Strand: Creating Content Standard 1: Students will generate and conceptualize artistic ideas and work. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment CR.1.OI.1 Create artistic musical work reflecting a basic repertoire for orchestra (e.g., Baroque, Classical) CR.1.OII.1 Create artistic musical work reflecting a varied repertoire for orchestra (e.g., Baroque, Classical, folk music) CR.1.OIII.1 Create artistic musical work reflecting a wider repertoire for orchestra (e.g., Baroque, Classical, American popular music, folk music) CR.1.OIV.1 Create artistic musical work reflecting a broad repertoire for orchestra (e.g., Baroque, Classical, American popular music, folk music, Romantic, music) CCRA.R.4, 5 CCRA.W.4 CCRA.SL.4 CR.1.OI.2 Improvise moderately complex rhythmic or melodic variations CR.1.OII.2 Improvise complex rhythmic or melodic variations CR.1.OIII.2 Improvise increasingly complex rhythmic or melodic variations CR.1.OIV.2 Improvise increasingly complex rhythmic or melodic variations CCRA.R.4, 5 CCRA.SL.4
Strand: Creating Content Standard 2: Students will organize and develop artistic ideas and work. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment CR.2.OI.1 Compose an original melodic line CR.2.OII.1 Compose an original melodic line of increasing complexity CR.2.OIII.1 Compose an original melodic line of increasing complexity CR.2.OIV.1 Compose an original melodic line of increasing complexity CCRA.W.4, 5 CR.2.OI.2 Maintain a steady tempo through appropriate movement Students will continue to maintain a steady tempo through appropriate movement in subsequent years of Orchestra. Students will continue to maintain a steady tempo through appropriate movement in subsequent years of Orchestra. Students will continue to maintain a steady tempo through appropriate movement in subsequent years of Orchestra.
Strand: Creating Content Standard 3: Students will refine and complete artistic work. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment CR.3.OI.1 Refine original artistic work developed in groups CR.3.OII.1 Refine original artistic work developed in groups CR.3.OIII.1 Refine original artistic work developed with partners CR.3.OIV.1 Refine original artistic work developed individually CCRA.W.4, 6 CCRA.SL.1, 4
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment P.4.OI.1 Play music in contrasting styles written before 1830 American popular music or American classical music P.4.OII.1 Play complex music in contrasting styles P.4.OIII.1 Play increasingly complex in contrasting styles P.4.OIV.1 Play advanced music in contrasting styles CCRA.R.4 CCRA.SL.1, 4 P.4.OI.2 Sight-read music literature P.4.OII.2 Sight-read music literature of moderate complexity P.4.OIII.2 Sight-read increasingly complex music literature P.4.OIV.2 Sight-read advanced music literature CCRA.R.1, 4 P.4.OI.3 Interpret music terminology in the presentation of artistic work Students will continue to interpret musical terminology in the presentation of artistic work in subsequent years of Orchestra. Students will continue to interpret musical terminology in the presentation of artistic work in subsequent years of Orchestra. Students will continue to interpret musical terminology in the presentation of artistic work in subsequent years of Orchestra. CCRA.L.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment P.5.OI.3 Demonstrate basic intonation individually and in large or small ensembles in first position P.5.OII.3 Demonstrate proficient intonation individually and in large or small ensembles in first position in positions immediately above first position on the top two strings (e.g., third position; cello: fourth position; bass: second through third positions) P.5.OIII.3 Demonstrate excellent intonation individually and in large or small ensembles in position in positions immediately above first position on the top two strings (e.g., violin/viola: third position; cello: fourth position; bass: second through third positions) in extended positions the octave harmonic on the top two strings P.5.OIV.3 Demonstrate superior intonation individually and in large or small ensembles in first position in positions immediately above first position on the top two strings (e.g., violin/viola: third position; cello: fourth position; bass: second through third positions) in extended positions below the octave harmonic on the top two strings in positions above the octave harmonic on the top string CCRA.SL.1, 4 P.5.OI.4 articulations as stylistically appropriate P.5.OII.4 Apply varied articulations as stylistically appropriate P.5.OIII.4 Refine execution of varied articulations as stylistically appropriate P.5.OIV.4 Apply articulations with facility as stylistically appropriate CCRA.SL.4 CCRA.L.6 P.5.OI.5 Demonstrate basic rhythmic precision in large or small ensembles P.5.OII.5 Demonstrate rhythmic precision at a proficient level individually and in large or small ensembles P.5.OIII.5 Demonstrate rhythmic precision with excellence individually and in large or small ensembles P.5.OIV.5 Demonstrate rhythmic precision at a superior level individually and in large or small ensembles CCRA.R.4 CCRA.SL.4 CCRA.L.6
