Curriculumproject

Grecia Serrano-Navarro MUSED 370 Curriculum Project
Curriculum Project:!
6th Grade Beginning Strings!
Weeks 1-6 !
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Table of Content!
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I. Program Philosophy
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II. Description of Course! !
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III. Materials !
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IV. Vocabulary ! !
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V. Assessment tools! !
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VI. Curriculum Map (scope and sequence)!!
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VII. Sample Lesson Plans!
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VIII. Connections to 371! !
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2
Program Philosophy!
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Conway Middle School believes that music is an integral part of a students
overall education. The music program strives to establish for every student a lasting
relationship with music that provides satisfaction, enjoyment, and personal growth
during the school years and throughout life. Students are involved in musical
experiences both as music makers and as listeners1. In the Conway Middle School
music program (band, orchestra, choir and general music), teachers strive to instill
musicianship skills both on and away from the instrument. Students leave the program
with the ability to sing, play their instruments, read music, analyze music, and
experience new genres. The music program develops their individual leadership
abilities, insight into different cultures, stimulates creativity, and motivates students
towards academic achievement. Students will then be able to apply the skills they
learned in music to other areas of their life and into the future. !
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1
Based heavily on the Program Philosophy for Waunakee Community School Dostrict
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Description of Course !
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6th grade Beginning Strings:!
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In 6th grade beginning strings, students will develop their musical skills on a
string instrument (violin, viola, cello or bass) as well as with their voice. Students will
begin the course developing their musicianship skills with rhythmic and tonal activities.
Students will also use these activities to improvise. Concurrently, students will learn
about music from different points in history and from different parts of the world.
Students will apply their musicianship skills on to their instruments as well as develop
the executive skills to play grade 1 and 1+ repertoire as well as finish the level one
Essential Elements book by the end of the year. By the fist informance, Students will be
able to sing and play several tune, sing and play tonal patterns in major and minor, echo
and improvise rhythm patterns, read simple notation, and learn about diverse genres of
music and their cultural and historical context. !
6th Grade string orchestra meets everyday for 55 minutes. The Conway Middle School
will provide instruments for the all 6th graders. The class will hold two performances at
the end of each semester and 2 informances at the halfway point of each semester.
During the first 2-3 weeks of school, students will focus on the skills that they would
usual develop during general music such as singing in unison, singing independently,
knowledge about tonal center, audition skills, rhythmic movement, singing and chanting
in rhythm, and basic notation concepts. Students will continue to develop these skills
with and away from the instrument after the 3rd week. Once the students have chosen
their instruments, they will perform similar activities as they did without the instrument
but instead of using their voice, the students will use their instruments. The Conway
school will provide method books to all 6th grade beginning string players. !
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The Conway School resides in the greater Los Angeles area. The students in the
6th grade beginning strings class have no prior music experience in school or outside of
school. The Conway School has a diverse student body, consisting of many different
ethnic and cultural backgrounds. !
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Materials!
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String Instruments (provided by school for 6th grade beginning students) !

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30 violins, 20 violas, 25 celli, 15 basses!
New Method books class set (Essential Elements 2000 Strings)!
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90 books, one for each school instrument !
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Estimate $900!
Sound system (provided) !
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for listening assignments !
projector (provided for each school classroom)!
chairs (provided)!
stands!
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Estimated $4,100!
Band-in-a-Box!
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Mac Mega PAK!
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Estimate $269!
Instrument Diagram Poster (see below) !
5 packets of Fingerboard tapes and thumb position square($4.99 a packet) $24.95!
Extra Rosin !
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15 cakes for violin/ viola/ cello ($3 each) $45!
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5 cakes for bass ($10 each) $50!
Straws to practice bow hold $1 !
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Estimated Total: $5,388.95!
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5
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6
Vocabulary !
Week 1: !
Macro Beat!
Rote Song!
World Music!
translation of Caballito Blanco !
Nueva Cancion !
Folk Music!
Week 2: !
Micro beat!
String instrument parts (refer to diagram) !
Nationalism (in music) !
Staff!
Clef!
Quarter Notes!
Time Signature !
Tonic !
Dominant !
Minor!
Complimenting Rhythm !
Subdominant !
Variations !
WASP(Weight, Angle, Speed, Placement)!
Tone !
Week 6:!
Dress Rehearsal!
Concert attire !
Half note!
Half Rest!
Whole Note!
Whole Rest !
Natural !
Low 2
Week 3: !
Pizzicato!
Rest Position !
Playing Position!
translation of Au Clair de la Lune !
Notation !
Week 4:!
Arco!
Pick Up!
Partner Songs !
African American Spirituals!
Accidentals !
Sharp!
High 2!
Key Signatures !
Rests !
Bass Line !
Up bow/ Down bow!
Bass Melody !
Week 5: !
Habanera !
Major!
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Assessment Tools:!
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Tonal Pattern: Pitch Matching Accuracy!
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Name: __________________________ Date: _______________!
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Pattern Type: (Tonic/ Dominant/Subdominant) !Comments:!

