LISD Orchestra Curriculum
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LISD ORCHESTRA CURRICULUM
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6th going into 7th7th going into 8th
8th going into 9th/High School Level I
High School Level IIHigh School Level III
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Proper playing position
Proper playing position
Proper playing position
Proper playing position
Proper playing position
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Display proper right and left hand position free of tensionDisplay proper right and left hand position free of tensionDisplay proper right and left hand position free of tensionDisplay proper right and left hand position free of tensionDisplay proper right and left hand position free of tension
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ScalesScalesScalesScalesScales
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1 octave C, G, D1 octave: C, G, D, A, F, B flat, E flat2 octave: C, G, D, F2 octave scales, thirds and arpeggios through three sharps and three flats Bass scales two octave with no displacementThree octave scales Violin: G, A, C Viola: C, D, F Cello: C, D, F emerging G Bass all two octave scales
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Emerging A, FEmerging 2 Octave: C, DEmerging 2 octave: A, B flat, E flatEmerging 3 octave C Major (viola,cello) 3 octave G Major (violin)Emerging 3 octave D (violin) Emerging 3 octave G (viola, cello) Emerging 3 octave G and F (Bass)
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violas introduce treble clef, Cellos/bass introduce to tenor clefviola mastery of treble clef, Cello/Bass tenor and introduce treble clef celloviola mastery of treble clef, cello/bass mastery of tenor clef and treble clef
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Finger PatternsFinger PatternsFinger PatternsFinger PatternsFinger Patterns
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Patterns 1-2Patterns 1-4All 5 patterns on each stringShould be able to recognize and perform in all keys up to three sharps and three flatsShould be able to recognize and perform in all keys up to five sharps and flats
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Emerging pattern 3Emerging pattern 5Relate to the keys of C, G, D, A, F
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Choosing to use 4th finger (violin/viola) when appropriate
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Rhythms
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Regular rhythm exercisesUsing rhythm bookRegular use of rhythm bookRegular use of rhythm bookRhythmic independence
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Counting and subdivisionCounting with subdivisionCounting with subdivision
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Duple beat divisionDuple and triple beat divisionDuple & triple beat divisionDivision of the beat through sixteenth note beat patterns
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Ability to write in and count rhythms through 8th notesFind beats, slashing or writing counts through dotted quarter/eighth notesFind beats, slashing or writing countsIdentify and perform complex rhythms
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Introduction to triple & 16th note rhythmsEmerging counting/playing straight 16th notesFigure out rhythm
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Metronome accuracyMetronome accuracyMetronome accuracy individually & with ensembleCreate group independence of metronome
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Subdivide during restsSubdivide during restsSubdivide during rests
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Bow division & usage as related to playing-level-appropriate rhythmsBow division & usage as related to playing-level-appropriate rhythmsBow division & usage as related to various rhythmsbow division and usage as related to various rhythms
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Sight read music including quarter, half, & eighth notesSight read accurately all rhythms in grade 1 UIL pieceSight read accurately all rhythms in grade 2 UIL pieceSight read accurately all rhythms in grade 3 UIL piece
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4/4, 3/4, 2/44/4, 3/4, 2/44/4, 3/4, 2/4, 2/2, 6/85/4, 3/8, 7/8, 9/8, 12/8
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Intro 6/8, 2/2
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Bow Control
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StaccatoStaccatoSpicattoexpressive spicattoricochet
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LegatoLegatoStaccatostaccatomastery of previous bowing styles and techniques
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Slurs & tiesMarcatoLegato - smooth bow changes coming from wrist & fingersadvance legatoAccurate bow distribution
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Dynamics using bow weight - p, mp, mf, f, ff16th notes with relaxed wristMarcatoexpressive detacheexpressive bow techniques
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String crossingsDynamics16th notes fast with relaxed wrist and bow holdtremolo
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Bow liftsString crossingsString Crossingsfast string crossings
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HookedLifts & retakesDynamics & control in different part of bowLoure
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Long bows through 8 or 12 beatsHooked bowingsPlacement of bow lane for control on various strings & bow speedsfluid sixteenth note movement
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Long bows through 8 or 16 beatsLifts & retakesdetache
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Understand implied bowingsHooked rhythmsaccurate bow distributionaccurate bow distribution
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Long bows with varying durations of 8, 12, 16, 24, 32 beats while maintaining good tonelong bows in varying durations with expressive tonelong bows in varying durations with expressive tone
