Community Context

Location

The school district is in Fairfax County, Virginia.

Demographics

The population is just over 26,000 people, with a 6.16% poverty rate. Fairfax
County is 59.1% white, 16.7% Hispanic, and 15.4% Asian. 33.1% of the people in
Fairfax speak a non-English language, and 85.6% are citizens. The median
household income was $104,065 in 2016.The most common languages in Fairfax
(other than English) are Spanish, Korean, and Chinese. The most common
origins of non-American citizens are Korea, Vietnam, and India, with relatively
high rates of immigrants from Bolivia, Northern Africa, and the United Arab
Emirates. In 2015, there were roughly 50% white students in the public schools,
roughly 15% Asian, 13% Hispanic, 12% Black, 5% unknown, 4% multiracial, 2%
Islander, and 1% Native American.
Source: https://datausa.io/profile/geo/fairfax-va/#demographics

Primary Stakeholders

The primary stakeholders in the education system are the School Board, the
Superintendent, the Board of Supervisors, and Parents, Employees, and
Community Members.
Source:https://www.fcps.edu/sites/default/files/media/pdf/FY-2019-Approved-
Budget.pdf

Industrial/Economic Base

The industrial/economic base of the district is 16.6% Professional, scientific,

technology services, 11.2% educational services, and 10.8% retail trade. Other
minor industries are healthcare and social assistance, construction,
accommodation and food service, public administration, finance and insurance,
information, manufacturing, real estate, and transportation and warehousing.
Source: https://datausa.io/profile/geo/fairfax-va/#economy

Availability of Cultural Opportunities

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 Fairfax has a music festival called Spotlight that honors the anniversary of
Woodstock “with 3 weeks of theatre, dance, music, and visual art,” which is
sponsored by George Mason University.

Some of the other popular cultural programs Fairfax has to offer are ArtScreen (a
free film series which celebrates the arts), Bonita Lestina Performance Series at
Old Town Hall, Funday Monday (family programming on Mondays), Guest
Speakers, and Summer Events. Source:
https://www.fairfaxva.gov/government/parks-recreation/cultural-arts

Availability of Musical Opportunities

The Fairfax Symphony also has a youth orchestra called “All Stars Youth
Orchestra” which is open to all students grade 7-12 who are residents of Fairfax
County or attend a Fairfax County School. Participation is free and eligibility is
based upon auditions. Source: http://www.fairfaxsymphony.org/all-stars

The American Youth Philharmonic Orchestras is open to musicians up to 21 years

of age. Eligibility is audition based. Source: http://www.aypo.org/auditions

Other youth orchestras include the McLean Youth Orchestra and the Capitol
Symphonic Youth Orchestra.

Community Effects on Curriculum

The community context, with its proximity to Washington, D. C., greatly

influences the form and content of the curriculum. Given the community’s
establishment of being the third highest income county in the country (based on
median income per household), the majority of families are able to provide their
students with lessons and opportunities they need in order to succeed.

Program Description

The school system has approximately 193 schools and centers, including 22 high
schools, 23 middle schools, and 141 elementary schools. There are approximately
276 music teachers- one at each elementary school, and three at each middle and
high school.

Course Descriptions

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Ensembles
In elementary school there is at least a general music class. In some elementary
schools, there is a beginning orchestra.
● General Music K-5
○ This course includes fundamental concepts of music, including: singing,
listening, music-reading, movement and rhythm, playing instruments
(such as conga, tom-tom, triangle, ukulele), and improvisation.
● Beginning Orchestra (Grade 5)
○ This course begins with students picking either violin, viola, cello, or bass,
and includes reading notation (either treble, alto, or bass clef), playing
instruments, and performing small ensembles, simple duets, rounds, and
other literature depending on the direction of the instructor.
In middle School, there are 3 band classes, 3 orchestra classes (also choir, guitar, music
lab, etc. but will not be discussed)
● Beginning band (Grade 6)
○ This course develops skills on woodwind, brass, or percussion
instruments. This course includes reading notation (treble or bass clef),
playing instruments, and performing small ensembles, simple duets,
rounds, and other literature depending on the direction of the instructor.
● Intermediate Band (Grade 7)
○ Intermediate level band students will continue to develop skills on
woodwind, brass, or percussion instruments. The course includes learning
variety of musical styles (ex. Classical, romantic, modern) by the playing
of band literature composed by both modern and traditional composers.
Students will perform in small and large ensemble settings depending on
the direction of the instructor.
● Advanced Band (Grade 8)
○ This course offers instruction to the advanced player. In-depth study of
musical styles (ex. Classical, romantic, modern) by the playing of band
literature composed by both modern and traditional composers. Students
will perform in small and large ensemble settings depending on the
direction of the instructor.
● Beginning Orchestra (Grade 6)
○ This course begins with students picking either violin, viola, cello, bass,
and includes reading notation (either treble, alto, or bass clef), playing
instruments, and performing small ensembles, simple duets, rounds, and
other literature depending on the direction of the instructor.
● Intermediate Orchestra (Grade 7)
○ Intermediate level orchestra students will continue to develop skills on
string instruments. The course includes learning variety of musical styles
(ex. Classical, romantic, modern) by the playing of orchestra literature

