Strand: Creating Content Standard 1: Students will generate and conceptualize artistic ideas and work. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment CR.1.BOI.1 Improvise simple rhythmic variations CR.1.BOII.1 Improvise simple rhythmic or melodic variations CR.1.BOIII.1 Improvise basic rhythmic or melodic variations CR.1.BOIV.1 Improvise moderately 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. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment CR.2.BOI.1 Compose a simple phrase with prescribed notation CR.2.BOII.1 Compose a simple phrase with prescribed notation CR.2.BOIII.1 Compose, with limited guidance, a more complex four-measure phrase CR.2.BOIV.1 Compose, with little or no guidance, an original melodic line CCRA.W.4, 5 CR.2.BOI.2 Identify movement to maintain a steady tempo CR.2.BOII.2 Demonstrate movement to maintain a steady tempo CR.2.BOIII.2 Employ appropriate movement to maintain a steady tempo CR.2.BOIV.2 Employ a variety of appropriate movements to maintain a steady tempo
Strand: Creating Content Standard 3: Students will refine and complete artistic work. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment CR.3.BOI.1 Share personally-developed motifs that demonstrate understanding of the elements of music as a soloist CR.3.BOII.1 Share personally-developed motifs that demonstrate understanding of the elements of music as an ensemble personally-developed passages that demonstrate understanding of the elements of music as a soloist CR.3.BOIV.1 Share personally-developed passages that demonstrate understanding elements of music as an ensemble CCRA.W.4, 6 CCRA.SL.1, 4 CCRA.L.6
Strand: Performing Content Standard 4: Students will analyze, interpret, and select artistic work for presentation. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment P.4.BOI.1 Play simple music in contrasting styles alone and with others P.4.BOII.1 Play music in contrasting styles alone and with others P.4.BOIII.1 Play intermediate music in contrasting styles alone and with others P.4.BOIV.1 Play graded literature in contrasting styles alone and with others CCRA.R.4 CCRA.SL.1, 4 P.4.BOI.2 Sight-read simple music P.4.BOII.2 Sight-read basic music P.4.BOIII.2 intermediate music P.4.BOIV.2 Sight-read graded literature CCRA.R.1, 4 P.4.BOI.3 Identify basic music terminology allegro arco pizzicato P.4.BOII.3 Explain basic music terminology allegro arco D.C. al fine moderato pizzicato P.4.BOIII.3 Discuss basic music terminology allegro andante arco D.C. al coda D.C. al fine moderato pizzicato ritardando P.4.BOIV.3 Analyze basic music terminology adagio allegro andante arco cantabile D.C. al coda D.C. al fine moderato pizzicato ritardando CCRA.L.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment P.5.BOI.1 Perform basic dynamics piano P.5.BOII.1 Perform dynamics forte piano mezzo-piano P.5.BOIII.1 Perform dynamics with increased tempo forte piano mezzo-forte mezzo-piano fortissimo pianissimo crescendo decrescendo P.5.BOIV.1 Perform dynamics with increased tempo and accuracy forte piano mezzo-piano fortissimo pianissimo crescendo decrescendo CCRA.R.1, 4 CCRA.L.6 P.5.BOI.2 Identify characteristic tone quality through appropriate use of the bow bow hold bow length bow speed use of full bow P.5.BOII.2 Demonstrate characteristic tone quality through appropriate use of the bow bow hold bow length bow speed use of full bow P.5.BOIII.2 Demonstrate characteristic tone quality through appropriate use of the bow bow hold bow length bow speed use of full bow vibrato P.5.BOIV.2 Demonstrate characteristic tone quality at various dynamic levels through appropriate use of the bow bow hold bow length bow use of full bow vibrato CCRA.R.4, 5 CCRA.SL.4 P.5.BOI.3 Identify techniques finger spacing left arm position left hand that affect proper intonation P.5.BOII.3 Improve intonation by employing proper techniques finger spacing left arm position left hand shape P.5.BOIII.3 Achieve centered intonation by employing proper techniques finger spacing left arm position left hand shape P.5.BOIV.3 Refine intonation by consistently using proper techniques finger spacing left arm position left hand shape CCRA.SL.4
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment P.5.BOI.4 Demonstrate basic articulation patterns détaché slur P.5.BOII.4 Demonstrate articulation patterns détaché slur legato staccato P.5.BOIII.4 Demonstrate articulation patterns with increased tempo détaché slur legato staccato hooked bow P.5.BOIV.4 Demonstrate articulation patterns with increased tempo and accuracy détaché slur legato staccato hooked bow accent martelé (marcato) CCRA.SL.4 CCRA.L.6 P.5.BOI.5 Read basic rhythms and meters time signatures: 4/4, 3/4, 2/4 whole, half, and quarter notes P.5.BOII.5 Apply knowledge of rhythm and meter dotted quarter-eighth pattern time signatures: 4/4, 3/4, 2/4 whole, half, quarter, and eighth notes P.5.BOIII.5 Apply knowledge of rhythm and meter at a proficient level internalizing beat whole, half, quarter, eighth, and sixteenth notes, and triplets intermediate rhythmic patterns (e.g., dotted note pattern, syncopation) meter changes time signatures: 4/4, 3/4, 2/4, 6/8 P.5.BOIV.5 Apply knowledge of rhythm and meter precisely with excellence internalizing beat meter changes more complex rhythmic patterns (e.g., dotted eighth and sixteenth notes, syncopation) varied meters CCRA.SL.4 CCRA.L.