2018-2019 Student Orchestra and Guitar Handbook Enrique Vilaseco Orchestra Director & Anthony Krempa Associate Orchestra Director Shaun Zimmerman Guitar Associate Director
Welcome to all the Members and Parents of the 2017-2018 Stevenson Strings Program!

All members of the Stevenson High School Strings are department Goals to Grading Procedures. This is information that all students and parents need to know. Students are responsible for reading the entire handbook. After reading the handbook, please sign by entering your e-mail address.
Philosophy and Goals of the Stevenson Strings Program *
I. THE STRINGS PROGRAM SHOULD CONTINUALLY CHALLENGE STUDENTS TO DEMONSTRATE A HIGH LEVEL OF ACHIEVEMENT IN MUSICAL PERFORMANCE BOTH INDIVIDUALLY AND AS MEMBERS OF A GROUP. a. A strings program dedicated to high achievement is characterized by... i. specific performance goals that are clearly communicated to the students. ii. a sequential curriculum which results in student achievement of progressively more advanced skills. iii. a curriculum which exposes students to a wide variety of musical styles and performance formats. . iv. a curriculum which incorporates an understanding of the theory and mechanics of music. . v. a musical experience which provides students opportunities to achieve positions of leadership and responsibility. . vi. a willingness to measure it's achievement through participation in a variety of adjudicated festivals and competitions. . vii. a commitment to providing opportunities for accessible private study. II. THE STUDENTS IN THE PROGRAM SHOULD RECEIVE SCHOOL AND COMMUNITY RECOGNITION FOR THEIR MUSICAL EFFORTS AND ACHIEVEMENTS. a. A program which fosters recognition of the musical efforts and achievements of it's members is characterized by... . i. members who exhibit a high level of respect for and pride in the efforts and achievements of their ensemble. ii. parents who demonstrate active support for the musical responsibilities and activities of their students. iii. leadership which serves as an active advocate for the guitar ensemble and orchestras and it's members. iv. a high degree of visibility in the school and community. III. THE PROGRAM SHOULD FOSTER AND EXPECT A HIGH LEVEL OF DEDICATION FROM IT'S MEMBERS a. A program whose members are highly dedicated is characterized by i. leadership which promotes that dedication among string students of all grade levels, including "sender" schools. ii. students who strive to achieve both their personal musical potential and that of the string ensemble through regular practice iii. students who honor their commitment to their fellow members by attending all string activities (rehearsals, performances, trips). iv. parents who encourage and facilitate their students participation in all of the orchestra and guitar activities. IV. THE STRINGS PROGRAM SHOULD RESULT IN STUDENTS FEELING A SENSE OF ACHIEVEMENT AND SATISFACTION DUE TO THEIR PARTICIPATION IN THEIR STRING ENSEMBLE. a. A program with high levels of student satisfaction is characterized by members who i. identify strongly with the group, and derive feelings of pride, friendship, heightened self-esteem, and belonging from their association with it. ii. believe they are making a positive contribution to the tradition of the program. iii. demonstrate their enthusiasm for the program and their membership in it. iv. work in an atmosphere of respect for and between teachers and students.
Required
Philosophy and Goals of the Stevenson Strings Program *
I. THE STRINGS PROGRAM SHOULD CONTINUALLY CHALLENGE STUDENTS TO DEMONSTRATE A HIGH LEVEL OF ACHIEVEMENT IN MUSICAL PERFORMANCE BOTH INDIVIDUALLY AND AS MEMBERS OF A GROUP. a. A strings program dedicated to high achievement is characterized by... i. specific performance goals that are clearly communicated to the students. ii. a sequential curriculum which results in student achievement of progressively more advanced skills. iii. a curriculum which exposes students to a wide variety of musical styles and performance formats. . iv. a curriculum which incorporates an understanding of the theory and mechanics of music. . v. a musical experience which provides students opportunities to achieve positions of leadership and responsibility. . vi. a willingness to measure it's achievement through participation in a variety of adjudicated festivals and competitions. . vii. a commitment to providing opportunities for accessible private study. II. THE STUDENTS IN THE PROGRAM SHOULD RECEIVE SCHOOL AND COMMUNITY RECOGNITION FOR THEIR MUSICAL EFFORTS AND ACHIEVEMENTS. a. A program which fosters recognition of the musical efforts and achievements of it's members is characterized by... . i. members who exhibit a high level of respect for and pride in the efforts and achievements of their ensemble. ii. parents who demonstrate active support for the musical responsibilities and activities of their students. iii. leadership which serves as an active advocate for the guitar ensemble and orchestras and it's members. iv. a high degree of visibility in the school and community. III. THE PROGRAM SHOULD FOSTER AND EXPECT A HIGH LEVEL OF DEDICATION FROM IT'S MEMBERS a. A program whose members are highly dedicated is characterized by i. leadership which promotes that dedication among string students of all grade levels, including "sender" schools. ii. students who strive to achieve both their personal musical potential and that of the string ensemble through regular practice iii. students who honor their commitment to their fellow members by attending all string activities (rehearsals, performances, trips). iv. parents who encourage and facilitate their students participation in all of the orchestra and guitar activities. IV. THE STRINGS PROGRAM SHOULD RESULT IN STUDENTS FEELING A SENSE OF ACHIEVEMENT AND SATISFACTION DUE TO THEIR PARTICIPATION IN THEIR STRING ENSEMBLE. a. A program with high levels of student satisfaction is characterized by members who i. identify strongly with the group, and derive feelings of pride, friendship, heightened self-esteem, and belonging from their association with it. ii. believe they are making a positive contribution to the tradition of the program. iii. demonstrate their enthusiasm for the program and their membership in it. iv. work in an atmosphere of respect for and between teachers and students.
Calendar of Events 2017-17 *
Parents and students should please give special attention to the following sections: * Calendar of Events, please click on the link below. https://calendar.google.com/calendar/embed?src=d125.org_rs9gpnragmb1eq27o96f3vgqrk%40group.calendar.google.com&ctz=America/Chicago
GENERAL POLICIES & PROCEDURES:
Please read through this section carefully and identify the date you have reviewed this information.
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Classroom; Attendance *
This Handbook contains several statements about the importance of attendance in any Guitar and Orchestra activity. The guidelines governing attendance (both during school, before and after-school activities), and the effect it has on grading, are the same as those in effect in any class at Stevenson High School. Whenever a student misses a before school, after-school rehearsal or performance, parents are required to send an email to their student’s director listing the date of and reason for the absence. Failure to report an absence within 48 hours may result in an automatic unauthorized absence. If a student is present in school, but misses a before or after-school activity on that same day due to illness, a parent email is also required. Some give & take on all parts will be necessary when a student is involved in Athletics or other school-sponsored activities as well as Guitar and Orchestra. The Directors will work with the students & Athletic Coaching Staff & activity sponsors to coordinate practice schedules. See Course Descriptions & Grading Policies for rules regarding absences and tardies from Guitar and Orchestra classes.
