Overview
RHYTHM
MELODY
HARMONY
PERFORMANCE
Unit Topic:
High School
Orchestra
HISTORY
AND
CULTURE
AESTHETICS
TEXTURE
FORM
TIMBRE
EXPRESSIVE
ELEMENTS
Orchestra at the high school level represents
the culmination of string instrumental music
training in the Meridian School District.
Standard orchestral literature is performed
while developing advanced orchestral
techniques, learning concepts of music theory
and music history.
RHYTHM
Enduring
Understandings
(generalizations)
 Individuals within a performing group
share a common beat.
 (9-12.Mu.3.1.3)
 Manipulating rhythms creates
patterns. (9-12.Mu.3.3.1)
 Rhythmic patterns exist in ordered
sets. (9-12.Mu.3.1.2)
 Rhythmic interaction contributes to
emotional effect. (9-12.Mu.3.3.2)
Guiding Questions
Exit Skills
Level 1-4
 Why does music have meter?
 How do groups stay together in a
performance?
 Why is it important for musicians to
share a common beat?
 Demonstrate, create and alter
vertical timing of rhythmic
patterns across the ensembles.
Level 2
 How can beats be grouped?
 Demonstrate and alter vertical
timing of rhythmic patterns across
 How does musical notation show groups
the ensembles.
of beats?
 Perform duple and triple patterns
within the context of large
ensemble repertoire.
 Read and demonstrate various
meter signatures.
 Describe and demonstrate the
mathematical subdivision of
various rhythmic patterns.
Level 3
 Why are there varied responses to
different rhythmic patterns?
 Demonstrate and alter vertical
timing of rhythmic patterns across
the ensembles.
 Demonstrate whole through thirty
second notes and rests including
triplets, and syncopated rhythms
in double and triple meters.
 Read and demonstrate various
meter signatures.
 Describe and demonstrate the
mathematical subdivision of
various rhythmic patterns.
 Distinct rhythmic patterns are one
indicator of musical style.
(9-12.Mu.1.1.1)
Level 4
 Why does music have meter?
 How do rhythmic patterns indicate
musical style?
 Demonstrate and alter vertical
timing of rhythmic patterns across
the ensembles.
 Perform duple, triple, and mixed
patterns in works representative
of authentic styles.
 Describe, read and perform
rhythmic patterns representative
of style.
 Describe and demonstrate the
mathematical subdivision of
various rhythmic patterns.
MELODY
Enduring Understandings
(generalizations)
 Melodies are organized into
tonalities. (9-12.Mu.3.1.2)
 When melodies are transposed,
melodic intervals remain the
same.
 Distinct melodic patterns are
indicators of style and culture.
(9-12.Mu.2.1.4)
 Melodic manipulation can change
the representation of emotions
and ideas in music.
(9-12.Mu.3.3.1)
 Melody is a tool in the
Guiding Questions
Level 1
 What patterns can be found in a melody?
 How are melodies saved?
 How do melodies built on different scale
patterns affect feelings?
Level 2
 How are melodies moved from key to
key?
 What happens to the melodic structure
when a melody is moved from key to
key?
Level 3
 Do some cultures have distinct melodic
patterns?
 How is melody a tool in the
communication of ideas, culture, and
style in music?
Exit Skills
 Recognize, demonstrate, and
write basic melodic intervals,
including sight-reading.
 Identify, label and produce notes
on the appropriate clef for your
instrument.
 Identify and perform in keys of
D, G, C, A, F, Bb, Eb Major and
Minor.
 Play melodies in first, third and
fifth position.
 Identify and play major, minor
and chromatic scales within a
melody appropriate to your
instrument.
 Be able to recognize the
difference between a major and
minor scale.
 Play melodies in all positions up
to fifth.
 Recognize and perform
modulations.
 Identify the three forms of the
minor (harmonic, melodic, and
natural).
communication of ideas in music.
Level 4
 Distinct melodic patterns are
indicators of style and culture.
(9-12.Mu.2.1.4)
 Melodic manipulation can change
the representation of emotions
and ideas in music.
(9-12.Mu.3.3.1)
 Melody is a tool in the
communication of ideas in music.
(9-12.Mu.3.3.1)
 What culture, if any, is represented
through this melody?
 How is melody a tool in the
communication of ideas in music?