Strand: Performing Content Standard 6: Students will convey meaning through the presentation of artistic work. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment R.6.OI.1 Respond to conducting patterns and gestures R.6.OII.1 Respond to a variety of conducting patterns and gestures R.6.OIII.1 Respond to conducting patterns and gestures in a variety of musical genres R.6.OIV.1 Achieve artistic interpretation and composer’s intent through accurate response to conducting patterns and gestures in a variety of musical genres CCRA.R.4 CCRA.SL.1, 4 CCRA.L.6 P.6.OI.2 Demonstrate artistic expression through dynamics, articulation, and phrasing P.6.OII.2 Communicate artistic expression through dynamics, articulation, and phrasing P.6.OIII.2 Refine artistic expression through dynamics, articulation, and phrasing P.6.OIV.2 Employ insight to demonstrate artistic expression CCRA.R.4 CCRA.SL.1, 4, 6 P.6.OI.3 Apply, at all dynamic levels, basic characteristics of ensemble sound balance blend ensemble intonation expression phrasing P.6.OII.3 at all dynamic levels, characteristics of ensemble sound balance blend ensemble intonation expression phrasing P.6.OIII.3 Refine, at all dynamic levels, characteristics of ensemble sound balance ensemble intonation expression phrasing P.6.OIV.3 Apply fluently, at all dynamic levels, characteristics of ensemble sound balance blend ensemble intonation expression phrasing CCRA.R.4 CCRA.SL.1, 4, 6 P.6.OI.4 Exhibit proper etiquette in rehearsal, performances, and audience settings Students will continue to exhibit proper etiquette during subsequent of Orchestra. Students will continue to exhibit proper etiquette during subsequent years of Orchestra. Students will continue to exhibit proper etiquette during subsequent years of Orchestra. CCRA.SL.1
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment R.7.OI.1 Describe a musical performance or recording with consideration of form, texture, and instrumentation R.7.OII.1 Discuss a musical performance or recording with consideration of form, texture, and instrumentation R.7.OIII.1 Analyze a musical performance or recording with consideration of form, texture, and instrumentation R.7.OIV.1 Analyze a complex musical performance or recording with consideration of form, texture, and instrumentation CCRA.R.1, 2, 4, 5 CCRA.SL.1, 4 R.7.OI.2 Identify elements of interests, purpose, and context in a selected work R.7.OII.2 Analyze elements of interests, purpose, and context in a selected work R.7.OIII.2 Develop criteria to use when analyzing music, based on elements of music, interests, purpose, and context R.7.OIV.2 Defend personally-developed criteria used when analyzing music, based on elements of music, interests, purpose, and context CCRA.R.1, 2, 5 CCRA.W.1, 2 CCRA.SL.1, 2, 3, 4 CCRA.L.6
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Orchestra I Orchestra II Orchestra III Orchestra IV CCSS Alignment CN.11.OI.1 Identify technological influences on (e.g., software, hardware, recorded music, Internet) CN.11.OII.1 Describe technological influences on music (e.g., software, hardware, recorded music, Internet) CN.11.OIII.1 Discuss technological influences on music (e.g., software, hardware, recorded Internet) CN.11.OIV.1 Analyze technological influences on music (e.g., software, hardware, recorded music, Internet) CCRA.R.1, 7 CCRA.SL.1, 2, 4 CN.11.OI.2 Identify musical traditions that relate to the historical and cultural contexts of arts and disciplines (e.g., Baroque, Romantic, Students will continue to identify musical traditions that relate to the historical and cultural contexts of other arts and disciplines during subsequent years of Orchestra. Students will continue to identify musical traditions that relate to the historical and cultural contexts of other arts and disciplines during subsequent years of Orchestra. Students will continue to identify musical traditions that relate to the historical and cultural contexts of other arts and disciplines during subsequent years of Orchestra. CCRA.R.7, 8, 9, 10 CCRA.W.7, 8 CN.11.OI.3 Identify characteristics (e.g., setting, plot, historical significance) of various types of music American music music from different cultures music from different historical periods music of Arkansas composers and songwriters program CN.11.OII.3 Describe characteristics (e.g., setting, plot, historical significance) of various types of music American music from different cultures music from different historical periods music of Arkansas composers and songwriters program music CN.11.OIII.3 Discuss characteristics (e.g., setting, plot, historical significance) of various types of music American music music from different cultures from different historical periods music of Arkansas composers and songwriters program music CN.11.OIV.3 Compare and contrast characteristics (e.g., setting, plot, historical significance) of various types of music American music music from different cultures music from different historical periods music of Arkansas composers and songwriters program CCRA.R.1, 9 CCRA.W.7 CCRA.SL.1, 4 CCRA.L.6
Contributors The following people contributed to the development of this document: Dr. Deborah Barber – Arkansas Tech University Steve Holder – Rose Bud School District Kaci Berry – Springdale School District Alexander Michaels – El Dorado School District Kerry Blakemore – Pulaski County Special School District Patrick Mugridge – Helena/West Helena School District Casey Buck – Conway School District Karen Murphy – Greenwood School District Jeremy Carter – Corning School District Dr. I.J. Routen – Little Rock School District Cornelius – Arkadelphia School District Bennie Vincent – Monticello School District James Hatch – Pulaski County Special School District John Wilkerson – Star City School District