Professional Documents
Culture Documents
Curriculum Project
By
Table of Contents
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CURRICULUM PROJECT
Cover Page
Community Context..
3-4
Program Description.
5-9
Program Philosophy..
10-11
Curriculum
12-53
Beginning/Intermediate Orchestra....
13-28
Beginning Guitar/Ukulele....
29-31
Beginning/Intermediate Band...
32-42
43-45
47-53
Community Context
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CURRICULUM PROJECT
1. Chesterfield County Schools are located in Chesterfield County, south west of Richmond
City. Midlothian Middle School and Midlothian High School are located in the town of
Midlothian and are both a part of Chesterfield County Schools.
2. General Demographics:
(lcps.org/cms/lib4/VA01000195/Centricity/Domain/2608/Guitar%20Curriculum
%202012-13.pdf)
a. Population (2014) 332,499
b. White alone, percent, 2013 69.9%
c. Black or African American alone, percent, 2013 23.2%
d. American Indian and Alaska Native alone, percent, 2013 0.6%
e. Asian alone, percent, 2013 3.6%
f. Native Hawaiian and Other Pacific Islander alone, percent, 2013 0.1%
g. Two or More Races, percent, 2013 2.5%
h. Hispanic or Latino, percent, 2013 7.7%
i. White alone, not Hispanic or Latino, percent, 2013 63.8%
j. Land area in square miles, 2010 423.3039
k. Persons per square mile, 2010 747.1
3.
The primary stakeholders in the county and in the school are business owners and parents
(sometimes they are interchangeable). There are many small businesses in the suburban area of
Midlothian and parents are actively involved in their childrens lives. That means that support
for the program can come from both parents and the community. The teacher, in this situation,
should focus primarily on those groups for fundraising options.
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CURRICULUM PROJECT
4.
The Midlothian area is primarily a suburban area. It is not rural and does not sustain on
farming, rather the economy is focused on small businesses. Since it is close to Richmond City,
many people commute to work for large businesses.
5.
There are not very many cultural opportunities in Midlothian, however there are many
cultural opportunities in Richmond City, which are only a few miles away. The Richmond Folk
festival is one of many festivals that brings musicians from around the world of different musical
ethnicities together to perform at an exciting venue. Other resources to cultural opportunities can
be found at http://www.visitrichmondva.com/about-richmond-region/diversity/cultural-festivalssampler/.
6.
Musical opportunities are of a wide variety around Midlothian. As mentioned before, the
Richmond Folk Festival is a great place to experience music from other cultures. The Richmond
Symphony is close by with many professional musicians that offer private lessons. They also
sponsor the Richmond Youth Symphony Orchestra, which is a prestigious orchestra made up of
the best musicians in the area. There are many different orchestras that are a part of the
Richmond Youth Symphony Orchestra, so students of all levels can be involved.
7.
The context of the area affects the form of the curriculum by the social status of the
people of Midlothian. Since it is a wealthy area, and based on the demographics of the area,
many students will be able to afford their own instruments. They will also be able to rent
instruments from local shops (there are many good local shops that rent instruments out to
students). This means that students should be able to have access to every instrument (the school
can provide basses and some cellos for class). Also, it might impact playing if most students are
able to afford private lessons. It would drastically change the curriculum.
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CURRICULUM PROJECT
Program Description
1. There are two schools involved in the program that is presented in the Curriculum
Project. The two schools are Midlothian High School and Midlothian Middle School. To
cover the 3 schools there would be a minimum of 3 teachers and a maximum of 6 for
their instrumental programs. The three needed teachers would be for Band, Orchestra,
and Guitar and they would switch between schools.
2. Ensembles
a. Beginning Guitar/Ukulele (MS)
This class is for all students, but will focus on students who are just
beginning in music. It will start in the 7th grade and have one coherent
class. Both guitar and Ukulele will be taught and students will be given
the option to learn either one, or both.
b. Beginning Band (MS)
Beginning band starts in the 6th grade. This is for students who are in their
first year of band. Students who decide to start band in the 7th or 8th grade
are welcome to join the program, they just must join this class. Beginning
band covers many musical fundamentals and also assigns students to a
specific instrument that they begin to learn the basics to.
c. Intermediate Band (MS)
Intermediate band is for students that have taken beginning band and wish
to continue their pursuit in music. Intermediate band will cover more
advanced band repertoire and more difficult strategies on every instrument
(including, but not limited to scales, arpeggios, small ensemble playing,
etc.)