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment P.5.BOI.6 Play scales and/or arpeggios D Major, one octave G Major, one octave P.5.BOII.6 Play scales and/or arpeggios D Major, one octave G Major, one octave C Major, one octave P.5.BOIII.6 Play scales and/or arpeggios (including drop-down scales and arpeggios for bass) D Major, two octaves G Major, two octaves C Major, one octave F one octave B♭ Major, one octave E♭ Major, one octave A Major, one octave e natural minor, one octave d natural minor, one octave P.5.BOIV.6 Play scales and/or arpeggios (including drop-down scales and arpeggios for bass) C two octaves F Major, two octaves B♭Major, two octaves E♭Major, two octaves G two octaves D two octaves A Major, two octaves A natural minor, one octave d natural minor, one octave g natural minor, one octave c natural one octave e natural minor, one octave b natural minor, one octave f♯ natural one octave CCRA.SL.4 CCRA.L.6 P.5.BOI.7 Employ proper warm-up procedures (e.g., scales, arpeggios, long Students will continue to employ proper warm-up procedures during subsequent years of Beginning Orchestra. Students will continue to employ proper warm-up procedures during subsequent years of Beginning Orchestra. Students will continue to employ proper warm-up procedures during subsequent years of Beginning Orchestra. CCRA.SL.4 CCRA.L.6
Strand: Performing Content Standard 5: Students will develop and refine artistic work for presentation. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment P.5.BOI.8 Rehearse correct practice procedures (e.g., troubleshooting, problem solving, counting strategies, rhythm techniques to increase skill and speed level) P.5.BOII.8 Demonstrate correct practice procedures (e.g., troubleshooting, problem solving, counting strategies, rhythm techniques to increase skill and speed level) P.5.BOIII.8 Demonstrate correct practice procedures consistently (e.g., troubleshooting, problem solving, counting strategies, rhythm techniques to increase skill and speed level ) P.5.BOIV.8 Employ correct practice procedures (e.g., troubleshooting, problem solving, counting strategies, rhythm techniques to increase skill and speed level) CCRA.SL.4 CCRA.L.6 P.5.BOI.9 Perform proper instrument maintenance Students will continue to perform proper instrument maintenance during subsequent years of Beginning Orchestra. Students will continue to perform proper instrument maintenance during subsequent years of Beginning Orchestra. Students will continue to perform proper instrument maintenance during subsequent of Beginning Orchestra. P.5.BOI.10 Identify proper posture (e.g., sitting position, left and right hand techniques) P.5.BOII.10 Demonstrate proper posture (e.g., sitting position, left and right hand techniques) P.5.BOIII.10 Employ proper posture (e.g., sitting position, left and right hand techniques) P.5.BOIV.10 Refine proper posture (e.g., sitting position, left and right hand techniques)
Strand: Performing Content Standard 6: Students will convey meaning through the presentation of artistic work. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment R.6.BOI.1 Follow basic conducting patterns R.6.BOII.1 Follow conducting patterns, including but not limited to preparatory beat Follow conducting patterns and gestures, including but not limited to preparatory beat, various tempi, and various meters R.6.BOIV.1 Follow conducting patterns and gestures, including but not limited to preparatory beat, various tempi and various meters, tempo and meter changes, rubato CCRA.R.4 CCRA.SL.1, 4 CCRA.L.6 P.6.BOI.2 Demonstrate, with guidance, artistic expression, using dynamics P.6.BOII.2 Demonstrate, with guidance, artistic expression, using meaningful dynamics and articulation Demonstrate, with limited guidance, artistic expression in the performance of selected repertoire P.6.BOIIV.2 Demonstrate artistic expression and composer’s intent in the performance of selected repertoire CCRA.R.4 CCRA.SL.1, 4, 6 P.6.BOI.3 Identify aspects of characteristic ensemble sound (e.g., blend, ensemble intonation) P.6.BOII.3 Demonstrate aspects of characteristic ensemble sound (e.g., blend, ensemble intonation, balance) aspects of characteristic ensemble sound (e.g., ensemble intonation, balance, phrasing) P.6.BOIV.3 Refine aspects of characteristic ensemble sound (e.g., blend, ensemble intonation, balance, phrasing, expression) CCRA.R.4 CCRA.SL.1, 4, 6 P.6.BOI.4 Identify aspects of appropriate rehearsal, performance, and audience etiquette P.6.BOII.4 Demonstrate aspects of appropriate rehearsal, performance, and audience etiquette Employ aspects of appropriate rehearsal, performance, and audience etiquette P.6.BOIV.4 Refine aspects of appropriate rehearsal, performance, and audience etiquette CCRA.SL.1