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 composed by both modern and traditional composers. Students will
perform in small and large ensemble settings depending on the direction
of the instructor.
● Advanced Orchestra (Grade 8)
○ This course offers instruction to the advanced player. In-depth study of
musical (ex. Classical, romantic, modern) by the playing of orchestra
literature composed by both modern and traditional composers. Students
will perform in small and large ensemble settings depending on the
direction of the instructor.
In High School, there will be 4 bands, 3 orchestras (also choir, guitar, music lab, etc. but
will not be discussed)
● Concert Band (Grade 9-12)
○ In this course students will continue to develop skills as individual and
group musicians.. Course content includes beginning level technical and
ensemble skills necessary for performance. Students will perform in a
large group setting, composed of brass, woodwinds, and percussion.
● Wind Symphony (Grade 10-12)
○ In this course students will continue to develop skills as individual and
group musicians. Emphasis is placed on the development of advanced
technical skills and on the study of related literature by both modern and
traditional composers . Entry into this course is by audition only.
● Jazz Band (Grade 10-12)
○ This course emphasizes improvisation and styles of the jazz. Content
includes the study of blues scale patterns, harmonic progressions innate in
jazz music, appropriate jazz literature and rehearsal and performance
techniques.
● Marching Band (Grade 9-12)
○ This course is designed to give students the opportunity to participate in a
marching band. Students will learning marching band technical
techniques and will be required to perform at school football games,
community parades, and district, regional, and state competitions
● Concert Orchestra (Grade 9-12)
○ In this course students develop skills as individual musicians and as
members of a musical group. Emphasis is placed on the development of
intermediate level technical and ensemble skills necessary for
performance.
● Chamber Orchestra (Grade 10-12)
○ In this course students will continue to develop skills as individual and
group musicians. Emphasis will be placed on the sequential development
of advanced technical, ensemble, and disciplinary skills necessary for

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 refined rehearsal. Based on successful completion of sequential concepts
for each level, students will continue to learn advanced musical concepts.
● String Ensemble (Grade 10-12)
○ The string ensemble class is composed of student created trios, quarterts,
and/or quintets. Content includes study of the appropriate ensemble
literature, pedagogical techniques, and rehearsal performance artistry.
Students have a say in what literature they wish to study but must be
approved by the instructor

Electives
● Each Middle School includes:
○ General Music
■ Students are provided the opportunity to sample a variety of
musical experiences in a non-performing music class. Course
content includes beginning band, orchestra, guitar, and piano
○ Piano Lab
■ Students learn the fundamentals of keyboard instruments.
Keyboard instruction includes the study of 5-finger and scale
patterns and knowledge of harmonic progressions (ex. I IV V I), as
well as individual practice on a keyboard instrument. Student will
be assigned pieces to individually practice and refine.
● Each High School includes-
○ General Music
■ Students are provided the opportunity to sample a variety of
musical experiences in a non-performing music class. Course
content includes beginning band, orchestra, guitar, and piano
○ Piano Lab
■ Students learn the fundamentals of keyboard instruments.
Keyboard instruction includes the study of 5-finger and scale
patterns and knowledge of harmonic progressions (ex. I IV V I), as
well as individual practice on a keyboard instrument. Student will
be assigned pieces to individually practice and refine.
○ Music Theory
■ In this course, emphasis is placed on developing and understanding
basic music theory skills, including recognizing and notating: all
major and minor scales, rhythms in simple and compound meters,
and triadic chord structures.
○ Music History
■ This course covers music history from the medieval ages to the
present, including the beginning of notation, the invention of

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 prominent instruments, the life of notable composers, and creation
of certain musical styles, such as Jazz.

Scheduling

The district works on an ‘A/B’ day system for both middle and high school. The
three levels of schooling starts at different times to avoid local traffic.

Elementary School Schedule

● 7:50 AM- 2:35 PM
Middle School Schedule
● Block 1- 8:38 – 10:04
● Block 2- 10:09 – 11:35
● Block 3-11:40 – 1:46
○ Lunch Shifts
■ 11:40 – 12:10
■ 12:28 – 12:58
■ 1:16 – 1:46
● Block 4-1:51 – 3:18

High School Schedule

● Block 1-9:15am – 10:44am
● Block 2- 10:50am – 12:22pm
● Block 3- 12:28pm – 2:28pm
○ Lunch Shifts
■ A 12:28 – 12:54
■ B 12:59 – 1:25
■ C 1:30 – 1:56
■ D 2:01 – 2:28
● Block 4- 2:34pm – 4:03pm

For elementary School, each grade level is given a day for music. Each class in
said grade will be assigned an hour in that day. For middle and high school,
students will sign up for their music class as one of their 2 electives, thus will fit
into one of the 4 blocks. Their music class will be assigned to either their A or B
day class.

Program Philosophy

The department shares the school’s vision to walk alongside students in the
process of growing them into well-rounded citizens. Specifically, we intend to establish

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musical engagement as a necessary part of life and provide students with opportunities
to use their musical knowledge, skills, and experiences to better their communities.