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CURRICULUM PROJECT
Beginning Orchestra starts in the 6th grade. Violin, viola, double-bass, and
cello are assigned to different students. The fundamentals of instruments
and basic notation will be learned. Students entering this class are not
expected to have a musical background. This class is open to beginning
students of all ages at the middle school level.
Audition required. In order to join this class students must take and pass
an audition, held by the teacher, to ensure they are experienced enough to
join this class. In this advanced class students will use theory, singing, and
playing to write music and learn more advanced repertoire on their
instrument.
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CURRICULUM PROJECT
Jazz band is an after-school group that is led by the teacher. In jazz band
students will learn about jazz and how to play different jazz charts. They
will also improvise and learn to play in different jazz styles.
l. Philharmonic Orchestra
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CURRICULUM PROJECT
and pass an audition with the teacher. In this class students will be
exposed to many major string orchestra pieces.
3. Elective Courses
a. Music Exploration (MS)
Music exploration is and eye-opening class for 6th grade students who are
not sure what they want to do, or not sure if music is for them. In this
class students will learn about music in different cultures and the basics of
many different instruments from many different instrument groups.
4. Scheduling
High School
P1
P2
P3
P4
P5
P6
OP7a
OP7b
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CURRICULUM PROJECT
7.30- 8:40
8:50- 10:00
10:10-
10:30-
12:40-
2:00
3:20-
4:00-
10:20
11:40
1:50
-3:10
3:50
4:30
Middle School
This schedule does not have the optional 7th period, so the only time
students may be playing their instruments is in class.
P1
P2
P3
P4
P5
P6
7:10- 8:20
8:30-9:40
9:50-10:00
10:10-11:20
12:20-1:30
1:40-2:50
Program Philosophy
1.
As a department, we would like to see every student graduate our program with the skills
to continue musical activities in their adult lives. Every student, regardless of ability, will have
the opportunity to join our classrooms, be challenged and succeed.
2.
Some of the things we considered when putting together our curriculum include the
National Standards, the Virginia SOLs and spiral learning. Primary objectives that spread
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CURRICULUM PROJECT
throughout all grade levels include multicultural repertoire mixed with western classical,
adaptations for students with special needs, opportunities in and outside of large ensemble, basic
music theory, students active in their own learning, relating music to other subjects, composition,
improvisation, performance, analysis and modern music culture.
3.
Students will be exposed to music of other cultures and learn to be accepting of other
cultures not only in music, but also in life. These skills will encourage students to continue being
open minded about cultures different from their own, and break down discrimination barriers.
Students will also learn about the musical masters of the past and genres of western classical
music, and understand their influence throughout music history.
As we push towards total inclusion, the music classroom is often the first to
accommodate students with special needs. It is a privilege and honor to develop musical skills
with all students regardless of their ability or needs. This is also a great opportunity for typical
students as they will learn to accept all peers.
Students will have the opportunity to participate in activities outside the large ensemble,
such as self-reflection, solo repertoire, chamber and other various side projects. This will engage
students who are interested in musical activities other than large ensemble or those who wish to
challenge themselves further.
Music theory is something that will be embedded into the curriculum and applied to the
repertoire. It will start at a basic level and progress naturally depending on the subject being
studied.
To ensure that students are active in their own learning, supplements such as practice logs
and self-reflection are part of the curriculum. It is important that students have reasons within
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CURRICULUM PROJECT
themselves to be motivated to keep improving. Doing so for the good of the ensemble is not
enough and that alone is not indicative to lifelong learning.
Music encompasses many aspects of life and school. It is important to connect music to
other areas of academia such as math and literature. Even students who may not pursue music as
a career, many students will connect to academic pursuits more through a love and appreciation
of music.
Activities such as improvisation and composition are crucial to assess student
understanding of music. Being able to create music illustrates the highest musical understanding.
Also, this is an outlet for students who are extremely creative and it shows students another
possible role music can play in their lives.
Students will have performance opportunities as a way to keep students moving towards
a goal. Performing builds confidence, and also serves as a learning experience to figure out when
can be improved for next time.
Students will be exposed to modern music culture, such as todays popular music or
contemporary music. Music is in the present, not just in the past. Also, incorporating the latest
musical trends will cater to the interest of a wide variety of students, and add variety to the
classroom.
Curriculum Section
CURRICULUM PROJECT
This middle school curriculum includes grades 6-8, and is divided into two orchestras: 6th
grade, or, beginning orchestra and 7/8 grade orchestra. In order to create my objectives, I am
referencing the VA standards, the National Standards and making some use of spiral learning.
