Instructional Focus Calendar – Beginning 4th Grade Strings at SHES

Elementary Instrumental Music Standard of Learning Strand

Unit 1: Beginning of Year

August-September

4-8 Weeks

Unit 2: Winter Concert

September-December

12-16 Weeks

Unit 3: Spring Concert Prep

January-March/April

12-16 Weeks

Music Theory & Literacy

  • Quarter notes
  • Quarter rests
  • Open string notes
  • Composition of melody using open string notes
  • Singing in Strings
  • Simple meter – 4/4 time
  • Musical terminology found in the music literature being studied.
  • Whole notes
  • Half notes
  • Dotted half notes
  • Simple meter
  • One-octave D Major scale, ascending & descending

Performance

  • Identification and selection of an appropriate instrument
  • Instrument parts
  • Instrument care
  • Proper posture and instrument position
  • Pizzicato
  • Basic ensemble skills: playing unisons, matching playing style, maintaining a steady beat.
  • Identify the characteristic sound of the instrument being studied.
  • Beginner bow hold, straight bow strokes
  • Left-hand positioning and finger placement (D, E, F#, G)
  • Basic ensemble skills: adjusting pitch, responding to basic conducting patterns and gestures
  • Perform simple melodic examples in call-and-response styles.
  • Musicianship and personal engagement: practice cards, performances, rehearsal and concert etiquette
  • Proper finger placement (A, B, C#, D)
  • Matching playing styles.
  • Music notation in music of varying styles
  • Simple rhythmic examples in call-and-response style.

 

Music History & Cultural Context

  • Relationship of music to the other fine arts and other fields of knowledge.
  • Copyright in music
  • Concert etiquette
  • Cultures, musical styles, composers, and historical periods

Analysis, Evaluation & Critique

  • Acceptable criteria for evaluating works of music
  • Describe performances of music using music terminology
  • Acceptable critique of musical performances
  • Culture and history in music
  • Continue to expand ability to analyze, critique, and evaluate performances and pieces

Aesthetics

 

  • Identify reasons for preferences among works of music using music terminology

 



Instructional Focus Calendar – Beginning 5th Grade Strings

Elementary Instrumental Music Standard of Learning Strand

Unit 1: Beginning of Year

August-September

4-8 Weeks

Unit 2: Winter Concert

September-December

12-16 Weeks

Unit 3: Pyramid Concerts

January-March/April

12-16 Weeks

Music Theory & Literacy

  • Quarter notes
  • Quarter rests
  • Open string notes
  • Singing in Strings
  • Eighth note groups
  • Simple meter – 4/4 time
  • Musical terminology found in the music literature being studied.
  • Articulation, dynamics, and other elements of music
  • Whole notes
  • Half notes
  • Dotted half notes
  • Simple meter - ¾ time
  • One-octave D Major scale, ascending & descending

Performance

  • Identification and selection of an appropriate instrument
  • Instrument parts
  • Instrument care
  • Proper posture and instrument position
  • Pizzicato
  • Basic ensemble skills: playing unisons, matching playing style, maintaining a steady beat.
  • Identify the characteristic sound of the instrument being studied.
  • Bow hold, straight bow strokes
  • Left-hand positioning and finger placement (D, E, F#, G)
  • Basic ensemble skills: differentiating between high/low pitch to adjust intonation, responding to basic conducting patterns and gestures.
  • Perform simple melodic examples in call-and-response styles.
  • Musicianship and personal engagement: practice cards, performances, rehearsal and concert etiquette
  • Proper finger placement (A, B, C#, D)
  • Ensemble skills: matching dynamic levels and playing styles.
  • Music notation in music of varying styles
  • Articulation and dynamic contrasts for expression.
  • Simple rhythmic examples in call-and-response style.

 

Music History & Cultural Context

  • Relationship of music to the other fine arts and other fields of knowledge.
  • Cultures and historical periods
  • Copyright in music
  • Concert etiquette
  • Cultures, musical styles, composers, and historical periods

Analysis, Evaluation & Critique

  • Acceptable criteria for evaluating works of music
  • Describe performances of music using music terminology
  • Acceptable critique of musical performances
  • Culture and history in music
  • Continue to expand ability to analyze, critique, and evaluate performances and pieces

Aesthetics

  • Propose a definition of music.
  • Identify reasons for preferences among works of music using music terminology
  • Identify ways in which music evokes sensory, emotional, and intellectual responses

 

Instructional Focus Calendar – Continuing 5th Grade Strings at SHES

*NOTE – Used in conjunction with Beginning 5th Grade Calendar due to mixed-level classes.

Elementary Instrumental Music Standard of Learning Strand

Unit 1: Beginning of Year

August-September

4-8 Weeks

Unit 2: Winter Concert

September-December

12-16 Weeks

Unit 3: Pyramid Concerts

January-March/April

12-16 Weeks

Music Theory & Literacy

  • Review quarter notes, quarter rests, eighth notes, open strings, D String notes
  • Singing in Strings
  • Simple meter – 4/4 time
  • Musical terminology found in the music literature being studied
  • A String notes
  • Articulation, dynamics, and other elements of music
  • Whole notes
  • Half notes
  • Dotted half notes
  • Simple meter - ¾ time
  • One-octave D Major scale, ascending & descending
  • Shifting symbols for cello/bass

Performance

  • Identification and selection of an appropriate instrument
  • Review instrument care
  • Review proper posture and instrument position
  • Pizzicato technique
  • Advanced bow hold, straight bow strokes
  • Basic ensemble skills: playing unisons, matching playing style, maintaining a steady beat.
  • Identify acceptable tonal sound of the instrument being studied.
  • Left-hand positioning and finger placement (D, E, F#, G, A, B)
  • How to adjust intonation
  • Basic tuning strategies
  • Basic conducting patterns and gestures
  • Performing melody/harmony
  • Perform simple melodic and rhythmic examples in call-and-response styles.
  • Musicianship and personal engagement: practice cards, performances, rehearsal and concert etiquette
  • Proper finger placement (A, B, C#, D)
  • Shifting for basses and cellos
  • Ensemble skills: matching dynamic levels and playing styles; multi-part orchestra music.
  • Music notation in music of varying styles
  • Articulation, dynamic contrasts, phrasing, and other musical elements (staccato/legato) for expression.

Music History & Cultural Context

  • Relationship of music to the other fine arts and other fields of knowledge.
  • Cultural music
  • Copyright in music
  • Concert etiquette
  • Cultures, musical styles, composers, and historical periods

Analysis, Evaluation & Critique

  • Acceptable criteria for evaluating works and performances of music
  • Acceptable critique of musical performances
  • Culture and history in music
  • Continue to expand ability to analyze, critique, and evaluate performances of self and others and pieces of music we studied

Aesthetics

 

  • Identify reasons for preferences among works of music using music terminology
  • Identify ways in which music evokes sensory, emotional, and intellectual responses