time Allotment:
Instructional Strategies
I. A. Talk about our instruments and the
importance of proper care; teacher points
out parts of instruments and students
follow in the lesson book.
I. B. Various exercises for proper bow
hold and instrument position; games
which prompt students to move from rest
position to playing position
I. C. Teacher will identify the names of
open strings and quiz students on the open
string names periodically
I. C. Teacher will demonstrate technique
and proper tone production
I. D. Teacher demonstrates and students
imitate. Teacher accompanies on piano to
develop intonation and listening for
students.
I. E. Playing and practicing all pieces and
preparing for concert performance
I. F. G major exercises and playing pieces
with piano accompaniment
I. G. Exercises with two note and three
note slurs on one string and then slurring
on two different strings
I. H. Scale exercises in F major and pieces
in F major
I. I. warm-up exercises, intonation
development, rehearsals
- 13 -
August, 2003
Essential Question, Concept or Theme: III. Creating: All students select music pieces to improvise,
compose, and perform. Grades 3 - 5
PA Standards: PA 9.1; NS 3, 4
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
II. A. Awareness of instrument sound
production through critical listening
exercises
II. B. Encourage regular practice through a
reward system and practice record
II. C. display notes on staff for the
students and discuss duration and
relationship between position on staff and
pitch
II. D. Students share impressions of music
and are encouraged to analyze music using
proper music terminology under teacher
guidance
II. E. make connections between music,
the other arts and disciplines outside the
arts whenever possible in the lessons and
orchestra rehearsals. Encourage the
students to make connections.
III. A. Encourage the students to develop
their own variations and share them with
the class/orchestra.
IV. Identify music symbols and practice
memorizing them through drills in class
and saturation.
String Orchestra Grades 3 - 12
Page 14
- 14 -
August, 2003
Essential Question, Concept or Theme: III. Creating: All students select music pieces to improvise,
compose, and perform. Grades 6 - 8
PA Standards: PA 9.1; NS 3, 4
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
III. Creating
I, II, III, IV
 Strictly Strings Book I
Grades 6 – 8
 Strictly Strings Book II
The students will:
Playing tests, juries
 Computers and software in
B. Utilize scales to improvise and
Video/ audio tapes
instructional areas to assist
compose melodies.
Check lists
instruction
Rubrics
 Elementary Strings website used to
Peer critiques
enrich the home practicing
Student performance and
experience
demonstration of techniques  RTM elementary strings handbook
Concerts
and audio CD developed by Mr.
Progress charts
Walls to enrich beginner practice
Bulletin boards
 Suzuki Method Books I, II, and III
 Beautiful Music for Two String
Instruments
 Individual handout sheets developed
by Mr. Walls
 Muller Rusch String Method Book II
and III
 Essential Technique for Strings
 Advanced Technique for Strings
 Duets for Strings
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for solo,
small ensemble and orchestral
performance
String Orchestra Grades 3 - 12
Page 15
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group practice
Rehearsal and performance
Solo and small group performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical elements,
and scales
- 15 -
August, 2003
Essential Question, Concept or Theme: III. Creating: All students select music pieces to improvise,
compose, and perform. Grades 9 - 12
PA Standards: PA 9.1; NS 3, 4
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
III. Creating
I, II, III, IV
 Strictly Strings Book I
Grades 9 – 12
 Strictly Strings Book II
The students will:
Playing tests, juries
 Computers and software in
C. Arrange and compose
Video/ audio tapes
instructional areas to assist
D. Improvise
Check lists
instruction
E. Theme and variations
Rubrics
 Elementary Strings website used to
Peer critiques
enrich the home practicing
Student performance and
experience
demonstration of techniques  RTM elementary strings handbook
Concerts
and audio CD developed by Mr.
Progress charts
Walls to enrich beginner practice
Bulletin boards
 Suzuki Method Books I, II, and III
 Beautiful Music for Two String
Instruments
 Individual handout sheets developed
by Mr. Walls
 Muller Rusch String Method Book
II and III
 Essential Technique for Strings
 Advanced Technique for Strings
 Duets for Strings
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for solo,
small ensemble and orchestral
performance
String Orchestra Grades 3 - 12
Page 16
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group practice
Rehearsal and performance
Solo and small group performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical elements,
and scales
- 16 -
August, 2003
Essential Question, Concept or Theme: III. Creating: All students select music pieces to improvise,
compose, and perform.