Students will be introduced to the basics and continue to use them while building on those skills
and reaching more advanced levels, especially when going from beginning orchestra to 7/8
orchestra. My curriculum relies heavily on level-appropriateness. This is why a little bit of
everything is touched upon in 6th grade, and is gradually made more advanced.
Since 7th and 8th graders are in one orchestra, they will have a lot of the same objectives.
8th graders however, will have higher standards to reach for as far as behavior, assessment and
assignments in general.
Grade 6
Overall Objectives: Students will learn the fundamentals of string instruments and be able to play
a variety of styles and techniques with a solid tone, echo passages, describe music with music
terminology, read music, notate music, improvise, perform and compose.
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CURRICULUM PROJECT
Yearly Objectives:
Play 1-octave D and G major/minor scale and identify the appropriate accidentals/key
signatures
Play in tune
Read and play whole notes, half notes, quarter notes, eighth notes, Sixteenth notes, dotted
notes and corresponding rests
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CURRICULUM PROJECT
Learn to tune (although they may not do it on their own right away)
Play the notes in the D major scale 1 octave and identify accidentals
Read simple rhythms first without pitch, then some notes of the D major scale
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CURRICULUM PROJECT
Know what key signature and time signature are, as well as lines and spaces
October:
Compose and notate a 4-measure piece either in the key of D major or G major
November:
Play repertoire piece in D major and G major with attention to styles, bowings,
articulations, balance, dynamics
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CURRICULUM PROJECT
Work on playing in tune via ear training; tuning thirds and fifths
December:
January:
CURRICULUM PROJECT
February:
March:
Compose 4 and notate measures in d minor including new bow techniques and dotted
rhythms
April:
Sight-read
May:
Perform in a concert
CURRICULUM PROJECT
June:
Sight-read music that will give students an idea of what to expect in 7/8 grade orchestra
Week 1:
Cleaning cloth, rosin, loosening bow when finished playing, keeping instrument
in appropriate temperatures
Bow, frog, f holes, scroll, nut, fingerboard, bridge, fine tuners, pegs, peg box,
neck, chin rest, tailpiece, shoulder rest,
Bow hold, wrist/arm movement (right hand), violin placement, straight wrist (left
hand), finger placement, sitting/standing up straight
CURRICULUM PROJECT
Week 2:
Echoing: Play Mary Had a Little Lamb (or similar song) by ear, max. 5 notes
Read and play simple rhythms first without pitch, then some notes of the D major scale;
quarters, eighths
Clapping first
Know what key signature and time signature are, as well as lines and spaces
Week 3:
Play the D major scale with different rhythms; whole, half, quarters, eighths
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CURRICULUM PROJECT
Play techniques written into part, ex: pizz., tremolo, slurs etc.
Week 4:
Know what key signature and time signature are, as well as lines and spaces
Improvise rhythms on open strings (or some notes if confident) to a looping backtrack
Week 5:
CURRICULUM PROJECT
Know what key signature and time signature are, as well as lines and spaces
Grade 7/8
Overall Objectives: Students will expand on their knowledge from 6th grade by playing more
challenging pieces that include a variety of styles, techniques and musical expression. Students
will echo passages, describe music with music terminology, read music, notate music, improvise,
perform and compose at a higher level and in general, learn material at a slightly faster pace.
Yearly Objectives:
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CURRICULUM PROJECT
Take care of instrument; cleaning cloth, rosin, loosening bow when finished playing,
keeping instrument in appropriate temperatures, etc.
Play D and G major a minor scales and arpeggios, additionally, Bb, C and F major and
identify appropriate accidentals/key signatures
Read and play whole notes, half notes, quarter notes, eighth notes, dotted half notes,
dotted quarter notes, dotted eighth notes, sixteenth notes, hooked bows and corresponding
rests
Echo phrases including all above note values and pitches do-sol
CURRICULUM PROJECT
Play using musical shaping and phrasing, articulations appropriate to the style of
repertoire
Perform at a festival/competition
September:
Review material/skills from 6th grade; instrument care, scales, rhythms, meters,
techniques, sight-reading, singing etc.
CURRICULUM PROJECT
Echo passages
October:
Improvise using notes from C major. Improvise using notes from F major
November:
Play new bowing styles and techniques; martele, accents, hooked bows
Phrasing; emphasis
Describe what these techniques do to evoke emotion, create a certain mood, etc.