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Vibrato
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Understand that vibrato is essential for mature tone productionBeginning concepts of vibratoAbility to vibrato confidently on each fingerexpressive use of vibrato expressive use of vibrato
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Clear set of vibrato exercises for developing Consistent vibrato speed
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Encourage trying basic vibrato on long notesAppropriate vibrato width
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Understanding the next step of vibrato: vary speed & width for variety of musical expression
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Shifting
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Shifting to harmonicsDaily shifting exercises, starting with shifts to harmonicsCorrect mechanics of a shift up in position & back to 1st positionCorrect mechanics of shifting mastery of fingerboard through shifting
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Sliding up and down stringsUnderstand and demonstrate mechanics of shiftingDaily routine of shifting exercises (beginning with harmonic shifts)daily routine of shifting exercises
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Catch, slide, release - listen to harmonic pitch changes as student shiftsUnderstand 3rd position (violin/viola)Understand 3rd position (violin/viola) emmerging fifth position
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Identify and play 3rd position (violin/viola)Understand 2nd, 3rd & 4th position (cello)cello 2nd, 4th, 7th emmerging 5th and 6th
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Identify and play 4th position (cello)Understand 1/2, 2nd, and 3rd (bass)understand 1/2, 2nd, 3rd, 4th and 5th position
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Understanding of playing in position to avoid open strings (bass)
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Tone quality
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Proper height & weight of bow arm for each stringProper height & weight of bow arm for each stringProper height & weight of bow arm for each stringBe able to produce characteristic tone quality for varied styles of musicBe able to produce characteristic tone quality for varied styles of music
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Produce & maintain good tone quality through easy rhythmsUnderstand proper technique for producing good tone quality based on the varying thickness of each stringUnderstand proper technique for producing good tone quality based on the varying thickness of each string
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Understand good tone and be able to produce on their instrumentsAbility to produce & maintain good tone quality on individual instrument during warm-ups/scales, rehearsals/performances while playing pieces of varying stylesAbility to produce & maintain good tone quality on individual instrument during warm-ups/scales, rehearsals/performances while playing pieces of varying styles
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Ensemble skills
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Watching conductorWatching conductorWatching & performing with conductorwatch and perform with conductorwatch and perform with conductor
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Watch for bow direction and placement of the bowIdentify and shape phraseAbility to subdivide the beat from the conductor's patternunderstand expressive conducting gesturesunderstand expressive conducting gestures
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Listen to and play WITH the ensemble Listen for other parts and how they relateIdentify and shape a phraseShape phrasesShape phrases
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Be aware of stand partner/others in section to be sure they are doing the same thingListen for other parts and how they fit and relate within individual partListen for other parts and how they fit and relate within individual partListen for other parts and how they fit and relate within individual part
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Use of visual skills to watch section leader for bow direction, placement, and amount of bow in order to build uniformity within the sectionUse of visual skills to watch section leader for bow direction, placement, and amount of bow in order to build uniformity within the sectionUse of visual skills to watch section leader for bow direction, placement, and amount of bow in order to build uniformity within the section
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Section leaders leading the section and watching other sectionsbe able to lead and participate in student led sectionalsbe able to lead and participate in student led sectionals
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introduce chamber musicparticipate in varied chamber music ensemblesparticipate in varied chamber music ensembles
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Tuning
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Listen and adjust individual pitches - echoingListen and adjust individual pitches - echoingAbility to tune each string to a sustained pitchAbility to tune each string to a sustained pitchAbility to tune each string to a sustained pitch
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Correct instrument/body tuning position WITH bowAbility to tune each string with pitch playingAbility to tune instrument in fifthsAbility to tune instrument in fifthsAbility to tune instrument in fifths
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Ability to match individual pitchesAbility to match pitches individually during rehearsal Ability to work individually during rehearsal while other sections are tuning (shadow bow, quiet fingering, etc.)Ability to work individually during rehearsal while other sections are tuning (shadow bow, quiet fingering, etc.)Ability to work individually during rehearsal while other sections are tuning (shadow bow, quiet fingering, etc.)