Strand: Responding Content Standard 7: Students will perceive and analyze artistic work. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment R.7.BOI.1 Recognize musical binary (AB) ABA R.7.BOII.1 Recognize musical binary (AB) ABA theme and variations R.7.BOIII.1 Recognize various musical forms binary (AB) ABA theme and variations imitative forms (e.g., canon, round) R.7.BOIV.1 Analyze various musical forms binary (AB) ABA theme and variations imitative forms (e.g., canon, round) CCRA.R.1, 4 CCRA.L.6 R.7.BOI.2 Recognize musical textures solo ensemble R.7.BOII.2 Recognize musical textures solo ensemble small ensemble R.7.BOIII.2 Recognize various musical textures solo large ensemble small ensemble performing ensembles (e.g., string orchestra, concert band, choir) R.7.BOIV.2 Analyze various musical textures solo large ensemble small ensemble performing ensembles (e.g., string orchestra, concert band, choir) CCRA.R.1, 4 CCRA.L.6 R.7.BOI.3 Identify musical instruments by sight and sound string brass woodwind percussion R.7.BOII.3 Identify musical timbre string brass woodwind percussion vocal R.7.BOIII.3 Identify musical timbre string woodwind percussion electronic R.7.BOIV.3 Distinguish musical genres Western non-Western popular CCRA.R.1, 4 CCRA.L.6
Strand: Responding Content Standard 8: Students will interpret intent and meaning in artistic work. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment SLE introduced in Beginning Orchestra IV SLE introduced in Beginning Orchestra IV SLE introduced in Beginning Orchestra IV R.8.BOIV.1 Identify examples of a varied repertoire of (e.g., classical, pop, jazz) CCRA.R.1, 9 CCRA.SL.1, 4 CCRA.L.6 SLE introduced in Beginning Orchestra IV SLE introduced in Beginning Orchestra IV SLE introduced in Beginning Orchestra IV R.8.BOIV.2 Identify, with guidance, the meaning of a musical work CCRA.R.1, 4 CCRA.SL.1, 4
Strand: Responding Content Standard 9: Students will apply criteria to evaluate artistic work. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment R.9.BOI.1 Identify characteristics of instrumental performances R.9.BOII.1 Identify characteristics of exemplary instrumental performances R.9.BOIII.1 Identify criteria for evaluating instrumental performances R.9.BOIV.1 Evaluate instrumental performances established criteria CCRA.R.1, 4, 5 CCRA.SL.3
Strand: Connecting Content Standard 10: Students will synthesize and relate knowledge and personal experiences to make art. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment CN.10.BOI.1 Identify the effect of one’s personal experiences on performance CN.10.BOII.1 Describe the effect of one’s personal experiences on performance Discuss the effect of one’s personal experiences on performance CN.10.BOIV.1 Analyze the effect of one’s personal experiences on performance CCRA.R.7, 8 CCRA.SL.1, 4
Strand: Connecting Content Standard 11: Students will relate artistic ideas and works with societal, cultural, and historical context to deepen understanding. Beginning Orchestra I Beginning Orchestra II Beginning Orchestra III Beginning Orchestra IV CCSS Alignment CN.11.BOI.1 Recognize music from various cultures, historical periods, and/or events classical popular CN.11.BOII.1 Identify music from various cultures, historical periods, and/or events classical folk music jazz popular Investigate music from various cultures, historical periods, and/or events classical folk music jazz non-Western popular spirituals CN.11.BOIV.1 Analyze music from various cultures, historical periods, and/or events classical folk music jazz non-Western popular spirituals CCRA.R.7, 8, 9, 10 CCRA.W.7, 8 CN.11.BOI.2 Identify connections between and the other fine arts (e.g., theatre, ballet) and between music and disciplines outside the arts (e.g., social studies, foreign languages) CN.11.BOII.2 Discuss connections between music and the other fine arts (e.g., theatre, ballet) and between and disciplines outside the arts (e.g., social studies, foreign languages) CN.11.BOIII.2 Investigate connections between music and the other fine arts (e.g., theatre, ballet) and between music and disciplines outside the arts (e.g., social studies, foreign languages) CN.11.BOIV.2 Analyze connections between music and the other fine arts (e.g., theatre, ballet) and between and disciplines outside the arts (e.g., social studies, foreign languages) CCRA.R.7, 8, 9, 10 CCRA.W.7, 8
Contributors The following people contributed to the development of this document: Dr. Deborah Barber – Arkansas Tech University 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 Laura Cornelius – Arkadelphia School District Bennie Vincent – Monticello School District James Hatch – Pulaski County Special School District John Wilkerson – Star City School District