In order to achieve our vision, we have compiled seven key guiding principles for
developing and enriching musical instruction in our schools:

● Communicate with students accurately and honestly.

● Teach what students need to learn.
● Adapt to students’ needs (intellectual, musical, emotional, psychosocial, etc).
● Master the art of effective goal-setting.
● Utilize feedback as a tool of progress.
● Give students space to process information.
● Create opportunities for personal development.

The primary objective of the music program is to create musicians. Specifically, this
means that:

● Students will learn to play their instruments.

○ Technical skill building
○ Orchestra: pluck/pizzicato, bow/arco, shift, string crossing, bow
placement, bow distribution, fingerings (high/low, extensions),
instrument care, tuning, vibrato, etc.
○ Band: air support, buzzing, sirens, instrument assembly, tonguing,
fingerings, mutes, developing range, embouchure, breathing
● Students will gain musical knowledge/skills.
○ Read music
○ Aural skills
○ Recognize different music genres/styles
○ Music theory
○ Keep a steady tempo
○ Overtone series
○ Major/minor keys, scales, etc.
● Students will apply musical knowledge/skills in non-musical contexts.
● Students will engage with music in different ways.
○ Performance
■ Solo performance
■ Chamber groups
■ Large ensembles
○ Composition
○ Improvisation
○ Collaboration

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 ○ Technology
● Students will gain valuable non-musical knowledge/skills.
○ Problem-solving
○ Teamwork
○ Empathy
○ Resilience
○ Perseverance
○ Self-Efficacy
○ Self-Esteem
○ Community
○ Compassion
○ Time Management
○ Self-Motivation
○ Creativity

This list of objectives and skills may not be considered complete; however, it efficiently
highlights and reflects the key ideas and educational philosophies of the educators in the
program and adequately serves the students in our schools.

Curriculum

Standards: Specialized Areas

General K-12 Checklist Music

Virginia SOLs for Music

Grade 5:
- Be able to identify notation
- Match pitch
- Echo rhythms/pitch
- play in simple meter
- Play with correct posture/position
- Play music at VBODA Levels 0 and 1
- “identifying the cultures, musical styles, composers, and historical periods
associated with the music literature being studied” EI.18.1

Grade 6:
- “The student will demonstrate preparatory instrumental basics and playing
procedures” MIB.10

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 - MIB.12 The student will demonstrate ensemble skills at a beginning level,
including 1. balancing instrumental timbres; 2. making adjustments to facilitate
correct intonation; 3. matching dynamic levels and playing style;
- VBODA Levels 1 and 2.

Grade 7:
- MII.2 The student will echo, read, and perform rhythms and rhythmic patterns,
including sixteenth notes, eighth-note triplets, dotted eighth notes,
corresponding rests, and syncopations
- producing tones that are clear, free of tension, sustained, and unwavering in
pitch; MII.10
- VBODA Levels 1–3.
- Can demonstrate basic vibrato technique

Grade 8:
- MIAD.2 The student will read, perform, and compose rhythms and rhythmic
patterns that include quarter-note triplets and corresponding rests.
- VBODA Levels 2–4.
- MIAD.13 The student will consistently use articulations, dynamic contrasts, and
phrasing as means of expression
- MIAD.19 The student will analyze and evaluate music by 1. comparing and
contrasting the importance of composers’ use of style, cultural influences, and
historical context for the interpretation of works of music

Grade 9:
- Students will have the opportunity to compose melodic and rhythmic variations
through improvising and writing.
- Students will explore career options in music
- Analyze other cultures and historical time periods and their relationship to
musical concepts
- HII.16 participating in curricular and co-curricular events (e.g., concerts, other
performances); ensembles such as symphonic ensembles, chamber ensembles,
marching band, jazz ensembles; All-County, All-District, All-Region, and All-
Virginia events

Grade 10:
- HIAD.1 The student will read and notate music, including 1. identifying, defining,
and applying advanced standard notation for pitch, rhythm, meter, articulation,
dynamics, and other elements of music; and 2. singing assigned parts while
others sing or play contrasting parts from the music being studied.

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 - Students will have the opportunity to compose their own songs using music
notation software and other programs such as GarageBand.
- VBODA Levels 3- 5.

Grade 11:
- Students understand and can demonstrate basic conducting patterns and
gestures
- HIAD.20 describing opportunities for music performance and advocacy within
the community
- Can analyze a piece of music using musical terminology.
- Demonstrates proper playing technique including vibrato
- HIAD.16 The student will create and perform rhythmic and melodic examples to
a I-IV-V(V 7 )-I chord progression, using call-and-response and improvisation.

Grade 12:
- HIAR.2 The student will read, analyze, perform, and compose advanced rhythmic
patterns in complex meters, demonstrating technical facility and precision
commensurate with VBODA Levels 5 and 6.
- HIAR.4 The student will read, notate, and perform all ascending and descending
major scales, as per VBODA All-Virginia audition requirements, as well as
selected minor scales and tonic arpeggios in eighth notes.
- HIAR.6 The student will identify, compare, contrast, analyze, and perform music
written in standard and nonstandard musical forms
- HIAR.12 advanced tuning and artistic bowing techniques; shifting (violin or
viola—fifth position and higher; cello or bass—beyond thumb position); playing
chord
- HIAR.19 The student will sight-read music of varying styles and levels of
difficulty, in accordance with VBODA Level 4 or higher

Grade 5

Yearly Objectives:
- Rote to note
- Play music at VBODA Levels 0 and 1
- Play with correct position/posture.