GRADING POLICIES FOR ALL GUITAR AND ORCHESTRA CLASSES COURSE EXPECTATIONS *
1. Attend and participate in all scheduled before and after school rehearsals. 2. Attend and perform in all scheduled concerts and performances. * See the SHS 2013-2014 Calendar link for a list of Required Rehearsals and Performances. Dates and times are subject to change; additions & deletions may be made to the calendar. 3. At the conclusion of the spring semester (or upon withdrawal from the course): turn in all school-owned music, instruments, uniforms and equipment; pay for all lost/damaged articles; pay all outstanding fees/charges if any. 4. Success in music will come only to those who practice regularly. It's that simple. As with any area of study, independent homework builds necessary skills. It is assumed that students who sign up for guitar and orchestra want to improve their musical abilities and learn more about music. This involves regular practice. Each student should work to schedule a practice routine. 5. Because Guitar and Orchestra activities involve the coordinated efforts of all members, Punctuality is an especially important trait for the individual member. Productive rehearsals can only begin once every member of the team is present and ready to fully participate. It is out of common consideration for the other members of the organization that you should arrive at rehearsals 15 minutes before rehearsal starts to get equipment ready, get warmed-up, and get in place for the start of rehearsal. In these team activities, every member must recognize that they are very important to the team – We need you to do your part!
Grading Policies for All Courses *
Your answer
ADDITIONAL INFORMATION FOR ALL GUITAR & ORCHESTRA CLASSES *
GRADE POINT WAIVER FOR MUSIC COURSES AT STEVENSON HIGH SCHOOL All Music Department performing classes (Bands, Choirs, Orchestra and Guitar) earn Grade Points at the Regular level. Seniors who are enrolled in Patriot Orchestra and Patriot Guitar Ensemble earn Accellerated level Grade Points if they have been in the program for 3 years A GPA Waiver Form must be completed & given to your counselor if: You want credit for the Music Class you are taking, but do not want the grade for the class figured into your overall Grade Point Average. (This option is for students who generally earn straight A’s and take [almost] all Honors & AP courses. This form must be completed and turned in to the counselor the student and parent signatures by the end of the first 6 weeks. The status of your credit cannot be changed beyond that time. GPA Waiver Forms are available in the counselors’ offices.
Uniforms- Guitar and Orchestra *
The following items are available for purchase through the Orchestra office. Order forms will be sent home to students at the beginning of each school year, the SPA is in complete charge of uniforms and contact information for the lead parent will be on the form sent home at the beginning of the year. Guitar polos will be used this year! * Annual Uniform Rental Fee: $35.00 plus $10.00 cleaning fee * Polo Shirt: $20.00, New Polos this year! * Womens Dress (Orchestra violin and viola) Cello and Bass ladies can wear all formal black pants and appropriate tops, these items are not yet provided by SHS Strings: $80.00
I. WEARING OF THE UNIFORM *
Whenever the Guitar Ensemble or Orchestra perform, members must be aware that the uniform is a symbol of Stevenson High School. It is essential that the uniforms be worn correctly. The following guidelines must be followed: 1) Pants: just touching top of uniform shoes, no break in front crease. 2) Socks: Solid black; calf-high. 3) All uniform parts should be wrinkle-free and soil-free. This is for both Ladies and Gentlemen. 4) All men should wear black formal shoes, no exceptions! ladies must wear formal black shoes, no sandals or open toe shoes allowed
II. CARE & CLEANING OF THE UNIFORM *
1) After each performance, hang the uniform carefully (coats always on "suit hangers"). 2) When transporting uniforms to/from home a garment bag is required. 3) If you carry your shoes in the garment bag, put the shoes in a small plastic bag first, so they don't soil the uniform. At home, after performances, remove the uniform from the bag to let it air out, and check that it is hanging properly. 4) Be certain that you keep track of your uniform at each event. At the end of the year, you will be responsible for turning in the exact (numbered) uniform parts that you signed out, or will be required to pay for replacement parts.
TRANSPORTATION POLICY (District 125) *
* All students are expected to ride the bus to and from any field trip destination. * In the event the student will need to use transportation other than the bus provided by Stevenson, the sponsor must have a written notice from the student's parent/legal guardian relieving the sponsor and District 125 of any liability. Beyond these, Baroque Ensemble, Eclectic Strings Ensemble* students will generally be required to ride the bus to any performance to ensure the timely arrival of all members for pre-performance preparation. When your student will need alternate transportation after a performance, please write and sign a brief note including: Date; Event; Student name; who will drive the student (Students may not drive themselves to or from any school related activity), and send it to the Directors (to school with your student is fine). This may be turned in at any time prior to the event or even at the event.
TRAVEL...GUITAR & ORCHESTRA *
When the Stevenson Guitar and Orchestra travel, these procedures will be followed: Travel with the Music Department is a privilege which may be denied to any student whose disciplinary record at school warrants as deemed appropriate by the Administration. 1) All school rules and guidelines for behavior are in full effect through the trip. 2) Itineraries will be published and distributed to students and parents for any trip longer than one day. 3) Parents will be required to sign Liability Waiver Forms and release permission for medical attention in case of emergency. 4) Parent Chaperones and directors will accompany the students and help ensure an enjoyable trip. Students will be required to respond promptly to the directions of all chaperones. 5) Students will be responsible for following the itinerary carefully, and keeping a copy of the itinerary with them at all times. 6) During any time that students are not in direct view/supervision of a chaperone, students must stay in groups of at least 4 Stevenson students. 7) Serious infractions of Stevenson Student Guidelines may result in a student being expelled from the remainder of the trip. This would involve contacting the parent(s), and sending the student home at the parent's expense. 8) Any over-night stay will involve various procedures that will be distributed prior to the trip. 9) Directors and chaperones will follow such procedures as they deem necessary in working to ensure the safety of the students.