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CURRICULUM PROJECT
December:
January:
February:
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CURRICULUM PROJECT
Continually play techniques learned since September, particularly those that appear in
repertoire
March:
Play C and F scales as review using different rhythms, styles, bowing techniques,
dynamics
April:
Perform at festival/competition
May:
Perform in a concert
Sight-read
June:
Sight-read music that will give students an idea of what to expect in high school
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CURRICULUM PROJECT
Week 1:
Week 2:
Week 3:
Echo passages with whole, half, quarter, eight and sixteenth notes
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CURRICULUM PROJECT
Week 4:
Clap first
Clap first
Play a repertoire piece or exercises including mixed meter (4/4, 3/4, 2/4)
Week 5:
Review C major
Materials:
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CURRICULUM PROJECT
Amplified metronome
This class is designed for beginning Guitar/Ukulele Students (students who have never played
one of these instruments before). Starting in 7th grade, the idea would be that this class would
prepare students for the advanced guitar/songwriting class in high school and later in middle
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CURRICULUM PROJECT
school. Throughout the course students will learn the basics of the instrument and how to play
individual notes. They will also learn how to build certain chords. At the end of the year
students will put on a concert in an ensemble performing music they have been working on all
semester.
Curriculum:
Guitar/Uke:
Level 1
Standards of
Learning
Technique
Chords
Scales
VSOL 6, 8
Note-Reading
VSOL 5, 11,
12, 15, 19
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CURRICULUM PROJECT
VSOL 9, 10,
11, 21
VSOL 5, 19
Listening
Repertoire Requirements:
GRADE 1 Position: 1st position; single line melody or alternating melody and bass. R.H.
Techniques: fingerstyle: rest stroke; i, m / free stroke i, m L. H. Techniques: limited use of
ascending and descending slurs; bends, glissandi Key Signature: Maximum of 2 #s Rhythm: tqth
h. w ed Ties Meter: Simple 4/4, 3/4, 2/4, 2/2 Tempo: e with q = 70 - 84 Texture: Homophonic
GRADE 2 Position: Up to 2nd position; single line melody or arpeggios R.H. Techniques:
fingerstyle: rest stroke; i, m ; free stroke:, simple arpeggio patterns L. H. Techniques: slur
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CURRICULUM PROJECT
For the band curriculum I designed a template for my weekly lesson plans (it will follow
in the next few pages). Each weekly lesson plan will give me more flexibility from class-to-class
and also allow me to see the bigger picture. This does not mean that I will not have daily lesson
plans, I am just showing the weekly ones to help guide through a 6 week curriculum.
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CURRICULUM PROJECT
At the end of each week I want to have students fill out a form on google docs that will
help me understand where each student is at. The form (see below) will only be a completion
grade for students and the answers that they put will not reflect on their final grade.
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CURRICULUM PROJECT
Week 1
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CURRICULUM PROJECT
Week 2
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CURRICULUM PROJECT
Week 3
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CURRICULUM PROJECT
Week 4
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CURRICULUM PROJECT
Week 5
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CURRICULUM PROJECT
Week 6
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CURRICULUM PROJECT
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CURRICULUM PROJECT
Balmages, Brian
Balmages, Brian
Balmages, Brian
1 FJH
1+ FJH
1 FJH
Southern
Yorkshire Ballad
Barnes, James
2+ Music
Company
Bent Space
Melodious Thunk
Biedenbender, David
Sailor's Odyssey, A
Bobrowitz, David
2+
Symphony No. 4
Boysen, Andrew
3 Music
Music
Grand Mesa
Music
Neil A. Kjos
Company
Neil A. Kjos
Tricycle
Boysen, Andrew
3 Music
Havener Fanfare
Boysen, Andrew
Company
3 Kjos
Neil A. Kjos
Unraveling
Boysen, Andrew
3 Music
Sinfonia XIX
Broege, Timothy
Company
Boosey and
Hawkes
Methods Books
Standards of Excellence
CURRICULUM PROJECT
The high school level guitar class will be open to students who had guitar experience in
middle school or are new to the instrument. The class will contain varied ability levels and will
strive to help each individual improve as well as the whole group. Throughout the year students
will develop basic guitar skills such as holding the instrument, chord structures, and right hand
techniques. Students will develop skills to read in both standard and tablature notation and
understand all aspects of notated music. Students will develop aural skills, practice skills, and
music interpretive skills.