Monthly Objectives:

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 September: October:
Orchestra:
- Correct posture to hold Orchestra:
violin - D major scale, one octave
- Pizzicato - Identify half step and whole
- Bow hold step patterns
Band: - Students will be able to
- Breathing technique identify and play at different
- Buzzing with mouthpiece dynamics
- How to Band:
assemble/disassemble - Bb scale one octave
instruments - Can copy solfege patterns
- Correct playing/rest
positions

November:
Orchestra/Band:
Orchestra:
- Can identify music notation
and play grade 0 piece
Band:
- Can identify music notation
and successfully play
through exercises/songs in
method book
December:
- Students will be able to
adjust for intonation
- Students will be able to
demonstrate staccato and
slurs

January: February:
Orchestra: Orchestra/Band:
- G major scale - Can improvise 4 measure
Band: phrases
- F major scale

March: April:
Orchestra/Band: Orchestra/Band:
- Begin working on grade 1 - The student will identify
repertoire and perform music written
in binary form.

May: June:
Orchestra/Band: Orchestra/Band:
- Introduction into music - End of year concert grade 0-
technology. Ableton 1 music.
Playground. - Discuss concert etiquette.

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 Weekly Objectives:

Week 1 Orchestra:
- How to hold instrument.
- Pizzicato
Band:
- Assembly/disassembly
- Embouchure
- Initial sounds with mouthpiece

Week 2 Orchestra:
- Bow hold
- Playing arco on open strings
Band:
- Learning fingerings for “Hot cross buns”

Week 3 Orchestra:
- “Twinkle, twinkle” variations
Band:
- Learning solfege patterns up to “Sol”

Week 4 Orchestra:
- D major scale
Band:
- Extending the range to high “Do”
- B flat major scale

Week 5 Orchestra/Band:
- Students will be able to identify musical notation

Grade 6

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 Yearly Objectives:
- VBODA Levels 1 and 2.
- Students will be able to balance timbres while playing with
ensemble
- Identify music terminology

Monthly Objectives:

September: October:
Orchestra: Orchestra/band:
- Review one octave G and D - Ensemble warm ups for
major scales balancing and intonation;
- Sight read grade 0 music chorales
Band:
- Review F major and B flat
major scales

November: December:
Orchestra/Band: Orchestra/Band:
- Exercises for dynamics and - Winter concert
balance with ensemble
- Grade 1 repertoire

January:
Orchestra/Band:
- Identify musical
terminology related to
dynamics, tempo, character,
etc.
- E flat scale (Band)
- D harmonic minor scale
(Strings)
February:
Orchestra/Band:
- Introduction to grade 2
literature
- Learning about major,
minor, chromatic scales

March: April:
Orchestra/Band: Orchestra/Band:
- Students will be able to play - Students will be able to
scales with a backing track analyze music from different
with various articulations cultures
and tempos

May: June:

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Orchestra/Band: Orchestra/Band:
- Students will be familiar - End of year concert
with different genres and
styles of playing red

Weekly Objectives:

Week 1 Orchestra/Band:
- Call and response solfege activities and reviewing
the instruments

Week 2 Orchestra:
- Review D, G major scales
Band:
- Review B flat F major scales

Week 3 Orchestra/Band:
- Sight reading grade 0 music

Week 4 Orchestra/Band:
- Listening logs of music from different cultures

Week 5 Orchestra/Band:
- Improvisation activities based on scales

Grade 7

Yearly Objectives:
- VBODA Levels 1–3.
- Can demonstrate basic vibrato technique (strings)

Monthly Objectives:

14
 September: October:
Orchestra: Orchestra:
- C major and G major one - Introducing vibrato
octave review Band:
Band: - Different forms of
- B flat, E flat, and C scale articulation
- G harmonic minor scale

November: December:
Orchestra/Band: Orchestra/Band:
- Introducing grade 2-3 music - Winter concert

January: February:
- Grade 3 music for Music terminology:
assessment - Different musical
- Introducing 2 octave G forms (binary,
major scale (strings) ternary, rondo)

March: April:
- Assessment - Students will be able to play
dotted rhythms and identify
2/2 and 6/8 meters

May: June:
- Music technology: students - End of year concert
will compose short melodies
to be played in class using
music notation software

Weekly Objectives:

Week 1 Scale and articulations review

Week 2 Listening logs

- Learning about instruments from other
cultures/different styles of playing

Week 3 Strings: Introduction to 2 octave G major scale

Week 4 Sight reading grade 1 music

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Week 5 Improvisation and composition activities based on
scales/keys covered in class