GUITAR & ORCHESTRA CHAPERONES *
When the Guitar and Orchestra travels, Parent Chaperones may be chosen to work on some trips. The following criteria and guidelines have been established by the Directors and the Orchestra Parents Association: Criteria/Process for selecting chaperones: · Chaperones will be selected by the Orchestra Directors, the Executive Board of the Stevenson Orchestra Parents Association, and the Chairperson(s) of the Chaperone Selection Committee. · At least one chaperone slot is reserved for a Stevenson High School Dean or other administrator. · Chaperones will be chosen based on the amount of service given to the Organization. · Chaperones should not bring their family members other than chaperoning spouses. · District 125 requires background checks on chaperone applicants. Guidelines for Chaperones: · Chaperoning a trip means you are on duty 24 hours a day with responsibility to the entire group and itinerary at all times. · A Stevenson High School Handbook of Rules, a Chaperone Duty Assignment list, and a description of responsibilities will be assigned to each chaperone. · Chaperones will pay for their own meals on long-term (overnight) trips; for short (day) trips, meals will be provided. · Transportation and accommodations, when needed, will be provided. · A chaperone will be assigned responsibility for the first-aid kit and medical forms.
Year-End Guitar and Orchestra Performance Final & Placement Auditions/Procedures & Policy: *
· ALL guitar/orchestra members other than graduating seniors are required to do a Performance Final. o (No exemption made for multi-year Patriot and Symphonic students.) · The Performance Final will be used as a graded assignment in the Term 6 of Semester 2, and be included in the “Performance Skills” category of the gradebook (not used as part of the Final Exam). · The Performance Final will be used as a contributing factor in Course Placements for the following year (along with directors’ assessment of daily performance, participation and responsibility). · The Performance Final score sheet will reflect focus scores drawn from the rubric used in classes, and each element of musicianship will be scored on a 1 [lowest] to 4 [highest] scale. · Students may choose between 2 levels of material for their Performance Final o Any student seeking placement in Patriot Guitar and Orchestra, Symphonic Orchestra and Guitar Technique II must play the Required audition repertoire selected by the directors. This includes… § Excerpts from the coming year’s IMEA All-State composition. Orchestra! Assigned solo or etude for guitar. § The IMEA Scale Sheet (involves major and melodic minor scales). Guitar and Orchestra § Sight reading
PRIVATE INSTRUMENTAL MUSIC LESSON PROGRAM *
Every student interested in getting the greatest possible enjoyment from their involvement in public school music is encouraged to supplement their classroom experience with private instrumental music lessons. While students' classroom experience at the high school level will focus on ensemble performance skills, as well as music theory and overall musicianship, involvement in a private lesson program will provide additional assistance in further developing individual technique and solo performance skills. The instrumental music department at Stevenson High School has arranged for professional and semi-professional musicians to offer individual lessons at Stevenson High School during and after the regular school day. These musicians have been carefully chosen based on their successful teaching experience as well as their musical abilities and performance credentials. REGULATIONS LOCATION AND SCHEDULING 1. Lessons are taught at Stevenson High School in the Music Department facilities. 2a. Lessons scheduled during the school day (periods 1-8) will be 25 minutes, and cost $23 per lesson. School-time lessons may occur during ½ of the student’s: music ensemble class; a student’s study hall or advisory; or unscheduled period. 2b. Lessons scheduled before or after school will be 30 minutes, and cost $27 per lesson. A lesson may be scheduled at 7:30-8:00am or any half-hour from 3:30-7:30pm. All lessons must end by 7:30pm. 3. All private teachers will build their own lesson schedule based on their students’ available times, and their own available day(s). 4. Student preferences for day and time will be honored to the greatest possible extent. FEES 1. All Private Lesson payments will be made through the Online PREP site. The directors will not assist in the exchange of fees. 2. Lessons must be paid for in advance. Families can choose to pay ½-semester or Full-semester in adavance. 3. Though lessons are paid for in ½- or full-semester blocks, registering for private lessons implies your commitment to take lessons for the full school year. ABSENCES 1. Unexcused student absences will be paid for. The private teachers satisfy their obligation by showing up to teach the lesson. A student who fails to attend a lesson without giving the teacher sufficient advance notice (24 hours in most cases) must still pay the teacher for his/her time. For this reason, it is important to know your teacher's phone number. 2. Excusable absences include: illness; family medical emergencies; pre-planned field trips or vacations; lessons cancelled by the teacher for scheduling purposes (e.g. Late Arrival Schedule constraints). Excusable absences will not have to be paid for provided the teacher is notified 24 hours in advance of the absence. Pre-paid Excused Absences will be refunded at the end of the semester. 3. Teachers are expected to give 24 hour notice to students if the teacher will be unable to attend the lesson. In no instance will a student pay for any lesson missed because of teacher absence. DISCONTINUATION OF LESSONS 1. A teacher may drop a student who: fails to pay for lessons promptly as agreed; fails to make progress at a pace the music faculty and private teacher feel is appropriate for that student; has frequent unexcused absences. 2. A student may drop private lessons, but is first required to discuss any problems with the music faculty (most problems can be easily resolved). If a final decision is made to discontinue lessons, the teacher must be notified at least one week prior to the final lesson. 3. Registering for private lessons implies your commitment to take lessons for the full school year! MATERIALS 1. Private teachers may ask students to purchase certain materials such as etude books and solos. It is the responsibility of the student to purchase these materials. 2. Have all necessary equipment at each lesson (strings, rosin, pencil, etc.). Mechanical problems with an instrument should be taken care of before the lesson - a broken instrument is not an excuse for a missed lesson! COMMUNICATION 1. Be sure to get your private teacher's phone number and address. Call if you are going to miss a lesson! Most private teachers do not have email access during the day. Call to ensure you reach them. 2. Be sure your teacher has your current, accurate address and phone number. This is essential for them to notify you of important information. APPLICATION PROCEDURE 1. Complete all information requested on the Private Music Lesson Application Form and turn it in to your music faculty or your private teacher. 2. New online payment system · Before you can access the new online system, you will need a Music ID (Log-On Code) o This code must be obtained from your Private Music Teacher o After a private teacher assigns a student a Music ID access code, that assignment has to be processed in the PREP Office (please allow a few days for that to process). o Once your Music ID is activated… · Access the new system at http://musiclessons.d125.org then… o Enter your 6-character Music ID o Select the date range of lessons you wish to pre-pay § (Must be half-semester or full-semester) o Complete the payment information o Payment must be completed before starting private lessons. IMPORTANT PAYMENT INFORMATION 1. Payment must now be done online. Advance payment may be made for either half-semester at a time or full semester at a time. 2. If a student has any Excused Absences from a cycle of lessons, there will be a refund issued at the end of the semester. 3. Application forms should be turned in beginning August 19, deadline by Friday, August 23rd. Turn them in to music faculty or private lesson teacher–not the PREP Office. .4. Lessons begin the week of August 26, 2013. For each student, lessons may not begin until paid for.