Pitch 1- ___/ 1 _______________________________!
Pitch 2- ___/ 1 _______________________________ !
Pitch 3- ___/ 1 _______________________________!
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Name: __________________________ Date: _______________!
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Pattern Type: (Tonic/ Dominant/Subdominant) !Comments:!

Pitch 1- ___/ 1 _______________________________!
Pitch 2- ___/ 1 _______________________________ !
Pitch 3- ___/ 1 _______________________________!
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Name: __________________________ Date: _______________!
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Pattern Type: (Tonic/ Dominant/Subdominant) Comments:!

Pitch 1- ___/ 1 _______________________________!
Pitch 2- ___/ 1 _______________________________ !
Pitch 3- ___/ 1 _______________________________!
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Name: __________________________ Date: _______________!
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Pattern Type: (Tonic/ Dominant/ Subdominant) Comments:!

Pitch 1- ___/ 1 _______________________________!
Pitch 2- ___/ 1 _______________________________ !
Pitch 3- ___/ 1 _______________________________!
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Tonal Pattern Accuracy!

Student sings a pattern on their own. They get to pick two different patterns to
perform.!
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Name: __________________________ Date: _______________!
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Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Pitch 1- ___/ 1
_______________________________!
Pitch 2- ___/ 1
_______________________________ !
Pitch 3- ___/ 1
_______________________________!

Pitch 1- ___/ 1
_______________________________!
Pitch 2- ___/ 1
_______________________________ !
Pitch 3- ___/ 1
_______________________________!

Student sings a pattern on their own. They get to pick two different patterns to perform.!
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Name: __________________________ Date: _______________!
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Pitch 1- ___/ 1
_______________________________!
Pitch 2- ___/ 1
_______________________________ !
Pitch 3- ___/ 1
_______________________________!

Pitch 1- ___/ 1
_______________________________!
Pitch 2- ___/ 1
_______________________________ !
Pitch 3- ___/ 1
_______________________________!

Student sings a pattern on their own. They get to pick two different patterns to perform.!
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Name: __________________________ Date: _______________!
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Pitch 1- ___/ 1
_______________________________!
Pitch 2- ___/ 1
_______________________________ !
Pitch 3- ___/ 1
_______________________________!

Pitch 1- ___/ 1
_______________________________!
Pitch 2- ___/ 1
_______________________________ !
Pitch 3- ___/ 1
_______________________________
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Notation Assessment Game!
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Divide the class in to two teams. Each team will have a small white board with a
staff on it. I will call out a pitch, clap a rhythm or sing a tonal pattern and they will race to
notate it (two students at a time). Regardless of speed, students will receive full credit if
they notate it correctly. Each round is worth 2 points. The team that wins receives
bragging rights. !
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Team 1 Names
Round 1/
Comments
Round 2/
Comments
Team 2 Names
Round 1/
Comments
Round 2/
Comments
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10
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6th Grade Beginning Strings Playlist Presentation!
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Create a 5-7 min presentation on music from a genre of your interest. The music
must be a song that is new to you from an unfamiliar culture. Provide information about:!
The Genre (5 pts)!

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What type of music does this song fall under? 1 pt!
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Give a Brief description of the genre 2 pts!
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Where is the Genre prevalent? 1 pt!
The Artist (5 pts) !
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Where is the artist from? 1 pt!
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What is the instrumentation? 2 pt !
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Brief description of any instruments that are not typically found in an orchestra ! !
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2 pt!
The Culture (5pts) !
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Country of origin of either the genre or the artist. !
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Which continent/ Region of the world (show on a map that will be provided) !
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What is the country known for? !
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Language(s)!
The Songs (5 pts)! !
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What language is it in? (if in a language other than English) 1 pt!
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Meaning of the lyrics 1 pt!
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Interesting Rhythms (be able to notate it) 1 pt!
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What is the tonality and explain how you came to your conclusion? 1 pt!
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Does the song have a special purpose (used in a ceremonies, reference a
cultural custom and give a brief explanation of reference or purpose) 1 pt!
Why you picked this song and how you found it (3 pts) !
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Explain what interested you about the song and or genre. 2 pts!
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Provide resources so that your peers and later 6th grade beginning strings can
explore the genre that you presented. 1 pt!
You must also provide the song information to Ms. Serrano before the date of
presentation so that she can play it as the class sets up. (2 pts) !
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Playing Tests Rubric!

