Orchestra Grade 8
Week 1
Unit of Study: Dotted Eighth Note/Sixteenth
TEKS (Content)
 1 B – Describe in detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology
 2 A – Perform independently with accurate intonation and rhythm, demonstrating fundamental
skills and basic performance techniques
 3 C - Interpret music symbols and terms referring to dynamics, tempo, and articulation when
performing.
 4 A - Create complex rhythmic and melodic phrases.
Vocabulary
Word Wall
 Dotted eighth note
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Page 18
UIL Prescribed Music List
Daily Warm-ups for
Strings,
Michael Allen
Two Octave Scales Page
Fourth Grading Period
TEKS (Skills and Processes)
 1 B - Describe in detail intervals, music notation, musical instruments or voices and musical
performance, using standard terminology
 2 A – Perform independently with accurate intonation and rhythm, demonstrating fundamental
skills and basic performance techniques
 3 C - Interpret music symbols and terms referring to dynamics, tempo, and articulation when
performing.
 4 A - Create complex rhythmic and melodic phrases
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Demonstrate counting and writing dotted eighth & sixteenth rhythms
Organize examples of hooked bowing
Evaluate student generated scales
so that the student will:




Interpret dotted eighth & sixteenth note notation (1B, 2A)
Apply hooked bowings to dotted eighth rhythms (3C)
Assembles rhythmic units (4A)
Older students help their younger peers learn these skills
McAdams Metronome
College Prep
How to Teach
Key Questions


Rigor
A
Relev ance

1. How would you identify & count
required rhythms
2. Can you describe how to
produce proper intonation?
3. Describe a music staff and what
it is used for.
Student Behaviors
Getting the Big Ideas
 Play with proper posture and bowing
mechanics
 Learn and play exercises to find correct
pitches and rhythms
 Play instrumental warm-ups
 Play correct rhythms and pitches
 Produce characteristic tone
 Apply vibrato appropriately
 Read and write basic music notation
 Continue learning and playing basic &
Concert repertoire
Strategies







Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Peer tutoring
Assessment
 Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
 Students will play with accurate intonation.
 Students apply vibrato appropriately
Before: Engage:
Have Students: Write dotted eighth & sixteenth rhythm on the board.
During: Explore:
Have Students: Discuss and describe how to count the rhythmic figure.
After: Summarize
Have Students: Restate the rhythmic figure using their own syllables.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 1 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 2 of 18
Orchestra Grade 8
Week 2
Unit of Study: Low 4th Finger
TEKS (Content)
 1 B – Describe In detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology
 2 A – Perform independently with accurate intonation and rhythm, demonstrating fundamental skills and
basic performance techniques
 2 B – Perform expressively, incorporating appropriate stylistic qualities
 2 C – Perform, from memory & notation, a varied repertoire of music representing styles from diverse
cultures
 5 C - Perform music representative of diverse cultures, including American and Texas heritage.
Vocabulary
Word Wall
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Pages 24-5
UIL Prescribed Music List
Daily Warm-ups for Strings,
Michael Allen
Two Octave Scales Page
College Prep
McAdams Metronome
Fourth Grading Period
TEKS (Skills and Processes)
 1 B – Describe in detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology
 2 A – Perform independently with accurate intonation and rhythm, demonstrating fundamental
skills and basic performance techniques
 2 B – Perform expressively, incorporating appropriate stylistic qualities
 2 C – Perform, from memory & notation, a varied repertoire of music representing styles from
diverse cultures
 5 C - Perform music representative of diverse cultures, including American and Texas
heritage.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Compare and demonstrate the sound of E flat and B flat
Discuss Bb key signature
Evaluate student work
So that the student will:




Demonstrate moving the 4th finger lower (1B, 2A)
Organize patterns in the key of Bb
Perform a song using low 4th finger representative of diverse cultures (2B-C, 5C)
Older students will help their younger peers acquire these skills
How to Teach
Key Questions
 1. How would you identify &
count required rhythms
 2. Can you identify the
Rigor
rhythm/meter of the music?
Can you identify the key that
A  3.
the
music is in?
Relev ance
Student Behaviors
Getting the Big Ideas