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Use of chromatic tuner while practicing individually at homeAbility to match pitches individually during rehearsal Ability to match pitches individually during rehearsal Ability to match pitches individually during rehearsal
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Use of chromatic tuner while practicing individually at homeUse of chromatic tuner while practicing individually at homeUse of chromatic tuner while practicing individually at home
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Literature/style
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Folk tunes, Fiddle Tunes, simplified orchestral melodies, cultural music, simple jazz melodies and improvisationArranged orchestral works, Fiddle tunes, cultural music, pop, jazz and simple improvisationIntermediate orchestra arrangements including fiddle tunes, cultural, classical literature, pop, jazz melodies and improvizationPerform music representing diverse styles and periods including, fiddle, cultural, classical, jazz, modern and popPerform music representing diverse styles and periods including, fiddle, cultural, classical, jazz, modern and pop
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Introduce music from divers styles and periodsperform music representing diverse styles and periodsperform music representing diverse styles and periods
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Expression/musical terms
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Interprete and perform basic musical terms including dynamics, tempo and articulation (Essential Elements Bk. 1)Interpret and perform intermediate musical terms including dynamics, tempo, articulation and style markings (Essential Elements Bk. 2)Interpret and perform advanced musical terms including dynamics, tempo, articulation, style and compositional markings as seen in grade three orchestra literatureInterpret and perform advanced musical terms including dynamics, tempo, articulation, style and compositional markings as seen in grade four orchestra literatureInterpret and perform advanced musical terms including dynamics, tempo, articulation, style and compositional markings as seen in standard orchestra literature
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General
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Be committed & excited about orchestraBe committed & excited about orchestraBe committed & excited about orchestraBe committed & excited about orchestraBe committed & excited about orchestra
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Understand the benefits of being a part of a successful orchestra program throughout high schoolUnderstand the benefits of being a part of a successful orchestra program throughout high schoolUnderstand the benefits of being a part of a successful orchestra program throughout high schoolUnderstand the benefits of being a part of a successful orchestra program throughout high schoolUnderstand the benefits of being a part of a successful orchestra program throughout high school
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Proper rehearsal etiquetteProper rehearsal etiquetteProper rehearsal etiquetteProper rehearsal etiquetteProper rehearsal etiquette
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Bring all equipment to classBring all equipment to classBring all equipment to classBring all equipment to classBring all equipment to class
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All equipment in proper working orderAll equipment in proper working orderAll equipment in proper working orderEquipment should represent proper step-up instrumentsQuality of instrument should reflect advanced performance skills
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Arriving at performances & extra rehearsals on timeArriving at performances & extra rehearsals on timeArriving at performances & extra rehearsals on timeArriving at performances & extra rehearsals on time Arriving at performances & extra rehearsals on time
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Proper concert etiquetteProper concert etiquetteProper concert etiquetteProper concert etiquetteProper concert etiquette
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Proper care of instrument & orchestra room equipmentUnderstanding of need for a step-up in instrument qualityUnderstanding of need for a step-up in instrument qualityunderstand the importance of community performancesunderstand the importance of community performances
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Instrument care should be routineInstrument care should be routineInstrument care should be routineInstrument care should be routine
Instrument care should be routine
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