ADLAI E. STEVENSON GUITAR and ORCHESTRA AWARDS *
Each year, all Guitar and Orchestra members are presented with class awards in recognition of successful completion of each year of membership in Guitar and Orchestra . In addition, certain students are presented awards for outstanding individual achievement. Some of the awards which may be presented include: CLASS AWARDS: FRESHMAN ORCHESTRA LOGO BUMPER STICKER For dedication to the Stevenson Guitar and Orchestra based on successful completion of the entire Freshman year in Guitar or Orchestra. SOPHOMORE For dedication to the Stevenson Guitar and Orchestra based on successful completion of the entire Sophomore year in Guitar or Orchestra. JUNIOR PIN For dedication to the Stevenson Guitar and Orchestra based on successful completion of the entire Junior Year in Guitar or Orchestra. SENIOR DEDICATION AWARD For successful completion of the entire Senior year in Guitar and Orchestra and the dedication which has served to benefit these organizations. INDIVIDUAL AWARDS: (as warranted) YOUNG TALENTED MUSICIAN AWARD (Presented at Awards Dinner in May) Awarded to Freshmen, Sophomores, and Juniors based on: Musical talent; High level of participation in music-related events; rehearsal discipline; positive attitude and enthusiasm toward music. IHSA SOLO & ENSEMBLE DIVISION I MEDALIST For earning a First Division Rating in Illinois High School Association Solo & Ensemble Contest. OUTSTANDING PERFORMER AWARD For outstanding achievement by a Guitar and Orchestra Member in public performance or competition. SHS BAROQUE ENSEMBLE AWARD "In recognition of outstanding achievement by an instrumentalist in the field of BAROQUE STRING PERFORMANCE, as demonstrated through superior musicianship, character, and individual integrity". THE SENIOR SOLOIST AWARD "Upon successful completion of the auditions and performance with the Patriot Orchestra of a major concerto." THE ORCHESTRA DIRECTORS AWARD "In recognition of outstanding achievement and interest in instrumental music for singular merit in loyalty and cooperation, and for displaying those high qualities of conduct that school instrumental music requires". Seniors only, 1-2 per year. NATIONAL SCHOOL ORCHESTRA AWARD Awarded by the Intrumentalist "to one high school senior, recommended by the orchestra director, who: holds a 'First Chair' (not necessarily concertmaster) “leadership” position in the orchestra; is capable of performing as a soloist with the high school orchestra; is recognized as both an outstanding performer and as a truly outstanding young citizen". OTHER AWARDS MAY INCLUDE: Pit Orchestra,Baroque Ensemble - Madrigal Dinner - IMEA CLINIC/PERF,IMEA District VII,IMEA State,Student Board Leadership,Fine Arts Tour .
CO-CURRICULAR AND EXTRA-CURRICULAR GUITAR and ORCHESTRA ACTIVITIES *
BAROQUE ENSEMBLE Baroque Ensemble is co-curricular (not-for-credit) activities which meet outside of the school day. The Baroque Ensemble performance schedules are listed in the strings calendar, in addition, the ensemble will also perform at various clinics and tours throughout the year. Membership in the Baroque Ensembles is open to any currently enrolled orchestra/guitar member whose playing proficiency on an appropriate instrument qualifies him or her. The director may request an audition or may waive the need for audition. Those instruments that are appropriate to the Baroque Ensemble are: 8 violins, 4 violas, 3 cellos, 1 D-Violone, 2 harpsichord, 1 Baroque Guitar and 2 Theorbo. There may also be a need for 1 viola d’amore, please speak with the director about this very unique opportunity. Auditions and Rehearsals for the Ensemble are posted in the yearly calendar. Rehearsals for Baroque Ensemble will be 3 times weekly, August through May. Monday morning (7:30-8:30), Tuesday morning (7:30-8:30) and Friday after school (3:30-5:00 occasionally 6:00 pm). GUITAR CLUB This is a Co-Curricular activity (not for credit). Guitar Club meets each week on Tuesdays after school. This ensemble offers an important opportunity for our guitarists to explore alternative and popular repertoire and playing techniques. Electric guitar, steel string etc are not provided for this club, you must bring your own equipment. Storage in 2200 is not available at all times. I.M.E.A. DISTRICT/STATE ORCHESTRA Active members of the Stevenson Orchestras may choose to audition for the Illinois Music Educator's Association All-District and All-State Orchestra. The audition music consists of: Major & Minor scales; Excerpts from assigned orchestral literature; sight reading. The number of students that may be entered from any one high school is limited, so the Director may hold auditions to determine which students will be entered. Entry fees will be paid for by the Orchestra Office. Students will declare their intent to audition for the District Orchestra in early September. Tryouts are in early October (see Calendar of Events). Those students selected by IMEA judges to the District VII Orchestra will perform at the District Festival in November. Those students chosen by the IMEA judges for the All-State Orchestra will perform at the State Convention in January. I.H.S.A. SOLO & ENSEMBLE CONTEST All guitar and Orchestras students are encouraged to enter the Illinois High School Association Solo & Ensemble Contest, held in early March (see Calendar of Events). Band members entering this contest prepare and perform solos & ensembles for adjudication and ratings. (Medals are awarded for Division I performances.) Preparation for these performances begins in the fall. Application for entry is in December, at which time students declare works to be performed and personnel for ensembles. The deadline for entry fees ($8.00 per Solo; $15.00 per Ensemble) is in December. Only those students who have paid their fees will be entered. Entry fees are entirely non-refundable. Students are also responsible for paying fees for an accompanist (estimate $45-50). Accompanists' fees are for their preparation time as well as their performance time; don't expect a "refund" from an accompanist for a late cancellation. Students are urged to choose material carefully, seeking the help of a private instructor and or one of the directors. ***ALL PATRIOT(ORCHESTRA AND GUITAR) AND SYMPHONIC STUDENTS ARE TO PERFORM AT IHSA SOLO AND ENSEMBLE.
Course Descriptions & Learning Targets CONCERT ORCHESTRA ( only check if you are enrolled in this orchestra)!