 Recognize the melodic structure
of a performance work.
 Perform manipulations of melodic
patterns within a performance
work.
 Recognition of phrases within the
context of a melody.
HARMONY
Enduring Understandings
(generalizations)
 Harmony creates a foundation for
melody. (9-12.Mu.3.3.1)
 Harmony functions at varied levels of
tension called consonance and
dissonance. (9-12.Mju.3.3.1)
Guiding Questions
Level 1
 How are tension and release used in
harmony?
 How can the differences between
consonant and dissonant harmonies be
described?
Exit Skills
 Adjust pitches to play within the
chord.
 Experience harmonic progression
 Recognize patterns in harmony
within a performance work.
 Recognize which line in the
harmony needs to be stronger or
weaker.
 Recognize major and minor triads
in performance.
Level 2
 Harmony creates a foundation for
melody. (9-12.Mu.3.3.1)
 Harmony functions at varied levels of
tension called consonance and
dissonance. (9-12.Mju.3.3.1)
 Harmonic movement through chord
construction and progression follows a
deliberate and discernible order.
(9-12.Mu.3.3.1)
 Chords can be built from simple to
complex forms. (9-12.Mu.3.3.1)
 How are tension and release used in
harmony?
 How can the differences between
consonant and dissonant harmonies
be described?
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Level 3
What predictions can be made about this
harmony?
What creates intensity within chords and
between chords?
How are chords constructed?
How are simple chords altered to create
 Recognize tension and release in
harmonic sequences (chord
progression).
 Recognize patterns in harmony
within a performance work.
 Recognize which line in the
harmony needs to be stronger
or weaker.
 Recognize major and minor
triads in performance.
 Perform diatonic and chromatic
intervals both vertically and
horizontally.
 Demonstrate major and minor
scales, up to 3 octaves.
 Demonstrate arpeggios in major
 Harmony functions both vertically and
horizontally. (9-12.Mu.3.3.1)
 Harmony enhances the expression of
musical and emotional ideas.
(9-12.3.3.1)
 Harmonic movement through chord
construction and progression follows a
deliberate and discernible order.
(9-12.Mu.3.3.1)
 Chords can be built from simple to
complex forms. (9-12.Mu.3.3.1)
 Harmony functions both vertically and
horizontally. (9-12.Mu.3.3.1)
 Harmony enhances the expression of
musical and emotional ideas.
(9-12.3.3.1)
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complexities?
How do composers utilize simple and
complex chords?
o How do melodic intervals differ from
harmonic intervals?
o How does harmony express musical
and emotional ideas?
o How do harmonies built on scale
patterns affect feelings?
Level 4
What predictions can be made about this
harmony?
What creates intensity within chords and
between chords?
How are chords constructed?
How are simple chords altered to create
complexities?
How do composers utilize simple and
complex chords?
How do melodic intervals differ from
harmonic intervals?
How does harmony express musical and
emotional ideas?
How do harmonies built on scale
patterns affect feelings?
and minor keys, up to 3 octaves.
 Perform diatonic and chromatic
intervals both vertically and
horizontally.
 Demonstrate major and minor
scales, up to 3 octaves.
 Demonstrate arpeggios in major
and minor keys, up to 3 octaves.
 Recognize individual part of triad.
 Demonstrate the ability to adjust
pitches to fit the harmonic
structure of the ensemble.
TEXTURE
Enduring
Understandings
(generalizations)
 Manipulation of textures creates
complexity and interest aurally.
(9-12.Mu.3.3.1)
 Layers of sound reflect historic and
cultural choices in composed and
improvised music. (9-12.Mu.1.1.1)
Guiding Questions
Exit Skills
Level 1
 How do textures create complexity and
interest in music?
 Why did texture change from one
historical period and/or cultural group to
another?
Level 2
 Manipulation of textures creates
complexity and interest aurally.
(9-12.Mu.3.3.1)
 Layers of sound reflect historic and
cultural choices in composed and
improvised music. (9-12.Mu.1.1.1)
 How do textures create complexity and
interest in music?
 Why did texture change from one
historical period and/or cultural group to
another?
 How do textures create complexity and
interest in music?
 Why did texture change from one
historical period and/or cultural group
to another?
 How do textures create complexity and
interest in music?
 Why did texture change from one
historical period and/or cultural group to
another?