Average of total score will be final grade.!
5
Posture
-Standing tall!
-zip-and-step !
- (vln/vla) nose,
scroll, elbow, toe
line up!
-instrument is
placed properly
against the body
(cl/bs)!
-curved fingers!
- palm is not
perpendicular to
ground!
-thumb is in the
Hand Position
right place !
-elbow does not
rest of body (vln/
vla) or instrument
(cl/bs)
Bow (Weight,
Angle, Speed,
Placement) !
Pizz
-All WASP
components are
evident !
-pizz towards
edge fingerboard
with curved
fingers
Intonation
Note
Accuracy !
Rhythm
Need minor
adjustments to
posture
A few major
adjustments to
posture but
student
understands
components of
proper posture
(able to selfevaluate when
show the error)
A few major
adjustments to
posture and
student can not
self-evaluate
when shown the
error
Slouching, feet
are more/less
than shoulder
width apart,
check points
dont line up
One aspect of
hand position is
missing
-collapsed
fingers!
- palm is against
neck!
2 aspects of
3 aspects of
-thumb is on top
hand position are hand position are
of fingerboards
missing
missing
(vln/vla) or on the
side of the neck
(cl/bs)!
elbow is resting
One aspect of
WASP needs
work
two aspects of
WASP need
work!
-pizz too close to
left hand!
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3 aspects of
WASP need
work
all four WASP

components
need work
Mostly in tune
with correct
finger spacing
In tune but not

using correct
finger spacing
out of tune but

the finger pattern
spacing was
correct
out of tune and

the finger pattern
spacing was
incorrect
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Performed all of
the notes
accurately (can
get around the
instrument well)
Missed 1-2 notes

because of string
crossing and/or
fast passage
missed 3-4 notes

because of string
crossing and/or
fast passage
missed many
notes including
simple passages
did not prepare

for test
Rhythm was
performed
perfectly with a
consistent tempo
1-2 minor
rhythmic
mistakes or
performed
correct rhythm
but the tempo
was a little
inconsistent
several rhythmic
mistakes or very
inconsistent
tempo
several rhythmic
mistakes and
very inconsistent
tempo
Rhythm does not

resemble the
original in any
way
5 - 4.5 = A, 4.4- 3.5 = B, 3.4-2.5 = C 2.4 -1.5 = D, 1.4 - 1 = F
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Rhythmic Notation Powerpoint Quiz!
5 students are evaluated a day. Each student gets three slides (1 pt each slide) per
quiz. Performed with band in a box.
Name
Date
First Slide
Second Slide
Third Slide
John Smith
10/16
Sarah Jones
10/18
etc.
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Sample Rhythm Flashcards
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Informance Grading!
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Attendance: ! Student must arrive in time for role call at 6:30 p.m. on the date of ! !
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performance 10 pts!
Attire:! !
Student follows the outlined dress code or informed Ms. Serrano ahead of !
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time if unable to meet dress code. 5 pts!
Materials:! Student brings instrument, bow, and music to the performance 5 pts!
Behavior:! Student acts in accordance with the class rules and any special ! !
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performance instructions. 5 pts !
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Curriculum Map 6th Grade Beginning Strings!

WEEK
1
CONTENT
Cultural Focus:!
Playlist Presentation Demonstration!
Learn about and compare music from
Spanish speaking Latin American
countries:!
Mariachi, Salsa, Cumbia, Sons!
Rhythm Exercises: !
Rhythm patterns !
- with macro beat only !
- repeat pattern !
Tonal Exercises: !
-Tonic tonal patterns in D major !
Rote Songs(on Neutral Syllables):!
A Tisket, A Tasket (duple) !
Caballito Blanco!
Instrument Demonstration!
demonstrations from teacher, other
students, and videos of professionals
SKILLS
STANDARDS (National and

California Standards)
Musicianship Skills:!
Singing Major/ Duple!
Singing Major Tonic
Patterns!
Keeping a macro beat!
Knowledge: !
musical genres from
Latin American
countries!
State Standards:!
1.0 Students read, notate, listen
to, analyze, and describe music
and other aural information, using
the terminology of music.!
3.3 Describe distinguishing
characteristics of representative
musical genres and styles from
two or more cultures.!
3.4 Listen to, describe, and
perform music of various styles
from a variety of cultures.!
National Standards:!
1. Singing, alone and with others,
a varied repertoire of music.!
6. Listening to, analyzing, and
describing music.!
9. Understanding music in relation
to history and culture.
ASSESSMENT
-Tonal Pattern Pitch
Matching Accuracy
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WEEK
2
CONTENT
Cultural Focus: !
Driven by the students Playlist
Presentations !
Rhythm Exercises: !
Rhythm patterns !
- with micro beat only !
- repeat pattern !
- patterns on number system !
Tonal Exercises: !
-Tonic and dominant tonal patterns in D
major !
Rote Songs!
Simple Gifts (neutral syllables) !
Music Appreciation!
Simple Gifts w/ lyrics (Nationalism in
music w/ Appalachian Spring) !
Notation!
Staff, clef, time signature, quarter notes !
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Instrument Care & Maintenance!
SKILLS
Musicianship Skills: !
-Singing in Major/Duple !
-Duple meter rhythm
exercises !
-Singing major tonic
and dominant patterns!
-Keeping a micro beat !
Musical Knowledge:!
- music as a tool to
unite a country!
- parts of the
instruments!
- basics of musical
notation !
- proper instrument
care and maintenance !