Overview This course is designed to: 1) develop comprehensive musicianship within the traditional concert orchestra string ensemble setting 2) study string performance techniques that culminate in formal performances. Students enrolled in the Concert Orchestra will be provided the opportunity to build upon skills and concepts important to individual growth as performing musicians. These skills and concepts include but are not limited to the following: ensemble performance skills; reading and notating music; elements of music theory; understanding music’s cultural and historical context; social and emotional learning targets. These students will pursue the development of these areas through the study and performance of orchestral method books, orchestral music and other materials. Assignments will include preparation for, and presentation of, concert performances. Students will learn the importance of responsibly fulfilling their roles as individual members of a performing ensemble by: thoroughly preparing their musical assignments in preparation for ensemble rehearsals and performances; consistently having necessary materials ready; contributing to professional work atmosphere; engaging in continuous self-assessment. The following objects are aligned to the National Standards for Music Education as determined by the National Association for Music Education (NAfME): · Perform Instruments- Alone & w/ Others, a Varied Repertoire of Music (NAfME #2) o Development of Instrument Technique § Demonstrate correct posture & hand position. (knowledge; skill) § Demonstrate correct bowing technique, proper tone production, and good dynamic control & support. (knowledge; skill) § Explain and demonstrate characteristic tone quality for his/her instrument throughout the full range for that instrument. (knowledge; skill) § Demonstrate an understanding of the principles of intonation (acoustically and mechanically). (knowledge; reasoning; skill) § Identify the intonation idiosyncrasies and necessary adjustments in fingerings or positions for the notes most commonly needing adjustment for his/her instrument. (knowledge; reasoning) § Demonstrate advancement in technical proficiency appropriate to his/her experience. (skill) o Fluency in all Major and minor scales & arpeggios; chromatic with correct fingerings § Play all Major scales/2 and 3 -8va –in quarter notes @ mm=120, with arpeggios –from memory. (knowledge; skill) § Play all natural minor scales/2 and 3 -8va –in quarter notes @ mm=120, with arpeggios –from memory. (knowledge; skill) o Rhythmic Accuracy § Can count aloud, 16th-based rhythmic exercises while clapping a quarter note pulse. (skill) § Can accurately perform rhythms found in music of difficulty up to Rhythm workshop 6. (skill) § Can accurately execute eighth- and quarter- note triplets. (skill) § Apply appropriate interpretation of dotted and swing style rhythms to the performance of music of various styles. (reasoning; skill) o Sight Reading § Demonstrate the ability to sight read Grade II literature with a 80% accuracy* level. *(notes, rhythms, printed expression marks) (high level, synthesis skill; product) · Reading & Notating Music (NAfME #5) o Pitch reading § Correctly identify all notated pitches within practical range of instrument in “home clef”. (skill) § Demonstrate understanding of effect of accidentals. (knowledge) o Rhythmic Literacy § Label rhythms in x/4 with 16th-note/rest rhythmic cells. (knowledge; reasoning) § Compose measures of 4/4 music using rhythms employing 16th-based cells. (product) § Label rhythms with dotted quarters and eighth-note syncopations (reasoning) o Expression symbols & terms § Define standard musical terms and symbols, as well as those that appear in music covered through the course of the semester. (knowledge) · Elements of Music Theory (NAfME #4) o Key Signatures & Scales § List key signatures in the order of the Circle of 5ths / Circle of 4ths. (knowledge) § Identify and construct all Major & Relative minor key signatures and scales. (knowledge; reasoning) o Intervals § Identify and write ascending & descending diatonic melodic and harmonic intervals, by interval number. (reasoning) · Understanding Music’s Cultural/Historical Context (NAfME #9) o Cultural/Historical Context § demonstrate understanding of historical/cultural context of assigned music as explained in class. (knowledge) · Additional Course Content & Expectations § Identify, explain, and execute stylistic fundamentals covered in class, correctly responding to related performance practice or a given period in music history. (knowledge; skill) § Correctly read a score, and be able to express, in written or oral form, coordinates for his/her given function in the orchestra. (knowledge; reasoning; skill; ACT map/graph reading) § Students will participate in all musical performances related to the class including concert performances. (product) § Students are expected to complete home practice assignments and participate fully in rehearsals. (product) Externally Assessable, Explicitly Addressed SEL Targets: Students will… develop an accurate and complete understanding of the strengths and weaknesses of their overall musicianship (technique and musicality). (Self-Awareness: 1.i,k) Using the performance rubric, accurately assess own technical and musical proficiencies. develop specific, long-term musical goals for themselves for this school year. (Self Management: 3.n) Given a prompting form, choose appropriate goals, and record progress at intervals during the year. utilize a system for setting short-term musical goals and for monitoring personal progress. (Self Management: 3.n, o, p, q) Will use Smart Music as a Practice Log as assigned, adding self-selected assignments & tracking progress daily. commit to–and follow through with–a consistent habit of study/practice of assigned ensemble class music. (Self Management: 3.p, v) Come to class with assigned music fully prepared. demonstrate their understanding that their attendance and active, constructive participation in each rehearsal is vital to the success of the ensemble. (Responsible Social Awareness: 2.g, m) Attend and participate fully in all rehearsals, both during and outside of the school day. work cooperatively during rehearsals to improve the progress of all members of the group. (Relationship Skills: 4.e & Self-Management: 3.c, d, y) Respond constructively to teachers and peers; contribute own constructive ideas and insights. consciously choose behaviors that demonstrate their respect for classmates and teachers. (Social Awareness & Self-Management: 2.j; 3.c) Contribute to the professional work atmosphere of the class and demonstrate appropriate behavior at performances. when having difficulty understanding or mastering something, ask other people for help. (Self-Management: 3.s, t)
Course Descriptions & Learning Targets SYMPHONIC ORCHESTRA (Only check if you are enrolled in this orchestra)!
