MADISON PUBLIC SCHOOLS
Orchestra
A Course of Study for Grades 6-8
Authored by: Patricia Germer
Reviewed by: Lee Nittel,
Director of Curriculum and Instruction
Stacy Snider,
Supervisor of Visual and Performing Arts
Adopted by the Board: January, 2013
Members of the Board of Education:
Lisa Ellis, President
Patrick Rowe, Vice-President
David Arthur
Kevin Blair
Shade Grahling
Linda Gilbert
Thomas Haralampoudis
James Novotny
Superintendent: Dr. Michael Rossi
Madison Public Schools
359 Woodland Road, Madison, NJ 07940
www.madisonpublicschools.org
I. OVERVIEW
The primary goal of the Orchestra program in grades 6, 7 and 8 is to enable the student to expand his/her
understanding of both the technical and aesthetic aspects of orchestral music. The broad objectives of the
program are:
•
to provide the student with the general knowledge to interpret and appreciate the various types of
music they will encounter throughout their lives;
•
to provide sufficient technical instruction for the student to participate in the High School Orchestra;
•
to imbue the student with the desire to become and active consumer of instrumental music in
particular, and the performing arts in general.
II. STUDENT OUTCOMES (Linked to NJ Core Curriculum Standards)
Specific content standards addressed include:
Standard 1.1: All students will use aesthetic knowledge in the creation of and in the response to dance,
music, theater, and visual art.
Standard 1.2: All students will utilize those skills, media, methods, and technologies appropriate to each
art form in the creation, performance, and presentation of dance, music, theater, and visual art.
Standard 1.3: All students will demonstrate an understanding of the elements and principles of dance,
music, theater, and visual art.
Standard 1.4: All students will develop, apply, and reflect upon knowledge of the process of critique.
1. The student will demonstrate a knowledge of basic orchestral literature.
2. The student will demonstrate a knowledge of proper rehearsal techniques and behavior.
3. The student will demonstrate an increased sensitivity to instrumental music as an art.
4. The student will demonstrate appropriate technical skills on his/her instrument at each grade level.
5. The student will demonstrate proper concert behavior.
6. The student will demonstrate the ability to intelligently evaluate his/her individual performance.
7. The student will demonstrate the ability to intelligently evaluate orchestral performances.
8. The student will demonstrate a knowledge of proper care and maintenance of his/her instrument.
9. The student will demonstrate the ability to prepare and perform specific parts of an orchestral selection.
10. The students will demonstrate the ability to contribute positively toward group goals.
11. Long range goal: The student will become involved in instrumental music at the high school level and
an active supporter of the arts in general.
III. ESSENTIAL CONCEPTS
I. Areas of Instruction
A. Finger Patterns and Scales
1.
2.
3.
4.
one octave major scales and arpeggios
one octave minor scales
two-octave scales as per NJSMA Region Requirements
upper and extended positions
B. Rhythm and Bowing
1. reinforcement of note values in 2/4, 3/4, and 4/4 time
2. 6/8 meter and rhythms
3. two, three and four note slurs
4. articulation -- detaché, martelé, hooked bowing, lifts
5. double stops with open strings
C. Tone Quality
1. maintain even tone through full length of bow
2. broaden dynamic range -- p, mp, mf, f
3. observe and perform crescendo, diminuendo, and other dynamic markings in lesson material
and orchestral music being learned
D. Ear Training
1.
2.
3.
4.
5.
imitate rhythmic and melodic patterns
transpose simple, familiar melodies to new starting string and/or starting note
recognize aurally the melodic interval of the perfect fifth
tune instrument using fine tuners
refine pitch discrimination using available computer software
E. Music Reading and Vocabulary
1.
2.
3.
4.
name lines and spaces on the staff
name fingerings and patterns in 1st position
define and interpret vocabulary in lesson material and orchestral music being learned
sight read music in 2/4, 3/4 and 4/4 time
F. Music Theory and History
1. memorize key signatures of scales as assigned
2. identify key signatures of pieces being studied
3. identify simple forms as encountered in lesson materials and orchestral music (ABA, Rondo,
etc.)
4. become aware of major style periods in music history and representative composers from
each
5. hear repertoire representative of major style periods
II. Activities
A. Small Group Lessons focus on:
1.
2.
3.