Grade 8

Yearly Objectives:
- VBODA Levels 2–4.
- MIAD.13 The student will consistently use articulations, dynamic
contrasts, and phrasing as means of expression
- MIAD.19 The student will analyze and evaluate music by 1.
comparing and contrasting the importance of composers’ use of
style, cultural influences, and historical context for the
interpretation of works of music

Monthly Objectives:

September: October:
- wind/mallet student— - Grade 2-3 repertoire
ascending and descending - Students will focus on
concert C, F, B-flat, E-flat, musicality with pieces.
A-flat, G, D A, and E major - Dynamics
scales; G and D harmonic - Phrasing
minor scales; an extended - articulations
chromatic scale
- string student—two-octave
C, F, B-flat, G, D, and A
major scales and A, D, and E
harmonic minor scales

November: December:
Orchestra: - Winter concert
- brush stroke, tremolo
Band:
- tenuto, sforzando

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 January: February:
- Introducing grade 3-4 - MIAD.19 The student will
music analyze and evaluate music
by 1. comparing and
contrasting the importance
of composers’ use of style,
cultural influences, and
historical context for the
interpretation of works of
music; 2. examining ways in
which personal experiences
influence critical judgment
about works of music and
musical performances;

March: April:
- Assessment - MIAD.20 identifying the
value of musical
performance to society.
- Music technology project/
community involvement

May: June:
- MIAD.19 applying accepted - End of year concert
criteria for analyzing and
evaluating works of music;
4. describing performances
of music, using music
terminology

Weekly Objectives:

Week 1 Sight reading grade 1-3 music

Week 2 Major scale review

Week 3 Minor scales:

Band: G and D harmonic minor scales
Orchestra: A, D, and E harmonic minor scales

Week 4 Starting grade 3 music

Week 5 Chromatic scales

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 Grade 9

Yearly Objectives:
- Students will explore career options in music
- Analyze other cultures and historical time periods and their
relationship to musical concepts
- HII.16 participating in curricular and co-curricular events (e.g.,
concerts, other performances); ensembles such as symphonic
ensembles, chamber ensembles, marching band, jazz ensembles;
All-County, All-District, All-Region, and All-Virginia events

Monthly Objectives:

September:
- HII.3 The student will
identify, read, compare,
contrast, and perform
music in ⅜, ⅝, 5/4, 6/4 and
2/2 (alla breve or cut time)
meters.
- string student—proper bow
placement, weight, angle,
speed, and pressure;
contrasting articulations
(accents, hooked bowing,
multiple-note slurs, slurred
staccato, sforzando, martelé,
spiccato)
October:
HII.5 The student will read,
perform, and notate scales,
including 1. wind/mallet student—
ascending and descending concert
C, F, B-flat, E-flat, A-flat, Dflat, G,
D, A, and E major scales; G and D
harmonic minor scales; a
chromatic scale, in eighth notes
with M.M. quarter note = 100; and
2. string student—two-octave C, F,
B-flat, E-Flat, G, D, and A major
scales and G and A harmonic
minor scales (double bass: one
octave), in eighth notes with M.M.
quarter note = 100.

November: December:
- Grade 4 repertoire - Winter concert

January: February:

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 - Community engagement
projects, guest lectures
- Students will explore
careers in music
HII.6 The student will identify,
compare, contrast, and perform
music written in sonata, theme-
and variations, and compound
binary forms.

March: April:
- Assessment HII.19 The student will analyze
and evaluate music by 1. explaining
the importance of composers’ use
of style, cultural influences, and
historical context for the
interpretation of works of music;
- Music history project:
Students will research time
period based on works being
performed

May: June:
HII.10 The student will - End of year concert
demonstrate and describe proper
instrumental techniques, including
1. adjusting and perfecting
intonation while playing; 2.
producing tones that are clear, free
of tension, sustained, and
unwavering in pitch
- Students should be able to
demonstrate basic correct
playing technique

Weekly Objectives:

Week 1 Introduction to meters: Composition assignment in mixed

meter

Week 2 Scale review

Week 3 Orchestra:
- accents, hooked bowing, multiple-note slurs,
slurred staccato, sforzando, martelé, spiccato
Band:

19
 - —proper breathing techniques and consistent
embouchure; contrasting articulations (marcato,
sforzando, forte-piano, tenuto)

Week 4 Sight read grade 3

Week 5 Introduction to grade 4

Grade 10

Yearly Objectives:
- Students will have the opportunity to compose their own songs
using music notation software and other programs such as
GarageBand.
- VBODA Levels 3- 5.

Monthly Objectives:

September: October:
Orchestra: MU:Cr3.2.E.IIa “Share personally
- 2/3 octave scales developed arrangements, sections,
- Grade 3-4 music and short compositions –
individually or as an ensemble –
that address identified purposes.”
- Students will meet this
objective using music
notation software

November: December:
HII.6 “The student will identify, - Winter concert
compare, contrast, and perform
music written in sonata, theme-
and variations, and compound
binary forms.”

20
 January:
HII.10 The student will
demonstrate and describe proper
instrumental techniques,
HII.11 The student will
demonstrate and describe
ensemble skills at an intermediate
level,
February:
HII.13 The student will apply
articulations, dynamic contrasts,
phrasing, various tempos, and
tempo changes as means of
expression.