PA Standards: PA 9.1; NS 3, 4
Adaptations/Inclusion Techniques
Enrichment Strategies
I, II, III, IV
Assist students with proper instrument
selection
Make every attempt to spend more
instructional time with student
(individual lessons & smaller groups)
Additional teacher provided music
examples with listening guides
Student generated music examples and
listening guides
Solo performances
Limit choices and activities for students
Peer coaching
Sectional Rehearsals
Research and publication of program
notes
Concert reviews
Analysis and presentation of standard
string orchestra piece which the
orchestra is studying
I, II, III, IV
Festivals
Opportunities for extra performance
District Elementary Strings Web Site
CD to accompany beginning strings
Recordings of performances
More challenging music
Small ensembles
Private lessons
Composing and arranging
Performance of student arrangements
and compositions
Adjudications
Community service
Student conductors
Sectional rehearsals
Peer coaching and teaching
Trips
Exchange concerts
String Orchestra Grades 3 - 12
Page 17
Remediation Strategies
Approx. Time Allotment:
Multicultural/Interdisciplinary
Connection
- 17 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students will read and notate music.
Grades 3 - 5
PA Standards: PA 9.1, NS 5
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
IV.
Reading and Notating
I. A. Label and locate parts on
 Strictly Strings Book I
Grades 3 – 5
instrument and chart.
 Strictly Strings Book II
The students will:
Demonstrate proper maintenance  Computers and software in
A. Identify, understand and
and care
instructional areas to assist
recognize basic music symbols:
instruction
1. clef signs
I. B. Students will demonstrate
 Elementary Strings website
2. meters: 2/4. ¾, 4/4
all positions
used to enrich the home
3. measures
practicing experience
4. bar lines
I .C,D,E,F,G,H. Presentation of
 RTM elementary strings
5. bow lifts
practice record and
handbook and audio CD
6. double bar
demonstration of technique
developed by Mr. Walls to
7. reading notes as letter names
enrich beginner practice
and on the staff
I. I. Performance
 Suzuki Method Books I, II, and
8. DS al fine
III
9. pick up notes
II .A,B,C,D,E. Demonstration of
 Beautiful Music for Two String
10. ritardando
skills and observations
Instruments
11. key signatures
 Individual handout sheets
12. dynamics
II. E. student journals and
developed by Mr. Walls
13. fermata
portfolios
 Muller Rusch String Method
14. tempo
Book II and III
15. natural signs
III. Observation/journal/portfolio
 Essential Technique for Strings
16. flat signs
 Advanced Technique for
17. sharp signs
IV. Performance, observation,
Strings
18. note and rest values: eighth,
journal, portfolio
 Duets for Strings
quarter, half and whole
 Etudes for Strings
19. up and down bow symbols
 All For Strings Book II and III
20. slurs and articulations
 Teacher selected pieces for
21. dotted and quarter note eighth
solo, small ensemble and
note rhythm
orchestral performance
String Orchestra Grades 3 - 12
Page 18
Approx. Time Allotment:
Instructional Strategies
I. A. Talk about our instruments and the
importance of proper care; teacher points
out parts of instruments and students
follow in the lesson book.
I. B. Various exercises for proper bow
hold and instrument position; games
which prompt students to move from rest
position to playing position
I. C. Teacher will identify the names of
open strings and quiz students on the open
string names periodically
I. C. Teacher will demonstrate technique
and proper tone production
I. D. Teacher demonstrates and students
imitate. Teacher accompanies on piano to
develop intonation and listening for
students.
I. E. Playing and practicing all pieces and
preparing for concert performance
I. F. G major exercises and playing pieces
with piano accompaniment
I. G. Exercises with two note and three
note slurs on one string and then slurring
on two different strings
I. H. Scale exercises in F major and pieces
in F major
I. I. warm-up exercises, intonation
development, rehearsals
- 18 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students will read and notate music.
Grades 3 - 5
PA Standards: PA 9.1, NS 5
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
Approx. Time Allotment:
Instructional Strategies
II. A. Awareness of instrument sound
production through critical listening
exercises
II. B. Encourage regular practice through a
reward system and practice record
II. C. display notes on staff for the
students and discuss duration and
relationship between position on staff and
pitch
II. D. Students share impressions of music
and are encouraged to analyze music using
proper music terminology under teacher
guidance
II. E. make connections between music,
the other arts and disciplines outside the
arts whenever possible in the lessons and
orchestra rehearsals. Encourage the
students to make connections.
III. A. Encourage the students to develop
their own variations and share them with
the class/orchestra.
IV. Identify music symbols and practice
memorizing them through drills in class
and saturation.
String Orchestra Grades 3 - 12
Page 19
- 19 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students will read and notate music.