4.
progress through appropriate method book(s)
teacher-made scale sheets and technical exercises
ear training and theory as encountered in music studied
orchestra music
a. technical mastery
b. theoretical understanding
c. historical context
5. supplementary ensembles (duos, trios, quartets, etc.)
6. evaluation of individual performance -- self and others
7. self-confidence and positive attitude
B. Ensemble Rehearsals focus on:
1.
2.
3.
4.
5.
6.
7.
positive contribution toward group goals
appropriate rehearsal techniques and behavior
mastery of individual part
theoretical understanding
historical context
evaluation of group performance
self-confidence and positive attitude
C. Performances focus on:
1. participation in group performance
2. technical mastery of individual part
3. proper concert behavior
4. evaluation of group performance
5. self-confidence and positive attitude
IV. SCOPE AND SEQUENCE
There are two unique aspects of any instrumental music curriculum that make it unique, fundamentally different
from curricula in other areas, and therefore difficult to express in any linear, outline fashion. The following
must be recognized:
Instruction in instrumental music has a both a unique opportunity and obligation to meet the student at his/her
individual level of ability, achievement and motivation. As an elective program, students enter and leave the
program at different times in their school careers. While there are clearly grade-appropriate goals, objectives,
and expected levels of achievement, there is also an overriding need to meet the needs of each student as an
individual.
Areas of study in instrumental music, as enumerated in the outline to follow, are closely interrelated and
dependent upon each other. Rather than relying on sequential units of study, the teaching of instrumental music
is perhaps most aptly represented by the analogy of a “spiral of learning.” Skills and concepts are constantly
revisited at each new level. Within each area of instruction, each student works toward short-term goals as
appropriate to his/her developmental level.
Suggested timeline:
First marking period:
1. Finger Patterns and Scales
2. Rhythm and Bowing
3. Tone Quality
4. Ear Training
5. Music Reading and Vocabulary
6. Introduce music for winter concert
Second marking period:
1. Finger Patterns and Scales
2. Rhythm and Bowing
3. Tone Quality
4. Ear Training
5. Music Reading and Vocabulary
6. Rehearse music for winter concert
7. Perform at winter concert and school assembly
Third marking period:
1. Continue work on Finger Patterns and Scales
2. Rhythm and Bowing
3. Tone Quality
4. Continue Ear Training
5. Introduce music for spring concert
6. Music Theory and History
Fourth marking period:
1. Continue work on Finger Patterns and Scales
2. Rhythm and Bowing
3. Tone Quality
4. Continue Ear Training
5. Rehearse music for spring concert
6. Music Theory and History
7. Perform at spring concert and school assembly
V. EVALUATION
Each student will be evaluated with respect to his/her individual level of readiness, ability and achievement.
Factors determining each student’s grade will include:
1.
2.
3.
4.
5.
6.
7.
8.
attendance at small group lessons as scheduled
evidence of progress through method book
mastery of scales, technical exercises and pieces as assigned
practice charts
rehearsal attendance
mastery of individual part in concert music
performances
overall contribution to group -- positive effort and attitude
VI. RESOURCES
METHOD BOOKS
Available for use according to students’ needs:
Etling String Class Method
Etling Intermediate String Techniques
String Builder series
Suzuki Violin/Viola/Cello School
A Tune A Day, books 2 and 3
ORCHESTRA AND ENSEMBLE MUSIC
An extensive library of high-quality intermediate literature for String Orchestra and for Full Orchestra is
available for use, and will continue to be updated annually.
SUPPLEMENTARY MATERIALS
There is a varied library of supplementary etudes, solo and ensemble pieces to be used as deemed
appropriate by the teacher. This library will continue to be updated and expanded as funds permit.
PROFESSIONAL REFERENCES
Hinckley, June, ed. Music at the Middle Level -- Building Strong Programs.
Reston, VA: Music Educators National Conference, 1994.
Hoffer, Charles R., et al, ed. Guidelines for Performances of School Groups –
Expectations and Limitations. Reston, VA: Music Educators National
Conference, 1986.
Hoffer, Charles R., et al, ed. The School Music Program -- Descriptions and
Standards. Reston, VA: Music Educators National Conference, second
edition 1986.
Witt, Anne, et al, ed. Teaching Stringed Instruments -- A Course of Study.
Reston, VA: Music Educators National Conference, 1991.