 How do textures create complexity and
interest in music?
 Why did texture change from one
historical period and/or cultural group
to another?
 How do textures create complexity and
interest in music?
 Why did texture change from one
historical period and/or cultural group to
another?
 Listen to and play monophonic,
polyphonic and homophonic
textures in the music of historical
periods.
 Perform different tone colors on
one’s instrument.
Level 3
 Understand how various
combinations of tone colors can
be used to produce music for
specific purposes or audiences.
Level 4
 Perform different bowing
techniques appropriate to the
style of music.
FORM
Enduring
Understandings
(generalizations)
 Structure creates order and clarity in
music. (9-12.Mu.3.1.2)
Guiding Questions
Level 1 & 2
 How are sections combined to create
musical compositions?
Level 3-4
 Musical structure is caused by
repetition and contrast of same and
different parts. (9-12.Mu.3.1.2)
Exit Skills
 How are the common forms manipulated
to create more complex forms?
 What are the symbols and terms that
may influence form?
 What role does repetition play in
appreciation of music?
 Recognition of repetition and/or
sequence within a performance
composition.
 Recognition of ABA, AABA, and
round.
 Recognition of theme and
variations, fugue, rondo, minuettrio, concerto, and multi-movement
forms.
 Apply understanding of form to
avoid redundancy in music
preparation.
Level 4
 An understanding of musical form
facilitates the learning of a piece of
music. (9-12.Mu.3.1.2)
 How does the understanding of musical
form facilitate the learning the piece of
music?
 How and why do cultural experiences
give rise to specific forms?
 Apply understanding of form to
avoid redundancy in music
preparation.
EXPRESSIVE ELEMENTS
Enduring
Understandings
(generalizations)
 Music has a variety of expressive
elements. (9-12.Mu.3.3.2)
 Dynamics, tempo, articulation and
text express and enhance the
message of music. (9-12.Mu.3.2.3)
 The message of music elicits and
emotional response. (9-12.Mu.3.2.3)
Guiding Questions
Exit Skills
Level 1-4
 In what ways can a piece of music alter
feelings?
 How can you indicate and demonstrate
expressive elements in music?
 How do expressive elements interact with
the other components of music to
communicate an idea?
 Hear and identify expressive
elements in a performance work.
 Identify the technical skills
necessary to create the expressive
elements.
 Read and perform expressive
symbols for dynamics, tempo and
articulation.
Level 2-4
 Expressive elements drive the artistry
in music. (9-12.Mu.3.2.3)
 How does the volume of each individual
impact the sound of the ensemble?
 What is the role of the musician in
manipulating expressive elements to display
artistry in music?
 Why do artists change style and expression
over time?
 Perform the composition with the
appropriate balance to others in
the ensemble.
TIMBRE
Enduring
Understandings
(generalizations)
 Timbre can be modified to reflect
style, mood and culture.
(9-12.Mu.3.2.3)
Guiding Questions
Exit Skills
Level 1-2
 How did instrument families evolve?
 How and why do cultures use different
timbres?
 Compare and contrast the
characteristics of voices within any
ensemble.
 Demonstrate use of vibrato to
produce quality tone.
 Use the appropriate bow stroke to
achieve the desired tone color.
Level 3
 In composed and improvised works,
timbre choices reflect mood, cultures
and style. (9-12.Mu.2.1.1)
 Authentic recreation of style requires
appropriate timbres. (9-12.Mu.3.2.3)
 How do timbre choices reflect mood and
culture in composed and improvised
works?
 How does timbre affect style?
 In composed and improvised works,
timbre choices reflect mood, cultures
and style. (9-12.Mu.2.1.1)
Authentic recreation of style requires
appropriate timbres. (9-12.Mu.3.2.3)
 How do timbre choices reflect mood and
culture in composed and improvised
works?
How does timbre affect style?
Level 4
 Consistent use of vibrato to
produce quality tone.
 Recognize and demonstrate
multiple bow strokes to achieve the
desired tone color.
 Alter the vibrato intensity for
specific musical styles.
 Recognize and demonstrate
multiple bow strokes to achieve the
desired tone color.
