• Orchestra

Students Will Be Able To...

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    TEKS

    Objectives

    (1)  Foundations: music literacy. The student describes and analyzes music and musical sounds. The student develops organizational skills, engages in problem solving, and explores the properties and capabilities of various musical idioms. The student is expected to:

     

    (A)  experience and explore exemplary musical examples using technology and available live performances;

    *SWBAT describe various aspects of aurally performed music in terms of melody, harmony, tempo, texture AND make comparisons between performances.

     

    (B)  identify and describe melodic and harmonic parts when listening to and performing music using a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees;

    SWBAT identify various elements of elements of a musical texture and place them in the correct prioritized relationship.

     

    (C)  define concepts of music notation, intervals, and chord structure using appropriate terminology;

    SWBAT describe how our system of music notation works to identify pitch referencing staff, clef, and ledger lines.

     

    (D)  define concepts of rhythm and meter using appropriate terminology and counting system;

    SWBAT Count rhythms using appropriate counting systems. AND SWBAT describe how time signatures work.

     

    (E)  explore elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, form, dynamics, and timbre through literature selected for performance; and

    SWBAT describe how elements of music such as rhythm, meter, melody, harmony, key, expression markings, texture, dynamics influence the effectiveness of a musical work they are playing.

     

    (F)  apply health and wellness concepts related to music practice such as body mechanics, hearing protection, vocal health, hydration, and appropriate hygienic practices.

    SWBAT explain why correct posture and body mechanics are important for their health and wellness.

    (2)  Foundations: music literacy. The student reads and writes music notation using an appropriate notation system. The student is expected to:

     

    (A)  read and notate music that incorporates rhythmic patterns in simple, compound, and asymmetric meters; and

    SWBAT read and notate music that incorporates rhythmic patterns in simple meters (2/4, 3/4, 4/4, 4/8, etc.).  AND SWBAT read and notate music that incorporates rhythmic patterns in compound meters (3/8, 6/8, 9/8, 12/16, etc.). AND SWBAT read and notate music that incorporates rhythmic patterns in asymmetric meters (5/8, 7/8, etc.).

     

    (B)  interpret music symbols and expressive terms referring to dynamics, tempo, and articulation.

    SWBAT define terms relating to tempo (eg. Allegro, rit., adagio, accel., etc.)  AND SWBAT define terms relating to dynamics (forte, pianissimo, crecsendo, dim., etc.) AND SWBAT describe the meaning of various types of articulation (staccato, legato, marcato, tenuto).

     

    TEKS

    Objectives

    (3)  Creative expression. The student demonstrates musical artistry by singing or playing an instrument individually and in groups. The student performs music in a variety of genres at an appropriate level of difficulty. The student performs from notation and by memory as appropriate. The student develops cognitive and psychomotor skills. The student is expected to:

     

    (A)  demonstrate mature, characteristic sound appropriate for the genre;

    SWBAT play with a mature, characteristic sound on their instrument.

     

    (B)  demonstrate psychomotor and kinesthetic skills such as appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques;

    SWBAT play with correct fingerings, bowing, and articulations.  AND SWBAT demonstrate correct posture and setup on their instrument.

     

    (C)  demonstrate rhythmic accuracy using appropriate tempo;

    SWBAT play various rhythms accurately and in tempo.

     

    (D)  demonstrate observance of key signature and modalities;

    SWBAT accurately play in major/minor keys based on their observance of key signatures.

     

    (E)  demonstrate correct intonation, appropriate phrasing, and appropriate dynamics; and

    SWBAT demonstrate correct intonation and adjust to match pitch. AND SWBAT play with appropriate dynamics and phrasing.

     

    (F)  create and notate or record original musical phrases.

    SWBAT create original musical phrases by using notation or audio recording.

    (4)  Creative expression. The student sight reads, individually and in groups, by singing or playing an instrument. The student reads from notation at an appropriate level of difficulty in a variety of styles. The student is expected to:

     

    (A)  demonstrate mature, characteristic sound appropriate for the genre while sight reading;

    SWBAT demonstrate a mature, characteristic sound on their instrument while sight reading.

     

    (B)  demonstrate psychomotor and kinesthetic skills such as use of appropriate posture, breathing, text, diction, articulation, vibrato, bowings, fingerings, phrasing, independent manual dexterities, and percussion techniques while sight reading;

    SWBAT demonstrate use of appropriate posture, bowing, articulation, fingerings, and phrasing while sight reading.

     

    (C)  demonstrate rhythmic accuracy while sight reading using a counting system within an appropriate tempo;

    SWBAT play with rhythmic accuracy while sight reading AND SWBAT count using appropriate syllables while sight reading rhythms.

     

    (D)  demonstrate observance of key signature and modalities while sight reading;

    SWBAT demonstrate observance of key signatures while sight reading.

     

    (E)  demonstrate use of a melodic reading system such as solfège, numbers, letter names, note names, or scale degrees while sight reading; and

    SWBAT identify note names and/or fingerings while sight reading.

     

    (F)  demonstrate correct intonation, appropriate phrasing, and appropriate dynamics while sight reading.

    SWBAT play with accurate intonation and appropriate phrasing and dynamics while sight reading.

     

    TEKS

    Objectives

    (5)  Historical and cultural relevance. The student relates music to history, culture, and the world. The student is expected to:

     

    (A)  compare and contrast music by genre, style, culture, and historical period;

    *SWBAT compare and contrast music of different genres, styles, cultural and historical periods.

     

    (B)  identify music-related vocations and avocations;

    SWBAT identify music-related vocations and avocations.

     

    (C)  identify and describe the uses of music in societies and cultures;

    SWBAT describe and discuss various uses of music in societies and cultures.

     

    (D)  identify and explore the relationship between music and other academic disciplines;

    SWBAT make connections between the study of music and other academic disciplines.

     

    (E)  identify and explore the impact of technologies, ethical issues, and economic factors on music, performers, and performances; and

    SWBAT identify and explore the impact of technologies, ethical issues, and economic factors on music, performers, and performances.

     

    (F)  identify and explore tools for college and career preparation such as social media applications, repertoire lists, auditions, and interview techniques.

    SWBAT identify tools for college and career preparation such as auditions, repertoire lists, interview techniques, and social media applications.

    (6)  Critical evaluation and response. The student listens to, responds to, and evaluates music and musical performance in both formal and informal settings. The student is expected to:

     

    (A)  practice informed concert etiquette as a performer and as an audience member during live and recorded performances in a variety of settings;

    *SWBAT describe and demonstrate appropriate concert etiquette as a performer and as an audience member.  AND SWBAT discuss the differences in concert etiquette in a variety of settings.

     

    (B)  design and apply criteria for making informed judgments regarding the quality and effectiveness of musical performances;

    SWBAT discuss various criteria for making judgements about the quality of musical performances. AND SWBAT make informed judgements regarding the quality and effectiveness of musical performances.

     

    (C)  develop processes for self-evaluation and select tools for personal artistic improvement; and

    SWBAT develop and write processes for self-evaluation.  AND SWBAT select tools for personal artistic improvement.

     

    (D)  evaluate musical performances by comparing them to exemplary models.

    SWBAT evaluate musical performances by comparing them to exemplary models.