State Standards: !
1.3 Transcribe simple aural
examples into rhythmic notation.!
3.4 Listen to, describe, and
perform music of various styles
from a variety of cultures.!
ASSESSMENT
Matching Accuracy !
-Notation Assessment
Game !
- Playlist
Presentations
National Standards:!
5. Reading and notating music.!
describing music. !
7. Evaluating music and music
performances.!
to history and culture.!
Instrument Parts
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WEEK
CONTENT
SKILLS

Cultural Focus: !
-Driven by the students Playlist
Presentations !
- Compare their life to the life and
schooling of French children !
Rhythm Exercises:!
Rhythm patterns w/out instruments!
- with macro and micro beat!
- using the number counting system!
Rhythm patterns w/ instruments !
-duple rhythm patterns !
- with band-in-a-box on open strings!
Tonal Exercises: !
-Half of the class sings tonal patterns
while the other half of the class pizz the
fifth or root on an open strings !
Rote Song!
-Au Clair De La Lune (sung on neutral
syllable and with words) !
-teach translation/ pronunciation !
-cultural context of the Au Clair de La
Lune/ Quite from Carnival of the Animals!
-Hot Cross Buns (sung and played)!
Executive Skills:!
Playing position set up (posture and hand
position) !
Get instrument from rest position!
to playing position (standing)!
Pizzicato!
Hot Cross buns (pizz)!
Monkey Song (change lyrics to make it
about middle school)!
Notation:!
-connect rhythm patterns to notation !
- Notation of open strings
-Singing in Major/Duple !
-Duple meter rhythm
exercises !
-Singing major tonic
patterns!
-Keeping a macro and
micro beat at the same
time!
State Standards!
1.2 Read, write, and perform
rhythmic and melodic notation,
using standard symbols for pitch,
meter, rhythm, dynamics, and
tempo in duple and triple meters.!
5.1 Describe how knowledge of
music connects to learning in
other subject areas.!
Musical Knowledge:!
-French childrens
music!
-Quoting Folk music in
Classical pieces as
Jokes!
-Life and schooling of
French children!
- rhythmic notation for
quarter notes and
eighth notes !
- notation of open
strings!
Executive Skills:!
-Rest position!
-Playing posture and
hand position !
-major fingering
patterns in first position!
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ASSESSMENT
Matching Accuracy !
- Playlist
Presentations !
-Playing Test Rubric
on Hot Cross Buns!
National Standards: !
2. Performing on instruments,
alone and with others, a varied
repertoire of music.!
describing music.!
8. Understanding relationships
between music, the other arts,
and disciplines outside the arts.!
to history and culture.!
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WEEK
4
CONTENT
Cultural Focus: !
Presentations !
-Discuss role of Spirituals in African
American Culture now and when they
were composed !
Rhythm Exercises:!
Rhythm patterns w/out instruments!
- with macro and micro beat!
- using the number counting system!
-patterns in triple on neutral syllables !
-duple patterns !
- with band-in-a-box on open strings and
major finger patterns !
Sightread rhythms on powerpoint slides!
-with macro and micro beats!
-with band-in-a-box on instruments !
Tonal Exercises: !
tonic patterns on instruments !
Major and Dominant !
Rote Songs:!
Swing Low Sweet Chariot !
All Night All Day !
Partner Songs!
Twinkle with bass melody !
Executive Skills:!
Bow hold !
Begin Essential Elements!
Twinkle Twinkle Little Star !
-pizz!
-arco!
Notation:!
-Accidentals(sharps)/ key signatures (F#
and C#)!
-Rests (quarter and eighth notes)!
-up bow/down bow
SKILLS