This course is designed to: 1) develop comprehensive musicianship within the period appropriate string and full orchestral ensemble setting 2) study string performance techniques that culminate in formal performances. Students enrolled in the Symphonic Orchestra will be provided the opportunity to build upon skills and concepts important to individual growth as performing musicians. These skills and concepts include but are not limited to the following: ensemble performance skills; reading and notating music; elements of music theory; understanding music’s cultural and historical context; social and emotional learning targets. These students will pursue the development of these areas through the study and performance of orchestral method books, orchestral music and other materials. Assignments will include preparation for, and presentation of, concert performances. Students will learn the importance of responsibly fulfilling their roles as individual members of a performing ensemble by: thoroughly preparing their musical assignments in preparation for ensemble rehearsals and performances; consistently having necessary materials ready; contributing to professional work atmosphere; engaging in continuous self-assessment. Students enrolled in Symphonic Orchestra should be able to demonstrate mastery of all objectives of the Concert Orchestra Curriculum in addition to those listed below. The following objects are aligned to the National Standards for Music Education as determined by the National Association for Music Education (NAfME): · Perform Instruments- Alone & w/ Others, a Varied Repertoire of Music (NAfME #2) o Development of Instrument Technique § Demonstrate characteristic tone quality for his/her instrument throughout the practical range for that instrument. (skill) § Demonstrate advancement in technical proficiency appropriate to his/her experience. (skill) § Identify the intonation idiosyncrasies and necessary adjustments in fingerings, bowing and positions for the notes most commonly needing adjustment for the entire range of his/her instrument. (knowledge, reasoning) o Fluency in all Major & minor scales & arpeggios with correct fingerings § Play all 12 major scales 3 octaves and 3 forms of minor scales 3 octaves. (skill) o Rhythmic Accuracy § Correctly count and perform rhythmic patterns containing note & rest values of sixteenth and higher in 6/8. (skill) o Sight Reading § Demonstrate the ability to sight read Grade III-IV literature with a 80% accuracy* level. *(notes, rhythms, printed expression marks) (high level, synthesis skill; product) o Independent Musicianship: Chamber Ensemble Project § Demonstrate ability to thoroughly practice & collaboratively rehearse a student-selected chamber work, and present a performance that is both accurate and musically refined/convincing. (high level synthesis skill -CR Level; SEL skills 1, 2, 3, 4, 5) · Reading & Notating Music (NAfME #5) o Rhythmic Literacy § Correctly label rhythmic patterns containing note & rest values of sixteenth and higher in 6/8. (knowledge; reasoning) o Expression symbols & terms § Define standard musical terms and symbols, as well as those that appear in music covered through the course of the semester. (knowledge) · Elements of Music Theory (NAfME #4) o Intervals & Triads § Identify (written) & construct all intervals by quality (Maj., min., P) (reasoning) § Recognize and construct Major and minor triads- using note letter names. (reasoning) o Key Signatures & Scales § Identify & spell all written major, natural minor and harmonic minor scales. (knowledge; skill) · Understanding Music’s Cultural/Historical Context (NAfME #9) § Demonstrate understanding of historical/cultural contest of assigned music as explained in class (knowledge) · Additional Course Content & Expectations § Identify, explain, and execute stylistic fundamentals covered in class, correctly responding to related performance practice or a given period in music history. (knowledge; skill) § Correctly read a score, and be able to express, in written or oral form, coordinates for his/her given function in the orchestra. (knowledge; reasoning; skill; ACT map/graph reading) § Students will participate in all musical performances related to the class including concert performances. (product) § Students are expected to complete home practice assignments and participate fully in rehearsals. (product) § Students will prepare and fully participate in student-directed rehearsals, and contribute to a successful chamber music recital. (product) Externally Assessable, Explicitly Addressed SEL Targets: Students will… develop an accurate and complete understanding of the strengths and weaknesses of their overall musicianship (technique and musicality). (Self-Awareness: 1.i, k) Using the performance rubric, accurately assess own technical and musical proficiencies. develop specific, long-term musical goals for themselves for this school year. (Self Management: 3.n) Given a prompting form, choose appropriate goals, and record progress at intervals during the year. utilize a system for setting short-term musical goals and for monitoring personal progress. (Self Management: 3.n, o, p, q) Will use the Practice Log as assigned, adding self-selected assignments & tracking progress daily. Smart Music! commit to–and follow through with–a consistent habit of study/practice of assigned ensemble class music. (Self Management: 3.p, v) Come to class with assigned music fully prepared. demonstrate their understanding that their attendance and active, constructive participation in each rehearsal is vital to the success of the ensemble. (Responsible Social Awareness: 2.g, m) Attend and participate fully in all rehearsals, both during and outside of the school day. work cooperatively during rehearsals to improve the progress of all members of the group. (Relationship Skills: 4.e & Self-Management: 3.c, d, y) Respond constructively to teachers and peers; contribute own constructive ideas and insights. consciously choose behaviors that demonstrate their respect for classmates and teachers. (Social Awareness & Self-Management: 2.j; 3.c) Contribute to the professional work atmosphere of the class and demonstrate appropriate behavior at performances. when having difficulty understanding or mastering something, ask other people for help. (Self-Management: 3.s, t) Check only if enrolled in Symphonic Orchestra!!!
Course Descriptions & Learning PATRIOT ORCHESTRA (Only check if you are enrolled in this orchestra)!
Overview This course is designed to: 1) develop comprehensive musicianship within the traditional full orchestral college level ensemble setting 2) study string performance techniques that culminate in formal performances. Students enrolled in the Patriot Orchestra will be provided the opportunity to build upon skills and concepts important to individual growth as performing musicians. These skills and concepts include but are not limited to the following: ensemble performance skills; reading and notating music; elements of music theory; understanding music’s cultural and historical context; social and emotional learning targets. These students will pursue the development of these areas through the study and performance of orchestral method books, orchestral music and other materials. Assignments will include preparation for, and presentation of, concert performances. Students will learn the importance of responsibly fulfilling their roles as individual members of a performing ensemble by: thoroughly preparing their musical assignments in preparation for ensemble rehearsals and performances; consistently having necessary materials ready; contributing to professional work atmosphere; engaging in continuous self-assessment. Students enrolled in PATRIOT ORCHESTRA should be able to demonstrate mastery of all objectives of the Concert and Symphonic Orchestra Curriculum in addition to those listed below. The following objects are aligned to the National Standards for Music Education as determined by the National Association for Music Education (NAfME): · Perform Instruments- Alone & w/ Others, a Varied Repertoire of Music (NAfME #2) o Development of Instrument Technique § Demonstrate characteristic tone quality for his/her instrument throughout the practical range for that instrument. (skill) § Demonstrate advancement in technical proficiency appropriate to his/her experience. (skill) § Identify the intonation idiosyncrasies and necessary adjustments in fingerings, bowings or positions for the notes most commonly needing adjustment for the practical range of his/her instrument. (knowledge, reasoning) o Fluency in all Major & minor scales & arpeggios with correct fingerings § Play all 12 major scales and all 3 forms of minor scales 2 octaves. (skill) o Rhythmic Accuracy § Correctly count and perform rhythmic patterns containing note & rest values of sixteenth and higher in 6/8 and Odd Meters. (skill) o Sight Reading § Demonstrate the ability to sight read Grade IV literature with a 80% accuracy* level. *(notes, rhythms, printed expression marks) (high level synthesis skill; product) o Advanced Performance Concepts Demonstrate ability to give music personal interpretation of style within performance practice (high level synthesis skill -CR Level) o Independent Musicianship: Chamber Ensemble Project § Demonstrate ability to thoroughly practice & collaboratively rehearse a student-selected chamber work, and present a performance that is both accurate and musically refined/convincing. (high level synthesis skill -CR Level; SEL skills 1, 2, 3, 4, 5) · Reading & Notating Music (NAfME #5) o Pitch reading § Correctly identify notes on and outside the staff in the clef that is not his/her primary clef. (knowledge) o Rhythmic Literacy § Correctly label rhythmic patterns containing note & rest values of sixteenth and higher in 6/8 and Odd Meter. (knowledge; reasoning) o Expression symbols & terms § Define standard musical terms and symbols, as well as those that appear in music covered through the course of the semester. (knowledge) · Elements of Music Theory (NAfME #4) o Key Signatures & Scales § Identify & spell all written major and minor minor scales. (knowledge; skill) o Intervals & Triads § Identify (written) & construct all intervals by quality (Maj., min., dim., augmented) (reasoning) § Recognize and construct Major, minor, diminished and augmented triads- using note letter names, including inversions. (reasoning) o Basic Harmony / Theory / Composition § Write and identify (written) 4-part chords on the Grand Staff, including inversions. (knowledge, reasoning; skill) § Identify the functional harmony role of diatonic triads in all major keys. (knowledge, reasoning) § Write melodies that imply appropriate understanding of fundamental phrase and period structures. (high level synthesis product -CR Level) § Write Bass Lines appropriate to simple compositions. (reasoning; product) · Understanding Music’s Cultural/Historical Context (NAfME #9) § Demonstrate understanding of historical/cultural contest of assigned music as explained in class (knowledge) Check only if enrolled in Patriot Orchestra Only!!!