Play with proper posture and bowing mechanics
Learn and play exercises to find correct pitches
and rhythms
Play instrumental warm-ups
Play correct rhythms and pitches
Produce characteristic tone
Apply vibrato appropriately
Read and write basic music notation
Continue learning and playing basic & concert
repertoire
Strategies







Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Peer tutoring
Assessment
 Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms, with vibrato.
 Students will play with accurate intonation.
 Student will demonstrate ability to perform assigned music.
Before: Engage:
Set goals for their note reading
During: Explore:
Have Students: Read and process the steps in forming the 3-4 Pattern on the A and E Strings.
After: Summarize
Have Students: Make observations about the 3-4 Pattern on the A and E Strings.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 3 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 4 of 18
Orchestra Grade 8
Week 3
Unit of Study: Finger Patterns by Key
TEKS (Content)
 1 B – Describe in detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology
 2 A – Perform independently with accurate intonation and rhythm, demonstrating fundamental skills and
basic performance techniques
 5 D – Relate the content , the concepts and the processes of subjects other than the arts to those of
Music
Vocabulary
Word Wall
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Pages 42-3
UIL Prescribed Music List
Daily Warm-ups for
Strings,
Michael Allen
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Examine illustrations of finger patterns
Discuss the notation for different tetra chords
Harmonize the values of patterns
so that the student will:




Recognize left hand patterns by string
Compare notational changes for the different patterns (1B, 2A)
Assess the importance of patterns in other subjects (5D)
Older students help their peers acquire these skills
Two Octave Scales Page
How to Teach
Key Questions
McAdams Metronome
College Prep
Fourth Grading Period
TEKS (Skills and Processes)
 1 B – Describe in detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology
 2 A – Perform independently with accurate intonation and rhythm, demonstrating
fundamental skills and basic performance techniques
 5 D – Relate the content , the concepts and the processes of subjects other than the arts to
those of Music

Rigor
C
Relev ance


1. How would you identify
& count required rhythms
2. Can you write music that
follows identified rules?
3. Describe the proper
positioning for the
instrument you are playing.
Student Behaviors
Getting the Big Ideas
 Continue playing with proper posture and bowing
mechanics
 Learn and play exercises to find correct pitches and
rhythms
 Play instrumental warm-ups
 Play correct rhythms and pitches
 Produce characteristic tone
 Apply vibrato appropriately
 Read and write basic music notation
 Continue learning and playing basic & concert
repertoire
Strategies







Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Peer tutoring
Assessment
 Students demonstrate knowledge of correct instrument positioning and performance
 Students will play with accurate intonation and appropriate vibrato.
 Student will demonstrate ability to perform assigned music.
Before: Engage:
Have Students: Create a mental overview of the sequence of finger patterns to be played on each key.
During: Explore:
Have Students: After every 3 measures, have students stop and quickly explain what changes they will make
to their finger pattern before playing the next three.
After: Summarize
Have Students: Complete a Comparison Chart which shows the different finger patterns for the different keys.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 5 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 6 of 18
Orchestra Grade 8
Week 4
Unit of Study: Syncopation
TEKS (Content)

1 B – Describe in detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology.
Vocabulary
Word Wall
 syncopation
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Page 19
UIL Prescribed Music
List
Daily Warm-ups for
Strings,
Michael Allen
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Discuss the characteristics of syncopation
Show counting processes of Syncopation
Evaluate student work
So that the student will:




Define syncopation (1B)
Construct a counting system
Perform a song using syncopated rhythms
Help their younger peers acquire these skills
Two Octave Scales Page
College Prep
Fourth Grading Period
TEKS (Skills and Processes)
 1 B – Describe in detail intervals, music notation, musical instruments or voices and musical
performances, using standard terminology.
How to Teach
Key Questions
McAdams Metronome


Rigor
C
Relev ance

1. How would you identify and
count required rhythms?
2. Can you identify major and
minor scales?
3. Describe differences and
similarities in the music being
performed.
Student Behaviors
Getting the Big Ideas