ASSESSMENT
-Singing in major/duple!
-duple meter rhythm
patterns!
-triple meter rhythm
patterns!
-sight reading rhythms!
with voice!
on instruments !
-Major and Dominant
tonal pattens with voice !
-Tonic tonal patterns on
instruments !
-Singing in two parts !
State Standards!
1.1 Read, write, and perform intervals
and triads.!
1.2 Read, write, and perform rhythmic
and melodic notation, using standard
symbols for pitch, meter, rhythm,
dynamics, and tempo in duple and
triple meters.!
1.3 Transcribe simple aural examples
into rhythmic notation.!
2.2 Sing music written in two parts.!
3.1 Compare music from two or more
cultures of the world as to the
functions the music serves and the
roles of musicians.!
3.3 Describe distinguishing !
musical genres and styles from two or
more cultures.!
5.1 Describe how knowledge of music
connects to learning in other subject
areas.!
1. Singing, alone and with others, a
varied repertoire of music.!
2. Performing on instruments, alone
and with others, a varied repertoire of
music.!
describing music.!
8. Understanding relationships
between music, the other arts, and
disciplines outside the arts.!
9. Understanding music in relation to
history and culture.!
Game !
- Playlist
Presentations !
- Playing Test Rubric
on Twinkle !
-Rhythm Flashcards
w/out instruments
Musical Knowledge: !
Historical context of
African American
Spirituals !
Notation of Key
Signatures and
accidentals !
Executive Skills: !
Use of Bow on open
strings and while
fingering tunes
19

WEEK
CONTENT
SKILLS

ASSESSMENT
Cultural Focus: !
Presentations !
- Spanish Tangos !
- Compare tango Rhythms to Rhythms in
classical music !
Rhythm Exercises:!
-patterns in duple and triple !
Sightread rhythms on powerpoint slides!
-with band-in-a-box on instruments!
-Complimenting rhythm patterns!
Tonal Exercises:!
-major tonal patterns I, V, IV with voice !
-minor tonal pattens I, V with voice!
- London Bridge (rote song on Neutral
Syllables !
Frere Jacques major and minor !
Singing from fifth down to roots in D, G, C,
(develop tuning skills) !
Executive Skills:!
Posture while sitting !
continue in Essential Elements !
Twinkle with Variations !
Frere Jacques Major with Bass melody !
WASP concepts !
Notation:!
-Whole Notes/ Whole Rests !
-Half Notes/ Half Rests
-Singing in major/duple!
-duple meter rhythm
patterns on instruments !
on instruments !
-Major Tonic, Dominant
and Subdominant tonal
pattens with voice !
-Tonic and dominant
tonal patterns on
instruments !
-Playing in two parts
(melody and bass line)!
Improvising Rhythms
on instruments !
Spanish Tango Music
and its use in classical
music and rhythmic
comparisons !
Notation of whole notes
and half notes, whole
rests and half rests !
Executive Skills: !
-Use of Bow on open
strings and while
fingering tunes !
- Using Long bow !
- Concepts for bow use
State Standards!
and triads.!
triple meters.!
3.1 Compare music from two or more
cultures of the world as to the
functions the music serves and the
roles of musicians.!
more cultures.!
1. Singing, alone and with others, a
varied repertoire of music.!
music.!
describing music.!
-Tonal Pattern
Accuracy !
- Playlist
Presentations !
- Playing Test Rubric
on Twinkle Variations!
-Rhythm Flashcards
w/ instruments
20