Course Descriptions & Learning Targets Guitar Technique ( Only check if you are enrolled in this class)!
Overview This course is designed to: 1) develop comprehensive musicianship within the traditional classical guitar ensemble setting 2) study string performance techniques that culminate in formal performances. Students enrolled in the Guitar Technique class will be provided the opportunity to build upon skills and concepts important to individual growth as performing musicians. These skills and concepts include but are not limited to the following: ensemble performance skills; reading and notating music; elements of music theory; understanding music’s cultural and historical context; social and emotional learning targets. These students will pursue the development of these areas through the study and performance of traditional guitar method books, guitar ensemble music, alternative styles and performance practice and other materials. Assignments will include preparation for, and presentation of, concert performances. Students will learn the importance of responsibly fulfilling their roles as individual members of a performing ensemble by: thoroughly preparing their musical assignments in preparation for ensemble rehearsals and performances; consistently having necessary materials ready; contributing to professional work atmosphere; engaging in continuous self-assessment. The following objects are aligned to the National Standards for Music Education as determined by the National Association for Music Education (NAfME): · Perform Instruments- Alone & w/ Others, a Varied Repertoire of Music (NAfME #2) o Development of Instrument Technique § Demonstrate correct posture & hand position. (knowledge; skill) § Left hand technical skills- Demonstrate correct PIMA, flat picking, proper tone production using the right hand, and good dynamic control & support. (knowledge; skill) § Right hand technical skills- Develop and master all root position and barre chords, scales & arpeggios, melody reading and improvisation in all positions. § Explain and demonstrate characteristic tone quality for his/her instrument throughout the full range for the guitar. (knowledge; skill) § Demonstrate an understanding of the principles of intonation (acoustically and mechanically). (knowledge; reasoning; skill) § Identify the intonation idiosyncrasies and necessary adjustments in fingerings (chord choices and fingerings) or positions for the notes or chords most commonly needing adjustment for his/her instrument. (knowledge; reasoning) § Demonstrate advancement in technical proficiency appropriate to his/her experience. (skill) o Fluency in all Major and minor scales & arpeggios; chromatic with correct fingerings § Play all Major scales/2 and 3 -8va –in quarter notes @ mm=120, with arpeggios –from memory. (knowledge; skill) § Play all natural minor scales/2 and 3 -8va –in quarter notes @ mm=120, with arpeggios –from memory. (knowledge; skill) o Rhythmic Accuracy § Can count aloud, 16th-based rhythmic exercises while clapping a quarter note pulse. (skill) § Can accurately perform rhythms found in music of difficulty up to Rhythm Workshop 6. (skill) § Can accurately execute eighth- and quarter- note triplets. (skill) § Apply appropriate interpretation of dotted and swing style rhythms to the performance of music of various styles. (reasoning; skill) o Sight Reading § Demonstrate the ability to sight read Grade II-III literature with a 80% accuracy* level. *(notes, rhythms, printed expression marks) (high level, synthesis skill; product) · Reading & Notating Music (NAfME #5) o Pitch reading § Correctly identify all notated pitches within practical range of instrument in “home clef”. (skill) § Demonstrate understanding of effect of accidentals. (knowledge) o Rhythmic Literacy § Label rhythms in x/4 with 16th-note/rest rhythmic cells. (knowledge; reasoning) § Compose measures of 4/4 music using rhythms employing 16th-based cells. (product) § Label rhythms with dotted quarters and eighth-note syncopations (reasoning) o Expression symbols & terms § Define standard musical terms and symbols, as well as those that appear in music covered through the course of the semester. (knowledge) · Elements of Music Theory (NAfME #4) o Key Signatures & Scales § List key signatures in the order of the Circle of 5ths / Circle of 4ths. (knowledge) § Identify and construct all Major & Relative minor key signatures and scales. (knowledge; reasoning) o Intervals § Identify and write ascending & descending diatonic melodic and harmonic intervals, by interval number. (reasoning) · Understanding Music’s Cultural/Historical Context (NAfME #9) o Cultural/Historical Context § demonstrate understanding of historical/cultural context of assigned music as explained in class. (knowledge) · Additional Course Content & Expectations § Identify, explain, and execute stylistic fundamentals covered in class, correctly responding to related performance practice or a given period in music history. (knowledge; skill) § Correctly read a score, and be able to express, in written or oral form, coordinates for his/her given function in the orchestra. (knowledge; reasoning; skill; ACT map/graph reading) § Students will participate in all musical performances related to the class including concert performances. (product) § Students are expected to complete home practice assignments and participate fully in rehearsals. (product) Externally Assessable, Explicitly Addressed SEL Targets: Students will… • develop an accurate and complete understanding of the strengths and weaknesses of their overall musicianship (technique and musicality). (Self-Awareness: 1.i,k) Using the performance rubric, accurately assess own technical and musical proficiencies. • develop specific, long-term musical goals for themselves for this school year. (Self Management: 3.n) Given a prompting form, choose appropriate goals, and record progress at intervals during the year. • utilize a system for setting short-term musical goals and for monitoring personal progress. (Self Management: 3.n, o, p, q) Will use Smart Music as a Practice Log as assigned, adding self-selected assignments & tracking progress daily. • commit to–and follow through with–a consistent habit of study/practice of assigned ensemble class music. (Self Management: 3.p, v) Come to class with assigned music fully prepared. • demonstrate their understanding that their attendance and active, constructive participation in each rehearsal is vital to the success of the ensemble. (Responsible Social Awareness: 2.g, m) Attend and participate fully in all rehearsals, both during and outside of the school day. • work cooperatively during rehearsals to improve the progress of all members of the group. (Relationship Skills: 4.e & Self-Management: 3.c, d, y) Respond constructively to teachers and peers; contribute own constructive ideas and insights. • consciously choose behaviors that demonstrate their respect for classmates and teachers. (Social Awareness & Self-Management: 2.j; 3.c) Contribute to the professional work atmosphere of the class and demonstrate appropriate behavior at performances. • when having difficulty understanding or mastering something, ask other people for help. (Self-Management: 3.s, t)
Course Descriptions & Learning Targets Patriot Guitar Ensemble (Only check if you are enrolled in this class)!