Continue playing with proper posture
and bowing mechanics
Learn and play exercises to find
correct pitches and rhythms
Play instrumental warm-ups
Play correct rhythms and pitches
Produce characteristic tone
Apply vibrato appropriately
Read and write basic music notation
Continue learning and playing basic
& concert repertoire
Strategies







Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Peer tutoring
Assessment
 Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
 Students will play with accurate intonation.
 Students apply vibrato appropriately.
 Students will identify major and minor scales
Before: Engage:
Write on the board "What is Syncopation?" and "What does it sound/feel like?"
During: Explore:
Have Students: Describe syncopated rhythms found in an example of music.
After: Summarize
Have Students: Complete a graphic organizer that shows syncopation and its counting syllables.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 7 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 8 of 18
Orchestra Grade 8
Week 5
Unit of Study: Creating Music
TEKS (Content)

4 A – Create complex rhythmic and melodic phrases.

4 B – Arrange complex rhythmic and melodic phrases.
Vocabulary
Word Wall
 Improvisation
 Composition
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Page 46
UIL Prescribed Music List
Daily Warm-ups for
Strings,
Michael Allen
College Prep
Nothin’ but Blues, Jamey
Aebersold, vol. 2
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Examine the art of creating music while you play
Organize call and answer phrases
Analyze compositional techniques
so that the student will:




Define improvisation
Apply knowledge of phrases
Generate original written music of arranged and created phrases. (4A) (4B)
Older students help their younger peers acquire these skills
How to Teach
Key Questions
Two Octave Scales Page
McAdams Metronome
Fourth Grading Period
TEKS (Skills and Processes)

4 A – Create complex rhythmic and melodic phrases.

4 B – Arrange complex rhythmic and melodic phrases.


Rigor
C
Relev ance

1. How would you identify & count
required rhythms
2. Can you describe the meter of the
music?
3. How would you describe
asymmetric meter.
Student Behaviors
Getting the Big Ideas








Play with proper posture and bowing
mechanics
Learn and play exercises to find correct
pitches and rhythms
Play instrumental warm-ups
Play correct rhythms and pitches
Produce characteristic tone
Use vibrato appropriately
Read and write basic music notation
Continue learning and playing basic &
concert repertoire
Strategies







Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Peer Tutoring
Assessment
 Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
 Students will play with accurate intonation.
 Students apply vibrato appropriately.
Before: Engage:
Set goals for their reading (What is the difference between improvisation and composition?).
During: Explore:
Have Students: Describe "Q and A" and "Phrase Builders"
After: Summarize
Have Students: Write/compose/complete musical sequences.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 9 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 10 of 18
Orchestra Grade 8
Week 6
Unit of Study: Double Stops
TEKS (Content)

1 A - Demonstrate characteristic vocal or instrumental timbre individually and in groups.
Vocabulary
Word Wall
 Double Stop
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Page 47
UIL Prescribed Music List
Daily Warm-ups for Strings,
Michael Allen
Two Octave Scales Page
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Examine notation for two notes at the same time
Discuss balance between two tones
Extend open string drones/pedals to a melody
so that the student will:




Recognize double-stop notation
Compare two tones (1A)
Assemble double stops within a melody
Older students will help their younger peers acquire these skills
McAdams Metronome
College Prep
Fourth Grading Period
TEKS (Skills and Processes)

1 A - Demonstrate characteristic vocal or instrumental timbre individually and in groups
How to Teach
Key Questions

Rigor
B

Relev ance

1. How would you identify the
stylistic or historical background
of the music you are playing?
2. Can you demonstrate the ability
to read and analyze higher levels
of rhythmic complexity?
3. Describe a series of complex
rhythms
Student Behaviors
Getting the Big Ideas








Play with proper posture and bowing
mechanics
Learn and play exercises to find correct
pitches and rhythms
Play instrumental warm-ups
Play correct rhythms and pitches
Produce characteristic tone
Apply vibrato appropriately
Read and write basic music notation
Continue learning and playing basic &
concert repertoire
Strategies