March: April:
- Assessment HII.20.3. analyzing ways in which
music can evoke emotion and be
persuasive

May: June:
HII.19.2. interpreting works of - End of year concert
music, using inquiry skills and
music terminology;

Weekly Objectives:

Week 1 Grade 4 music

Week 2 Orchestra:
- 2 octave scales: C, F, B-flat, E-Flat, G, D, and A
major scales
Band:
- concert C, F, B-flat, E-flat, A-flat, Dflat, G, D, A,
and E major scales

Week 3 Orchestra:
- 2 octave G and A harmonic minor scales

Week 4 - Composition and improvisation exercises

- Listening logs: using musical terminology to
evaluate music from multiple genres and cultures

Week 5 - Students will work as an ensemble to compose a

piece

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 Grade 11

Yearly Objectives:
- Students understand and can demonstrate basic conducting
patterns and gestures
- HIAD.20 describing opportunities for music performance and
advocacy within the community
- Can analyze a piece of music using musical terminology.
- Demonstrates proper playing technique including vibrato
- HIAD.16 The student will create and perform rhythmic and melodic
examples to a I-IV-V(V 7 )-I chord progression, using call-and-
response and improvisation.

Monthly Objectives:

September:
Orchestra: Grade 4-5 music
HIAD.12: advanced tuning and
artistic bowing techniques; shifting
(violin and viola, up to fifth
position, cello and bass, up to
thumb position), playing double
stops.
October:
Fall concert
HIAD.13 Balancing and blending
instrumental timbres, making
adjustments to facilitate correct
intonation, matching dynamic
levels and playing style, responding
to advanced conducting patterns
and gestures, and maintaining a
steady beat at various tempi and
performing tempo changes in the
music literature being studied.

November: December:
HIAD.14-17: The student will read Winter Concert
and interpret standard music
notation while performing music of
varying styles and levels of
difficulty, in accordance with
VBODA Levels 4-5; demonstrate
the use of articulations, dynamic
contrasts, phrasing, various tempi,

22
and tempo changes as means of
expression; create and perform
rhythmic and melodic examples to
a I-IV-V(V7)-I chord progression,
using call-and-response-
improvisation; and the student will
perform accompanying harmonies
and/or countermelodies to a given
melody.
January:
HIAD.20 The student will explore
historical and cultural aspects of
music by
1. analyzing the cultures, musical
styles, composers, and historical
periods associated with
the music literature being studied;
2. comparing and contrasting a
variety of musical periods and
styles, using music
terminology;
3. analyzing the characteristics of
instrumental music from a variety
of cultures
March:
Assessment and Spring concert
February:
HIAD.20:
4. describing opportunities for
music performance and advocacy
within the community;
5. researching career options in
music;
6. explaining the relationship of
instrumental music to other fields
of knowledge;
7. researching the use and misuse
of ethical standards as applied to
social media and
copyrighted materials; and
8. consistently demonstrating
exemplary concert etiquette as an
active listener
April:
HIAD.21 The student will analyze
and evaluate music by 1.
comparing and contrasting the
importance of composers’ use of
style, cultural influences, and
historical context for the
interpretation of works of music; 2.
examining ways in which personal
experiences influence critical
judgment about works of music
and musical performances; 3.
applying accepted criteria for
analyzing and evaluating works of
music; 4. assessing performances
of music, using music terminology;
and 5. applying accepted criteria
for critiquing musical
23
 performances of self and others.

May: June:
HIAD.22 The student will End of Year Concert: juniors and
investigate aesthetic concepts seniors perform solos or duets
related to music by
1. analyzing and explaining
personal emotional and intellectual
responses to works of music, using
music terminology;
2. analyzing aesthetic criteria used
for evaluating works of music or
critiquing musical performances;
and
3. explaining the value of musical
performance to society.

Weekly Objectives:

Week 1 HIAD.16 The student will create and perform rhythmic

and melodic examples to a I-IV-V(V 7 )-I chord
progression, using call-and-response and improvisation.