AESTHETICS
Enduring Understandings
(generalizations)
Guiding Questions
 The coming together of musical elements
creates aesthetics in music (tension and
resolution). (9-12.Mu.1.1.3)
 Music facilitates the communication of
emotions and ideas. (9-12.Mu.3.2.3)
 How does music make the listener
feel?
 How can music be used to
communicate emotions and ideas?
 Why do different people react
differently to the same piece of music?
 What qualities in the music make the
listener respond emotionally?
Exit Skills
Level 1 - 4
 Discuss how music elicits and
emotional response.
 Establish a set of standards for
making judgments of quality and
excellence.
 Develop criteria of non-musical
aspects for a performance, such as
stress, demeanor, posture.
Level 3 - 4
 Aesthetics are personal and cannot be
measured objectively, although
meaningful generalizations about them
can be made. (9-12.Mu.2.2.2)
 What effect do our feelings and
experiences have on our perception of
our own performance and the
performance of others?
 Why does a work of art impact
individuals differently or in a like
manner?
 Analyze a performance for
effectiveness in dynamics,
accurate execution, intonation,
sound quality, and articulation.
 Analyze a performance for
effective interpretation of style.
HISTORY AND CULTURE
Enduring
Understandings
(generalizations)
 Music is a product and reflection of
the lives and experiences of people.
(9-12.Mu.1.1.1, 9-12.Mu.1.1.2,
9-12.Mu.2.2.1)
Guiding Questions
Exit Skills
Level 1-4
 What part does music play in a changing
culture?
 What musical traditions have remained
constant throughout a culture’s history?
Level 3-4
 Identify what was happening
historically during the time
period of each performance
piece.
 Musical genres and styles have
distinguishing characteristics.
(9-12.Mu.1.1.1)
 What characteristics make each style or
genre unique?
 Identify musical characteristics
unique to individual styles or
cultures.
 Different cultures have varying
criteria in evaluating the worth
and meaning of art forms.
(9-12.Mu.1.2.2)
 How do any culture’s preferences affect
how a work of art is valued?
 Identify why certain pieces of
music remain throughout time
while others are forgotten.
 Discuss why certain pieces of
music remain timeless.
 Stringed instruments have
evolved through history creating
different styles and techniques of
performance.
(9-12.Mu.1.1.2)
 How have stringed instruments evolved
through history?
 How have styles and performance
techniques been affected by their
evolution?
 Discuss the differences in
Baroque instruments and
modern day instruments. (How
they differ in sound)
PERFORMANCE
Enduring Understandings
(generalizations)
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Participation in a performing group facilitates
the development of lifetime skills: ability to
work with others, problem solving, respect
and analytical ability. (9-12.Mu.3.2.2.)
Participating in and observing art and its
performance is enriching spiritually,
emotionally and cognitively. (9-12.Mu.1.2.1)
Proper production of sound is essential.
(9-12.Mu.3.2.2)
Self-evaluation is a critical component for
improving an individual'’ or ensembles
performance. (9-12.Mu.2.2.6)
Observing and/or evaluating others as they
perform is essential in the development of
individual performance skills. (9-12.Mu.2.2.5)
Non-musical aspects of a performance affect
an audience’s perception of the quality of a
music performance. (9-12.Mu.2.2.6)
Copyright laws ensure the continuance of the
composition of new works. (9-12.Mu.2.2.4)
Guiding Questions
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Level 1-4
How can participation in a musical group develop
lifetime skills?
What is the value of creating and observing works
of art?
How does the proper approach to producing sound
impact a performance?
Why is good intonation critical to a fine
performance?
What is intonation?
What is the impact of individual and section
volume on the ensemble?
Exit Skills
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Develop an understanding of how music
performance impacts a person’s life,
attitude and world view.
Develop personal and interpersonal skills
(e.g. lifetime coping skills, ability to work
with others, problem-solving, respect and
analytical ability) and pride of
accomplishment.
Uses musical phrases to elicit emotions.
Adjust individual intonation to blend with
the whole.
Sight read at different levels.
How does self-evaluation improve one’s
performance.
How can observing and/or evaluating others
performances improve an individual’s own
performance skills?
What non-musical aspects of performance affect
an audience’s perception of the quality of that
performance?

Increase proficiency in ensemble and solo
performance skills.
What are the copyright laws for music?
Why is important that composers composition are
protected by copyright laws?

Understand the use of copyright laws and
apply them correctly.