Explanation
Instruction
Demonstration
Drill & Practice
Observation
Review & re-teach
Peer tutoring
Assessment
 Students demonstrate knowledge of music performance and notation by playing correct notes and rhythms
 Students will play with accurate intonation.
 Students use vibrato appropriately.
Before: Engage:
Set goals for their note reading.
During: Explore:
Have Students: Describe double stop notation.
After: Summarize
Have Students: Recognize double stop notation.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 11 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 12 of 18
Orchestra Grade 8
Week 7
Unit of Study: Folk Fiddling Music
TEKS (Content)

5 C - Perform music representative of diverse cultures, including American and Texas heritage.
Vocabulary
Word Wall
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Pages Teacher Provided
UIL Prescribed Music List
Daily Warm-ups for
Strings,
Michael Allen
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Demonstrate different folksongs
Probe different Folk music genres
Evaluate folk music notation
So that the student will:




Recognize different cultures
Contrast folk music instrumentation
perform a folksong (5C)
Older students help their peers acquire these skills
Two Octave Scales Page
How to Teach
Key Questions
McAdams Metronome
College Prep
Fourth Grading Period
TEKS (Skills and Processes)

5 C - Perform music representative of diverse cultures, including American and Texas
heritage.

Rigor
B
Relev ance


Can you demonstrate basic
performance techniques?
Can you evaluate the requirements
for sight-reading?
How do you read complex rhythms?
Student Behaviors
Getting the Big Ideas
 Learn concert repertoire by memory
 Demonstrate fundamental performance
techniques in rehearsal/ concert setting
 Demonstrate performance etiquette in
rehearsal/ concert setting
 Evaluate rehearsals/ performance with
basic criteria
 Demonstrate appropriate audience
etiquette.
Strategies







Demonstrations
Instruction
Compare & Contrast
Drill & Practice
Observation
Review & re-teach
Peer tutoring
Assessment
 Students demonstrate concert etiquette.
 Students rate a recorded performance using established performance criteria.
Before: Engage:
Using the titles of some songs, Have Students state their initial impressions about each title.
During: Explore:
Have Students: Draw a picture of what they are visualizing.
After: Summarize
Have Students: Perform examples of Folk Music.
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 13 of 18
Special Education
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 14 of 18
Orchestra Grade 8
Week 8
Unit of Study: Concert Preparation
TEKS (Content)
 2 D – Demonstrate appropriate small-and large-ensemble performance technique during formal and
informal concerts.
 6 A – Design and apply criteria for evaluating the quality and effectiveness of music and musical
performances.
 6 B – Evaluate the quality and effectiveness of personal performances
 6 C – Apply specific criteria appropriate for the style of the music and offer constructive suggestions for
improvement
 6 D – Exhibit concert etiquette during live performance in a variety of settings.
Vocabulary
Word Wall
Resources
Essential Elements 2000
Book 2 (2002 Edition)
Pages REVIEW
UIL Prescribed Music List
Daily Warm-ups for
Strings,
Michael Allen
Fourth Grading Period
TEKS (Skills and Processes)
 2 C – Demonstrate appropriate small-and large-ensemble performance technique during
formal and informal concerts.
 6 A – Design and apply criteria for evaluating the quality and effectiveness of music and
musical performances.
 6 B – Evaluate the quality and effectiveness of personal performances
 6 C – Apply specific criteria appropriate for the style of the music and offer constructive
suggestions for improvement
 6 D – Exhibit concert etiquette during live performance in a variety of settings
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:



Compare/contrast performance criteria
Facilitate student performances
Guides student discussions
so that the student will:




Demonstrate good performance characteristics (6A) (2C)
Actively listen to others perform (6C-D)
Interpret the effectiveness of a musical performance (6B)
Older students help their younger peers acquire these skills
Two Octave Scales Page
How to Teach
Key Questions
College Prep
McAdams Metronome

Rigor
B
Relev ance


Can you leave out one criterion for
performance and still have a musical
performance? Why not?
Organize criteria for evaluating
performances.
Why is it necessary to have
appropriate audience etiquette?
Student Behaviors
Getting the Big Ideas
 Learn concert repertoire by memory
 Demonstrate fundamental performance
techniques in rehearsal/ concert setting
 Demonstrate performance etiquette in rehearsal/
concert setting
 Evaluate rehearsals/ performance with basic
criteria
 Demonstrate appropriate audience etiquette
 Evaluate a dress rehearsal of Concert music.
Strategies