WEEK
CONTENT
SKILLS

ASSESSMENT
Cultural Focus:!
Presentations (Last Week of
Presentations)!
Rhythm Exercises: !
-patterns in duple and triple !
Sightread rhythms and open string pitches
from powerpoint slides!
-with band-in-a-box on instruments!
Rhythm Patterns !
-Complimenting rhythm patterns!
-Same rhythm with notes from Major tonic
tonal patterns !
Tonal Exercises: !
-major tonal patterns I, V, IV with voice !
-minor tonal pattens I, V with voice!
-major tonal patterns I, V with instrument !
-minor tonal patterns I with instrument!
Executive Skills: !
Learn minor fingering pattern!
Practice songs for performance with and
without band-in-a-box !
-focus on tone, intonation, rhythmic
togetherness !
Continue in Essential Elements !
Notation:!
Accidentals (naturals) C
-duple meter rhythm
on instruments !
-Major Tonic, Dominant
and Subdominant tonal
pattens with voice !
-Major/minot tonic and
dominant tonal patterns
on instruments !
-Playing in two parts
(melody and bass line)!
Improvising Rhythms
on instruments !
Improvising with notes
is a chord !
Notation of whole notes
and half notes, whole
rests and half rests !
Executive Skills: !
Minor fingering pattern
State Standards!
and triads.!
triple meters.!
1.3 Transcribe simple aural examples
into rhythmic notation.!
2.2 Sing music written in two parts.!
2.6 Improvise simple melodies.!
more cultures.!
music.!
3. Improvising melodies, variations,
and accompaniments.!
describing music.!
-Informance
Guidelines !
Game !
-Playing test Rubric:
Tune of choice from
Informance repertoire
21
Week(1(
Rehearsal(Lesson(Plan(
((
55(min(class(period( (
Ensemble:(6th(grade(beginning(strings((
Objectives:(
?(Students(will(perform(rhythm(patterns(as(a(groups(and(as(
individuals(while(keeping(a(macro(beat(
?(Students(will(be(able(to(sing(tonal(
(?(Students(will(learn(about(Chilean(Nueva&Canciones(and(their(
use(during(the(Cuban(Revolution((
?(Students(will(demonstrate(their(understanding(of(metaphors(
in(lyrics(by(analyzing(Caballito(Blanco(as(if(it(were(a(Chilean(
Nueva&Cancion&
Procedures(for(Organizing(the(Learning(Environment:(
Students(will(sit(on(chairs(in(a(circle(
As(students(enter(the(room,(Violetta(Parras(Paloma(Ausente(
will(play.((
Discussion(of(Listening(Example(10#min:((
?Play(song(again(
?(Read/(Translate(lyrics(and(discuss(hidden(meaning(in(Lyrics((
?(Explain(use(of(folk(music(as(a(form(of(Protest(against(the(
government(in(Latin(America((
Rhythm(Patterns(5#min:((
Duple(patterns(with(macro(beat(only,(echoing(vocally(
with(Band?in?a?Box(echoing(by(patting(on(their(lap((
o
o
o
o
o
o
o
o
National#Standards#
Addressed#
Singing,#alone#and#with#
others,#a#varied#
repertoire#of#music##
(Performing(on(
instruments,(a(varied(
repertoire(of(music((
(Improvising(melodies,(
variations,(and(
accompaniments((
Composing(and(arranging(
music(within(speciUied(
guidelines((
Reading(and(notating(
music((
Listening#to,#analyzing,#
and#describing#music##
Evaluating(music(and(
music(performance((
Understanding#
relationship#between#
music,#the#other#arts,#
and#disciplines#
other#than#the#arts##
Understanding#music#in#
relation#to#history#and#
culture##
Tonal(Patterns(8#min:(
?Major(Tonic(and(Dominant(patterns(
((
?as(a(group(
(
individual(assessment(with(Tonal(Pitch(Matching(Sheet(
Caballito(Blanco(15#min:(
?(Sing(Entire(Song(Once((
?(Chunk(into(4(sections(
?(Chunk(into(2(sections((
?(Sing(Entire(Song(Together(
?(Students(sing(entire(song(on(their(own((
?(Read/(Translate(Lyrics((
Methods#of#Assessment#
o Informal#checking#for#
understanding#
o Student#questioning/
verbal(feedback(
o Asking(individuals/
sections(to(play(
o Written(assessments(of(
class(concepts(
o Asking(the(group(to(self?
evaluate(
o Taped/recorded(
assignments(
o Other:#Tonal#Pattern#
Pitch#Matching#Accuracy
22
Assessment(Question:(How(could(the(lyrics(to(Caballito(Blanco(have(a(hidden(meanings(like(
Paloma(Ausente(did?(
!
!
Instruments(Demonstration((Viola)(10#min:(
Explanation(about(viola((
(
clef,(size((
Assessment(Question:(What(is(the(difference(in(sound(compared(to(violin?(Is(the(sound(
lower(or(higher?(((
Teacher(Demonstration((
High(School(Student(Demonstration((
Videos(of(Professional(Violists((
Students(Interested(in(viola(can(try(playing(it.(7#min
23
Week(5(
Rehearsal(Lesson(Plan(
!
55(min(class(period( (
Ensemble:(6th(grade(beginning(strings((
Objectives:(
?(Students(will(learn(the(tango(rhythm(present(in(both(Spanish(Tango(
music(and(Bizets(Habanera(from(the(opera(Carmen(
? Students(will(demonstrate(understanding(of(the(tango(rhythm/dotted(
rhythms(by(performing(them(during(rhythm(pattern,(as(a(group(and(
as(individuals((
? Students(will(demonstrate(good(posture(and(hand(position(while(
playing(rote(songs(and(rhythm(patterns((
? Students(will(apply(rhythms(from(Tango(music(to(London(Bridge(Rote(
Song(and(compare(and(contrast(the(use(of(the(rhythm(in(all(three(
pieces(
Procedures#for#Organizing#the#Learning#Environment:#
Students(will(walk(in/set(up(while(Spanish(Tango(music/(Habanera(is(
playing(
Students(will(arrive(and(sit(by(sections,(have(instrument(cases(open(
beside(their(seat,(have(pencil,(have(method(book(and(be(prepared(to(
take(notes((
o
o
o
o
o
o
o
o
Discussion#of#Listening#Examples:#10(min(
Replay(excerpts(of(both(listening(examples((
Assessment(Question:(Do(the(two(pieces(have(anything(in(common?(
What(instruments(do(you(hear(in(the(Spanish(example(vs.(the(Bizet?((
Show(rhythm(in(notation(and(other(tango(rhythms(