Week 2 Scales and reviewing grade 4 music

Week 3 Orchestra:
- Shifting to 5th position

Week 4 Ensemble intonation techniques

Week 5 Students will learn how to lead warm ups and basic
conducting patterns

Grade 12

24
 Yearly Objectives:
Monthly Objectives:
September:
HIAR.1 The student will read and
notate music, including
1. identifying, defining, and
applying advanced standard
notation for pitch, rhythm, meter,
articulation, dynamics, and other
elements of music; and
2. singing assigned parts while
others sing or play contrasting
parts.
HIAR.2 The student will read,
analyze, perform, and compose
advanced rhythmic patterns in
complex meters, demonstrating
technical facility and precision
commensurate with VBODA Levels
5 and 6.
HIAR.3 The student will identify
and notate all key signatures.
HIAR.4 The student will read,
notate, and perform all ascending
and descending major scales, as
per VBODA All-Virginia audition
requirements, as well as selected
minor scales and tonic arpeggios in
eighth notes.
HIAR.5 The wind/mallet student
will perform an ascending and
descending chromatic scale, as per
VBODA All-Virginia audition
requirements.
November:
HIAR.11 The student will
October:
Fall Concert
HIAR.6 The student will identify,
compare, contrast, analyze, and
perform music written in standard
and nonstandard musical forms.
HIAR.7 The student will use
standard and nonstandard
notation as a means of expression
by 1. composing a rhythmic-
melodic variation for two or more
instruments; and 2. notating the
composition in standard notation,
using contemporary technology.
HIAR.8 The student will identify,
explain, and apply music
terminology found in the music
literature being studied.
HIAR.9 The student will improvise
a melody to a 12-bar blues chord
progression.
HIAR.10 The student will arrange
and compose accompanying
harmonies and/or counter
melodies to a given melody.
December:
Winter Concert
25
demonstrate preparatory
procedures for playing, including 1.
procedures for care and
maintenance of the instrument; 2.
describing and demonstrating the
process for tuning the instrument;
3. identifying and repairing minor
problems of the instrument; 4.
analyzing, describing, and
demonstrating proper posture,
instrument position, and hand
positions; 5. wind student—
analyzing, describing, and
demonstrating proper
embouchure; and 6. identifying
intonation problems within the
ensemble, and providing a
solution.
January:
HIAR.13 The student will
demonstrate, describe, analyze,
and assess ensemble skills at an
artist level,
including
1. balancing and blending
instrumental timbres;
2. making adjustments to facilitate
correct intonation;
HIAR.12 The student will
demonstrate and describe proper
instrumental techniques, including
1. consistently adjusting and
perfecting intonation while
playing; 2. producing tones that
are clear, free of tension, sustained,
and unwavering in pitch; 3.
describing and demonstrating
contrasting articulations in the
music literature being studied; 4.
using vibrato, alternate fingerings,
trills, and grace notes when
performing; 5. wind student—
proper breathing techniques and
embouchure; double-tongue,
tripletongue, breath attacks, and
flutter-tongue; 6. string student—
advanced tuning and artistic
bowing techniques; shifting (violin
or viola—fifth position and higher;
cello or bass—beyond thumb
position); playing chords; and 7.
percussion student—artist-level
techniques; 40 PAS drum
rudiments, open-close-open, on
snare drum; four-mallet technique
on mallet percussion; multiple
percussion techniques on auxiliary
percussion instruments; timpani
technique on four or more drums;
tuning drums to reference pitches;
making changes during
performance.
February:
HIAR.14 The student will read and
interpret standard music notation
while performing music of varying
styles and levels of difficulty, in
accordance with VBODA Levels 5
and 6.
HIAR.15 The student will
demonstrate the use of
articulations, dynamic contrasts,
26
3. matching dynamic levels and
playing style;
4. responding to advanced
conducting patterns and gestures;
5. demonstrating conducting
patterns and gestures; and
6. maintaining a steady beat at
various tempos and performing
tempo changes in the music
literature being studied.
March:
HIAR.18 The student will
demonstrate musicianship and
personal engagement by 1. making
adjustments to facilitate correct
intonation as an ensemble member
and soloist; 2. identifying and
producing the characteristic sound
of the instrument being studied; 3.
monitoring individual practice
with a level of refinement that
reflects artistic musical goals; 4.
participating in curricular and co-
curricular events (e.g., concerts,
other performances); ensembles
such as symphonic ensembles,
chamber ensembles, marching
band, jazz ensembles; All-County,
All-District, All-Region, and All-
Virginia events; and 5. analyzing,
describing, and demonstrating
rehearsal and concert etiquette as a
performer (e.g., using critical aural
skills, following conducting
gestures, maintaining attention in
rest position).
HIAR.19 The student will sight-
read music of varying styles and
levels of difficulty, in accordance
with VBODA Level 4 or higher.
May:
HIAR.21 The student will analyze
and evaluate music by 1.
comparing and contrasting the
phrasing, various tempos, and
tempo changes as means of
expression.
HIAR.16 The student will create
and perform rhythmic and melodic
examples in sonata-allegro form.
HIAR.17 The student will perform
accompanying harmonies and/or
counter melodies to a given
melody.
April:
HIAR.20 The student will explore
historical and cultural aspects of
music by 1. comparing and
contrasting the cultures, musical
styles, composers, and historical
periods associated with the music
literature being studied; 2.
assessing musical periods and
styles, using music terminology; 3.
analyzing the characteristics of
instrumental music from a variety
of cultures; 4. analyzing and
evaluating opportunities for music
performance and advocacy within
the community; 5. investigating
career pathways in the music field;
6. assessing the use and misuse of
ethical standards as applied to
social media and copyrighted
materials; and 7. modeling
exemplary concert etiquette as an
active listener
June:
End of Year Concert: juniors and
seniors perform solos or duets
27
importance of composers’ use of
style, cultural influences, and
historical context for the
interpretation of works of music; 2.
analyzing ways in which personal
experiences influence critical
judgment about works of music
and musical performances; 3.
applying accepted criteria for
analyzing and evaluating works of
music; and 4. applying accepted
criteria for critiquing musical
performances of self and others.
HIAR.22 The student will
investigate aesthetic concepts
related to music by 1. analyzing
and explaining personal emotional
and intellectual responses to works
of music, using music terminology;
2. analyzing aesthetic criteria used
for evaluating works of music or
critiquing musical performances;
and 3. analyzing the value of
musical performance to society.