Approx. Time Allotment:
Grades 6 - 8
PA Standards: PA 9.1, NS 5
Aligned Materials/
Benchmark/Skills
Assessment
Instructional Strategies
Resources/Technology
IV. Reading and Notating
I, II, III, IV
I
 Strictly Strings Book I
Grades 6 - 8
Individual and small group
 Strictly Strings Book II
The students will:
Playing tests, juries
practice
 Computers and software in
B. Identify and understand basic music
Video/ audio tapes
Rehearsal and performance
instructional areas to assist
symbols
Check lists
Solo and small group
instruction
1. 6/8 time
Rubrics
performance
 Elementary Strings website
2. triplet rhythm
Peer critiques
Public performance
used to enrich the home
3. relative major and minor scales
Student performance and
In class recitals
practicing experience
and key signatures
demonstration of techniques
Sight reading/ singing
 RTM elementary strings
4. sixteenth note rhythms
Concerts
Teacher modeling and
handbook and audio CD
C. Identify and understand stylistic
Progress charts
demonstration
developed by Mr. Walls to
bowings
Bulletin boards
II
enrich beginner practice
1. detache
 Suzuki Method Books I, II, and Guided listening through
2. spiccato
recordings of rehearsals and
III
3. staccato
performance
 Beautiful Music for Two String
4. legato
Student reflection through
Instruments
5. marcato
forms and journals and peer
 Individual handout sheets
feedback
developed by Mr. Walls
Teacher model and
 Muller Rusch String Method
demonstration
Book II and III
III
 Essential Technique for Strings Small group and individual
 Advanced Technique for
compositions
Strings
Improvisation
 Duets for Strings
IV
 Etudes for Strings
Identification of musical
 All For Strings Book II and III
elements, and scales
 Teacher selected pieces for
solo, small ensemble and
orchestral performance
String Orchestra Grades 3 - 12
Page 20
- 20 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students will read and notate music.
Grades 9 - 12
PA Standards: PA 9.1, NS 5
Aligned Materials/
Benchmark/Skills
Assessment
Resources/Technology
IV. Reading and Notating
I, II, III, IV
 Strictly Strings Book I
Grades 9 – 12
 Strictly Strings Book II
The students will:
Playing tests, juries
 Computers and software in
D. Identify and understand music
Video/ audio tapes
instructional areas to assist
symbols
Check lists
instruction
1. dotted eighth sixteenth note
Rubrics
 Elementary Strings website
rhythm
Peer critiques
used to enrich the home
2. syncopation
Student performance and
practicing experience
3. 3/8, 5/4, and other meters
demonstration of techniques
 RTM elementary strings
E. Identify and understand stylistic
Concerts
handbook and audio CD
bowings
Progress charts
developed by Mr. Walls to
1. martele
Bulletin boards
enrich beginner practice
2. tremolo
 Suzuki Method Books I, II, and
3. advanced spiccato and
III
staccato
 Beautiful Music for Two String
Instruments
 Individual handout sheets
developed by Mr. Walls
 Muller Rusch String Method
Book II and III
 Essential Technique for Strings
 Advanced Technique for
Strings
 Duets for Strings
 Etudes for Strings
 All For Strings Book II and III
 Teacher selected pieces for
solo, small ensemble and
orchestral performance
String Orchestra Grades 3 - 12
Page 21
Approx. Time Allotment:
Instructional Strategies
I
Individual and small group practice
Rehearsal and performance
Solo and small group performance
Public performance
In class recitals
Sight reading/ singing
Teacher modeling and
demonstration
II
Guided listening through
recordings of rehearsals and
performance
Student reflection through forms
and journals and peer feedback
Teacher model and demonstration
III
Small group and individual
compositions
Improvisation
IV
Identification of musical elements,
and scales
- 21 -
August, 2003
Essential Question, Concept or Theme: IV. Reading and Notating: All students will read and notate music.
PA Standards:
Approx. Time Allotment:
PA 9.1, NS 5
Adaptations/Inclusion Techniques
I, II, III, IV
Assist students with proper instrument
selection
Make every attempt to spend more
instructional time with student
(individual lessons & smaller groups)
Additional teacher provided music
examples with listening guides
Student generated music examples and
listening guides
Solo performances
Limit choices and activities for
students
Peer coaching
Sectional Rehearsals
Research and publication of program
notes
Concert reviews
Analysis and presentation of standard
string orchestra piece which the
orchestra is studying
String Orchestra Grades 3 - 12
Enrichment Strategies
Remediation Strategies
Multicultural/Interdisciplinary
Connection
I, II, III, IV
Festivals
Opportunities for extra performance
District Elementary Strings Web Site
CD to accompany beginning strings
Recordings of performances
More challenging music
Small ensembles
Private lessons
Composing and arranging
Performance of student arrangements
and compositions
Adjudications
Community service
Student conductors
Sectional rehearsals
Peer coaching and teaching
Trips
Exchange concerts
Page 22
- 22 -
August, 2003