Refer(to(their(history(knowledge(regarding(spanish(settlement(of(the(
Americas(
!
Playlist#Presentation:((7(min#
!
Tonal#Exercises/#Tuning#Strategy:(10(min(
?Bring(instruments(into(position((
(
?Bring(them(to(your(shoulder(from(above(
Assessment(Question:(Are(feet(Ulat(on(the(Uloor?(Seated(towards(to(edge(
of(the(chair?((
?(Quick(bow(hold(review((tap(pinky,(curved(pinky(bent(thumb)((
?With(a(drone(playing(in(the(background,(students(sing(A(then(play(
their(open(A(string(with#bows(
(encourage(students(to(try(to(Uix(anything(if(they(hear(something(
wrong)(
? Go(around(and(tune(A(strings(for(each(section
National#Standards#
Addressed#
Singing,(alone(and(with(
others,(a(varied(repertoire(
of(music(!
!Performing!on!
instruments,!a!varied!
repertoire!of!music!(
(Improvising(melodies,(
variations,(and(
accompaniments((
Composing(and(arranging(
music(within(speciUied(
guidelines((
Reading(and(notating(
music((
Listening!to,!analyzing,!
and!describing!music!!
Evaluating(music(and(
music(performance((
Understanding!
relationship!between!
music,!the!other!arts,!and!
disciplines!other!than!the!
arts!!
Understanding!music!in!
relation!to!history!and!
culture!!
Methods#of#Assessment#
o Informal!checking!for!
understanding!
o Student!questioning/
verbal!feedback!
o Asking!individuals/
sections!to!play!
o Written(assessments(of(
class(concepts(
o Asking!the!group!to!selfB
evaluate!
o Taped/recorded(
assignments(
o Other:(
24
? Rest(position(for(tonal(patterns(
? Students(sing(tonal(patterns(in(the(key(of(A((
(
?(in(sections(
(
?call(on(individuals((
?Repeat(for(every(section((
?Sing(A(again,(think(of(A(as(scale(degree(5(then(sing(down(to(D((
?Play(drone(of(D(then(play(open(D(etc?Repeat(process(for(G,(C(and(E(
Rhythm#Exercises:(8(min(
?Instruments(down(
?Say(rhythm(patterns((Use(dotted(Tango(Rhythms)((
(
Establish(macro(and(micro(beat(
(
?Group(
(
?Individuals((
?Instruments(up(
?Review(bow(hold((
(
?Hold(a(tennis(ball(in(you(hand(
Assessment(Question:(Are(all(of(your(Uingers(curved?((
(
?Show(me(your(bow(hold.((
Assessment(Question:(Is(pinky(bent?(Is(thumb(curved?(((
?Rhythm(patterns(on(open(strings(with#bow(
(
Repeat(my(pattern((incorporate(tango(rhythm/(dotted(quarter(rhythm)((
(
(
?group(for(A,(D,(and(G(string(
(
(
?sections(for(E(and(C(string(
Assessment(Question:(At(the(frog(of(the(bow?(Is(the(bow(parallel(to(the(bridge?((
(
Complimentary(Patterns((
(
(
?individuals((
Check(for(rhythmic(improvisation,(bow(hold,(and(seated(position.((
?Rhythm(patterns(using(notes(that(use(all(Uingers(down((practice(hand(pos.()(pizz#
#
violins,(violas,(and(celli?(G(on(D(string(
(
basses(on(F#(
(
(
?Only(by(sections(not(as(a(group(
Assessment(Questions:(Curved(left(hand(Uingers?(Where(is(the(thumb?(Are(violins(and(
violas(dropping(their(palms?((
Rote#Song#(London#Bridge#is#Falling#Down)#20(min(
?Instruments(down(
?Establish(macro(and(micro(beat((
? Sing(London(Bridge(on(neutral(syllable(
(
Second(time:(If(they(know(it,(have(them(sing(it(with(me(
?Establish(Tonality(on(string(instrument(
?Play(London(Bridge(in(D(major(on(cello(pizz(
?Chunk(it(for(each(section(Uirst(to(show(Uingerings(
(
?Violas/(violins(
(
?celli(
(
?basses
25
Assessment(Question:(Violins(and(violas(playing(high(2/(celli(using(3/(basses(using(4((for(
F#.((
Give(notation(of(London(Bridge(melodies((
Standard(6:(Ask(students?(Is(the(rhythm(familiar?(Compare(it(to(Tango(rhythm.(Why(doesnt(
it(sound(like(a(Tango?(Tempo?(Tonality?(Melodic(rhythm(vs.(bass(line(rhythm?((
Play(rote(song(again(Play(bass(line(on(violin(
chunk(bass(melody((
half(of(the(class(plays(bass(line,(half(plays(melody((
Assessment(Question:(Posture?(Hand(Position?((
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26
Connections to 371!
Jump Right In: !
- Created a separation between readiness skills and executive skills.!
- Incorporated Rhythmic and Tonal activities that could be translated to the instruments. !
- National standards are incorporated into the curriculum map and into the lesson plans.!
- State standards are also incorporated to provide more specific guideline and goals for
musical abilities. !
Reynolds: !
- Informace is a sharing experience to give students the opportunity to show their
progress to family, friends, and school faculty. !
- Course description outlines an end goal of grade 1 or 1+ repertoire to stay within their
playing ability. !
- Playlist project is also an opportunity to learn the musical tastes of the students so that
I can find repertoire that they would enjoy. !
Curriculum: !
- Curriculum project- provides physical evidence of the goals for teaching, student
learning, assessment strategies, and class materials. !
- Curriculum styles can vary as long as they connect to National Standards and State
framework. !
-Ideally I would be able to connect this curriculum into a district curriculum from K-12. !
- State frameworks gives abilities that students should have by that grade (Grade-Age
Related Curriculum) but I also include on Skills-Based and Knowledge Based
Curriculum so mine is a combination of these three formats. !
Assessment: !
- Assessment tools test various aspects of musical knowledge (cognitive skills,
executive skills, aural skills, music literacy, and performance culture) and focus on
assessing the individual student rather than the performance of the orchestra as a
whole. !
- Rubics, Performance Assessment, Alternative Assessments, Criterion Referenced!
Grouping and Tracking: !