Weekly Objectives:

Week 1 Grade 5 repertoire

Week 2 Orchestra:
- All major scales 2 octave are mastered
Band:
- All scales 1 octave

Week 3 Students will be able to identify western and non western

notation

Week 4 Arpeggios for all scales

Week 5 Chromatic scales

28
The following is a brief list of appropriate large ensemble literature that would serve to
support the above objectives:

Grade I (5th-6th grade)

1. Rocky Mountain Romp - Brian Balmages - Concert Band (Grade 1)
2. The Russian Music Box - Soon Hee Newbold - Strings (Grade 1)
3. Bop! - Rob Vuono, Jr. - Jazz Ensemble (Grade 1.5)
4. To a Wild Rose - Arr. Robert D. McCashin - Strings (Grade 1.5)
5. Fanfare and Fireworks - Brian Balmages - Full Orchestra (Grade 1.5)

Grade II (6th-7th grade)

1. Remember When - Chris Sharp - Jazz Ensemble (Grade 2)
2. Dragon Dances - Soon Hee Newbold - Strings (Grade 2)
3. Nimrod - Arr. Chris Sharp - Concert Band (Grade 2)
4. The Blue Danube - Arr. Robert D. McCashin - Strings (Grade 2.5)
5. Chant and Savage Dance - Brian Balmages - Concert Band (Grade 2.5)

Grade III (7th-8th grade)

1. Nevermore - Brian Balmages - Concert Band (Grade 3)
2. This Is It! - Mike Pendowski - Jazz Ensemble (Grade 3)
3. Lion City - Soon Hee Newbold - Strings (Grade 3)
4. Warrior Legacy - Soon Hee Newbold - Full Orchestra (Grade 3)
5. Grave and Allegro - Arr. Robert D. McCashin - Strings (Grade 3.5)

Grade IV (Intermediate High School)

1. Arabian Dances - Brian Balmages - Concert Band (Grade 4)
2. Sho’Nuff Sure-fire Shuffle - John Dilkey - Jazz Ensemble (Grade 4)
3. Overture to Idomeneo - Arr. Robert D. McCashin - Strings (Grade 4)
4. Orion and the Scorpion - Soon Hee Newbold - Strings (Grade 4.5)
5. Egyptian Legacy - Soon Hee Newbold - Full Orchestra (Grade 4.5)

Grade V (Advanced High School)

1. Silence Overwhelmed - Brian Balmages - Concert Band (Grade 5)
2. What a Diff’rence a Day Made - Frank Mantooth - Jazz Ensemble (Grade 5)
3. Perseus - Soon Hee Newbold - Strings (Grade 5)
4. Academic Festival Overture - Arr. Robert D. McCashin - Strings (Grade 5)
5. Fantasia on We Three Kings - Brian Balmages - Full Orchestra (Grade 5)

Additional Materials

29
Beginning instruction should include an approved method book that helps students to
address certain problems or techniques relevant to the given instrument.

For band, Accent on Achievement by John O'Reilly and Mark Williams, Sound
Innovations by Robert Sheldon, Peter Boonshaft, Dave Black, and Bob Phillips, and
Essential Elements for Band by Charles Menghini, John Higgins, and Tim Lautzenheiser
are all approved method books. If a teacher wishes to use a different method book, it
must be approved.

For Orchestra, New Directions for Strings by McCashin, Horvath, Mitchell & Erwin,
Essential Elements Interactive for Strings (Also known as Essential Elements 2000) by
Michael Allen, Robert Gillespie & Pamela Tellejohn Hayes, and Sound Innovations for
String Orchestra arranged Sheldon, Boonshaft and Phillips are all approved method
books. If a teacher wishes to use a different method book, it must be approved.

As an ensemble moves up in level, use of method books can either be used as warm up
tools or do not have to be used at all. This decision is under the discretion of the teacher.
However, warm ups must be used in the beginning of every class. Warm up should
include, but are not limited to, scales, arpegios, internal pulse and rhythm exercise etc.
The teacher also may elect to use a warm up book. Examples include Fundamental
Warm-ups for Concert Band by Christopher P. Ellis and Daily Warm-ups for String
Orchestra by Michael Allen.

Up to date music software is both important to the education of the students and the
quality of a teacher’s work. Music notation, music creation, and music recording
software should be available to all school computers. For music notation, the program
‘Finale’ by MakeMusic is required on all computers, however, other programs may be
used. For music creation, ‘Ableton Live’ by Ableton is required on all computers,
however, other programs may be used. For music recording Audacity by Dominic
Mazzoni and Roger Dannenberg is required on all computers, however, other programs
may be used.

If a teacher wishes for other music programs to be installed on all school computers,
they must submit a proposal to the county director of music education, that includes
what the software will be used for and its yearly cost.

30