Overview This course is designed to: 1) develop comprehensive musicianship within the traditional classical guitar ensemble setting 2) study string performance techniques that culminate in formal performances. Students enrolled in the Patriot Guitar Ensemble class will be provided the opportunity to build upon skills and concepts important to individual growth as performing musicians. These skills and concepts include but are not limited to the following: ensemble performance skills; reading and notating music; elements of music theory; composition; understanding music’s cultural and historical context; social and emotional learning targets. These students will pursue the development of these areas through the study and performance of traditional guitar method books, guitar ensemble music, alternative styles and performance practice and other materials. Assignments will include preparation for, and presentation of, concert performances. Students will learn the importance of responsibly fulfilling their roles as individual members of a performing ensemble by: thoroughly preparing their musical assignments in preparation for ensemble rehearsals and performances; consistently having necessary materials ready; contributing to professional work atmosphere; engaging in continuous self-assessment. Students enrolled in PATRIOT GUITAR should be able to demonstrate mastery of all objectives of the Guitar Technique year 1 and 2 Curriculum in addition to those listed below. The following objects are aligned to the National Standards for Music Education as determined by the National Association for Music Education (NAfME): · Perform Instruments- Alone & w/ Others, a Varied Repertoire of Music (NAfME #2) o Development of Instrument Technique § Demonstrate characteristic tone quality for his/her instrument throughout the practical range for that instrument. (skill) § Demonstrate advancement in technical proficiency appropriate to his/her experience. (skill) § Identify the intonation idiosyncrasies and necessary adjustments in left and right hand fingerings, PIMA style and position choices appropriate for the technical needs of the music being performed. (knowledge, reasoning) o Fluency in all Major & minor scales & arpeggios with correct fingerings § Play all 12 major scales and all 3 forms of minor scales 2 octaves. (skill) o Rhythmic Accuracy § Correctly count and perform rhythmic patterns containing note & rest values of sixteenth and higher in 6/8 and Odd Meters. (skill) o Sight Reading § Demonstrate the ability to sight read Grade IV literature with a 80% accuracy* level. *(notes, rhythms, printed expression marks) (high level synthesis skill; product) o Advanced Performance Concepts • Demonstrate ability to give music personal interpretation of style within performance practice (high level synthesis skill -CR Level) • Independent Musicianship: Chamber Ensemble Project § Demonstrate ability to thoroughly practice & collaboratively rehearse a student-selected chamber work, and present a performance that is both accurate and musically refined/convincing. (high level synthesis skill -CR Level; SEL skills 1, 2, 3, 4, 5) · Reading & Notating Music (NAfME #5) o Pitch reading § Correctly identify notes on and outside the staff in the clef that is not his/her primary clef. (knowledge) o Rhythmic Literacy § Correctly label rhythmic patterns containing note & rest values of sixteenth and higher in 6/8 and Odd Meter. (knowledge; reasoning) o Expression symbols & terms § Define standard musical terms and symbols, as well as those that appear in music covered through the course of the semester. (knowledge) · Elements of Music Theory (NAfME #4) o Key Signatures & Scales § Identify & spell all written major and minor minor scales. (knowledge; skill) o Intervals & Triads § Identify (written) & construct all intervals by quality (Maj., min., dim., augmented) (reasoning) § Recognize and construct Major, minor, diminished and augmented triads- using note letter names, including inversions. (reasoning) o Basic Harmony / Theory / Composition § Write and identify (written) 4-part chords on the Grand Staff, including inversions. (knowledge, reasoning; skill) § Identify the functional harmony role of diatonic triads in all major keys. (knowledge, reasoning) § Write melodies that imply appropriate understanding of fundamental phrase and period structures. (high level synthesis product -CR Level) § Write Bass Lines appropriate to simple compositions. (reasoning; product) · Understanding Music’s Cultural/Historical Context (NAfME #9) § Demonstrate understanding of historical/cultural contest of assigned music as explained in class (knowledge) · Additional Course Content & Expectations · Additional Course Content & Expectations § Identify, explain, and execute stylistic fundamentals covered in class, correctly responding to related performance practice or a given period in music history. (knowledge; skill) § Correctly read a score, and be able to express, in written or oral form, coordinates for his/her given function in the orchestra. (knowledge; reasoning; skill; ACT map/graph reading) § Students will participate in all musical performances related to the class including concert performances. (product) § Students are expected to complete home practice assignments and participate fully in rehearsals. (product) § Students will prepare and fully participate in student-directed rehearsals, and contribute to a successful chamber music recital. (product) Externally Assessable, Explicitly Addressed SEL Targets: Students will… • develop an accurate and complete understanding of the strengths and weaknesses of their overall musicianship (technique and musicality). (Self-Awareness: 1.i, k) Using the performance rubric, accurately assess own technical and musical proficiencies. • develop specific, long-term musical goals for themselves for this school year. (Self Management: 3.n) Given a prompting form, choose appropriate goals, and record progress at intervals during the year. • utilize a system for setting short-term musical goals and for monitoring personal progress. (Self Management: 3.n, o, p, q) Will use the Practice Log as assigned, adding self-selected assignments & tracking progress daily. • commit to–and follow through with–a consistent habit of study/practice of assigned ensemble class music. (Self Management: 3.p, v) Come to class with assigned music fully prepared. • demonstrate their understanding that their attendance and active, constructive participation in each rehearsal is vital to the success of the ensemble. (Responsible Social Awareness: 2.g, m) Attend and participate fully in all rehearsals, both during and outside of the school day. • work cooperatively during rehearsals to improve the progress of all members of the group. (Relationship Skills: 4.e & Self-Management: 3.c, d, y) Respond constructively to teachers and peers; contribute own constructive ideas and insights. • consciously choose behaviors that demonstrate their respect for classmates and teachers. (Social Awareness & Self-Management: 2.j; 3.c) Contribute to the professional work atmosphere of the class and demonstrate appropriate behavior at performances. • when having difficulty understanding or mastering something, ask other people for help. (Self-Management: 3.s, t)
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