- I do not outline a tracking practices mostly because all of the students would be
beginners so tracking would not be possible. If there was a difference in abilities, I
would try to challenge the more advanced students without creating a separation of
abilities. !
Gender: !
-During demonstrations, I would try to show students modeling of instruments in both
genders so as to not discourage any instrument choice simply due to gender. !
27
Movement: !
-Students move hand and feet to show macro and micro beats. They would also move
to band-in-a-box with their instruments. !
Management: !
- Sit in circle at the beginning of term to make sure everyone participates and it would
be easy to get around to students if their behavior needs correcting. !
- Lesson plan format creates a conscious effort to organize the learning environment to
take steps towards preventing any management issues.
28

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Grecia Serrano-Navarro MUSED 370 Curriculum Project

Grecia Serrano-Navarro MUSED 370 Curriculum Project

II. Description of Course! !

VI. Curriculum Map (scope and sequence)!!

VII. Sample Lesson Plans!

VIII. Connections to 371! !

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Grecia Serrano-Navarro MUSED 370 Curriculum Project

String Instruments (provided by school for 6th grade beginning students) !

Estimated Total: $5,388.95!

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Pattern Type: (Tonic/ Dominant/Subdominant) !Comments:!

Pattern Type: (Tonic/ Dominant/Subdominant) !Comments:!

Pattern Type: (Tonic/ Dominant/Subdominant) Comments:!

Pattern Type: (Tonic/ Dominant/ Subdominant) Comments:!

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Tonal Pattern Accuracy!

Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Tonal Pattern Accuracy!

Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Tonal Pattern Accuracy!

Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Pattern Type: (Major/ Minor/ Dominant/Sub-Domiant) Comments:!

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Notation Assessment Game!

Grecia Serrano-Navarro MUSED 370 Curriculum Project

6th Grade Beginning Strings Playlist Presentation!

The Genre (5 pts)!

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Playing Tests Rubric!

all four WASP

In tune but not

out of tune but

out of tune and

Missed 1-2 notes

missed 3-4 notes

did not prepare

Rhythm does not

5 - 4.5 = A, 4.4- 3.5 = B, 3.4-2.5 = C 2.4 -1.5 = D, 1.4 - 1 = F

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Rhythmic Notation Powerpoint Quiz!

Sample Rhythm Flashcards

Grecia Serrano-Navarro MUSED 370 Curriculum Project

Curriculum Map 6th Grade Beginning Strings!

STANDARDS (National and

Curriculum Map 6th Grade Beginning Strings!

Instrument Care & Maintenance!

STANDARDS (National and

Curriculum Map 6th Grade Beginning Strings!

STANDARDS (National and

Curriculum Map 6th Grade Beginning Strings!

STANDARDS (National and

Curriculum Map 6th Grade Beginning Strings!

STANDARDS (National and

Curriculum Map 6th Grade Beginning Strings!

STANDARDS (National and

Grecia Serrano-Navarro MUSED 370 Curriculum Project