Yearly Objectives
Play Major, Harmonic Minor, and chromatic scales in several keys appropriate to class
repertoire
Learn Major, Minor, and 7th chords in multiple keys appropriate to class repertoire
Understand chord structure, both triads and seventh chords, and how this relates to chord
notation.
i-iv-V7-I
I-vi-IV-V7-I etc
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CURRICULUM PROJECT
Varied right hand technique including finger, pick, and notation of these in music.
Analyze, evaluate, and critique music based on research and personal response.
Block 2
Block 3
CURRICULUM PROJECT
Block 4
First Concert
Block 5
Block 6
Music Portfolio Project: Choose 5 pieces form contrasting cultures, genera, and areas.
Research and write about the background of each piece as well as the personal opinions
and response to the music. Presentations at end of block.
Block 7
Block 8
Block 9
Second Concert
Resume project: Students will create a personal music resume. This may build on same
project from the pervious years as well as involvement in music outside of class. Students
will write music they worked on during the year and any skills they learned in music
technology or industry.
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CURRICULUM PROJECT
2
3
4
5
Week 1
Parts of the instrument
Written Quiz will be given to label parts of the guitar and accessories
Week 2
Students will begin to play the a major scale pattern, experienced students will be
paired with new students as needed.
Week 3
Continue learning scales in other keys. More experienced students will play
chords as drones as other play scales.
Week 4
Chords CM, GM, DM, and AM
Week 5
Students will play chord progressions using the chords learned in week 4.
Everybodys Classical Guitar book 1 by John Sutherland, B.J. Sutherland, David Hoge,
Philip Groeber, and Antigoni Goni
CURRICULUM PROJECT
Yearly Objectives:
Two octave scales C, F, B-flat, E-flat, G, D, A, major; G and A Harmonic and melodic
minor.
Tuning and posture appropriate for being ready to play in an ensemble setting.
Analyze and evaluate music based on composer, time period, and culture.
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CURRICULUM PROJECT
Block 2
Block 3
First Concert
Block 4
Block 5
Block 6
Block 7
Pre-festival concert
Festival
Block 8
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CURRICULUM PROJECT
Resume project: Students will create a personal music resume. This may build on the
same project from the pervious years as well as involvement in music outside of class.
Students will write about music they worked on during the year and any skills they
learned in music technology or industry.
Block 9
Music Portfolio Project: Choose 5 pieces form contrasting cultures, genera, and areas.
Research and write about the background of each piece as well as the personal opinions
and response to the music. Presentations at end of block.
Optional Recital
2
3
4
5
Week 1
Rhythm and interval call and response activities to prepare for new pieces.
Sight reading exercises to prepare for new music
Week 2
Begin isolated sections of new pieces.
Week 3
Read new music
Begin addressing intonation and rhythm mistakes
Week 4
Focus on tuning chord of pieces and the vertical lines
Week 5
Begin work on balance and dynamics in new music
Repertoire:
Grade 3
CURRICULUM PROJECT
Grade 3.5
Materials: Advance Techniques for Stings from the Essential elements line. Recording device.
Access to note flight at home or at school.
Yearly Objectives:
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CURRICULUM PROJECT
Etiquette, tuning. and posture appropriate for being ready to play in an ensemble setting.
Use shifting. Violin and viola up to 5th position. Cello and Bass to thumb position.
Use of vibrato
Analyze and evaluate music based on composer, time period, and culture.
CURRICULUM PROJECT
Block 2
Block 3
First Concert
Block 4
Block 5
Block 6
Block 7
Pre-festival concert
Festival
Block 8
Resume project: Students will create a personal music resume. This may build on the
same project from the pervious years as well as involvement in music outside of class.
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CURRICULUM PROJECT
Students will write about music they worked on during the year and any skills they
learned in music technology or industry.
Block 9
Music Portfolio Project: Choose 5 pieces form contrasting cultures, genera, and areas.
Research and write about the background of each piece as well as the personal opinions
and response to the music. Presentations at end of block.
Optional Recital
2
3
4
5
Week 1
Rhythm and interval call and response activities to prepare for new pieces.
Sight reading exercises to prepare for new music
Week 2
Begin isolated sections of new pieces.
Week 3
Read new music
Begin addressing intonation and rhythm mistakes
Week 4
Focus on tuning chord of pieces and the vertical lines
Week 5
Begin work on balance and dynamics in new music
Repertoire:
Grade 4
Grade 5
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CURRICULUM PROJECT
Materials: Advance Techniques for Stings from the Essential elements line. Recording device.
Access to note flight at home or at school.
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