Demonstrations
Compare &
Contrast
Drill & Practice
Instruction
Observation
Dress Rehearsal
Review & reteach
Peer tutoring
Assessment
 Students demonstrate concert etiquette.
 Students rate a recorded performance using performance criteria.
Before: Engage:
Have Students: Predict the characteristics found in a good performance
During: Explore:
Have Students: Draw comparisons between Good and Poor Performances, Describe important elements of a
performance.
After: Summarize
Have Students: Write an evaluation of a performance.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Page 15 of 18
Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/Rodney-Mueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
Page 16 of 18
Orchestra Grade 7
Week 9
Unit of Study: Concert Performance
TEKS (Content)
 2 C - Demonstrate appropriate small-and large-ensemble performance technique during formal and
informal concerts.
 6 A - Design and apply criteria for evaluating the quality and effectiveness of music and musical
performances.
 6 B - Evaluate the quality and effectiveness of personal performances
 6 C – Apply specific criteria appropriate for the style of the music and offer constructive suggestions for
improvement
 6 D – Exhibit concert etiquette during live performance in a variety of settings.
Vocabulary
Word Wall
Resources
Essential Elements 2000
Book 2 (2002 Edition)
REVIEW
UIL Prescribed Music List
Daily Warm-ups for Strings,
Michael Allen
Two Octave Scales Page
College Prep
McAdams Metronome
Fourth Grading Period
TEKS (Skills and Processes)
 2 C - Demonstrate appropriate small-and large-ensemble performance technique during
formal and informal concerts.
 6 A - Design and apply criteria for evaluating the quality and effectiveness of music and
musical performances.
 6 B - Evaluate the quality and effectiveness of personal performances.
 6 C – Apply specific criteria appropriate for the style of the music and offer constructive
suggestions for improvement
 6 D – Exhibit concert etiquette during live performance in a variety of settings.
Instructional Guidelines
The teacher will use resources and Before, During, and After strategies to:
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Compare/contrast performance criteria
Facilitate student performances
Guides student discussions
so that the student will:
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Demonstrate good performance characteristics (6A) (2C)
Actively listen to others perform (6C-D)
Interpret the effectiveness of a musical performance (6B)
Older students help their younger peers acquire these skills
How to Teach
Key Questions
 Can you demonstrate expression in
the music for Spring Concert?
Rigor
 How do you apply basic performance
to a Spring Concert?
B  techniques
Why
is
it
necessary
to have
Relev ance
appropriate concert group etiquette?
Student Behaviors
Getting the Big Ideas
 Learn concert repertoire by memory
 Demonstrate fundamental performance
techniques in rehearsal/ concert setting
 Demonstrate performance etiquette in
rehearsal/ concert setting
 Evaluate rehearsals/ performance with basic
criteria
 Demonstrate appropriate audience etiquette
 Evaluate a performance of Spring concert.
Strategies





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Demonstrations
Compare & Contrast
Drill & Practice
Teacher Questions
Reflection
Peer tutoring
Assessment
 Students demonstrate concert etiquette.
 Students rate a recorded performance using established performance criteria.
 Students use a rubric to reflect on 4th 9 weeks performance.
Before: Engage:
Have Students: Predict the characteristics found in a good performance
During: Explore:
Have Students: Draw comparisons between Good and Poor Performances, Describe important elements of
a performance.
After: Summarize
Have Students: Write an evaluation of a performance.
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
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Special Education
Technology Connection
Michael Hopkins String Pedagogy Notebook www.uvm.edu/~mhopkins
Mimi Zweig www.stringpedagogy.com
String Education Resources www.ed.uiuc.edu/courses/EdPsy387-Sp95/RodneyMueller/stringed/home.html
Smart Music http://www.smartmusic.com
The Strad http://www.thestrad.com
SAISD © 2007-08 8th Grade Orchestra (Fourth Grading Period – Week 1)
Written Notes- Terms with Definition
Provide Flash Cards with Terminology and notation
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