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To add a post, click the + circle underneath the appropriate performance topic from the standards and identify your benchmark recommendation.

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To add a post, click the + circle underneath the appropriate performance topic from the standards and identify your benchmark recommendation.

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Format:
Discipline/Grade
Description.

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Scales on different rhythms and in a three part round

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forte, piano, crescendo and decrescendo

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Balance melody vs harmony

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level 1- quarters and half notes, D major

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Whole notes & rests, half notes & rests, quarter notes & rests, eighth notes & rests, dotted quarter/eighth note patterns. Tempo range 84 - 116

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Basic finger/hand/arm flexibility.
Visual rhythmic recognition (clapping flash cards in quarters and halves notes/rests).
D major 1 octave in unison and multi-part rounds.

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loud/soft/louder/softer

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D, G, and C major- 1 or 2 octave depending on the instrument.

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primary focus is correct use of bow since this is 95% of what it takes to achieve a good tone on a string instrument.

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students should be able to demonstrate correct position, posture, and fluidity of motion in the right arm as it relates to bow use.

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All rhythms and tempos from 6th grade plus sixteeth note patterns and triplets.
Tempo range 72 - 132

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All rhythms and tempos from 6th and 7th plus duple and compound rhythms.
Tempo range 64 - 152

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Demonstrate a characteristic tone quality
Band/7th and 8th
Demonstrate characteristic tone quality with beauty, control and blend

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Long tones, interval studies, scale patterns Bb and Eb, rhythm exercises
Band/7th and 8th
Long tones, interval studies, scale patterns F, Bb, Eb, Ab, chorals, articulation, rhythm exercises

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piano, forte, chorale, march
Band/7th and 8th
pianissimo, piano, mezzo piano, mezzo forte, forte, fortissimo, chorale, march, dance, swing, contemporary, folk song, etc.

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characteristic tone with balance and blend and a general understanding of intonation
Band/7th and 8th
characteristic tone with balance and blend and an capable of playing with correct intonation and an understanding of pitch tendencies and correction methods

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technical proficiency on whole, half, quarter, eighth note patterns in Bb and Eb
Band/7th and 8th
technical proficience on all 6th grade patterns plus sixteenth, and triplet patterns in F, Bb, Eb, and Ab

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Grade 1 or 1 1/2 literature
Band/7th
Grade 2 or 2 1/2 literature
Band/8th
Grade 3 literature

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6th Grade:  Bb and Eb scales, whole, half, quarter and eighth note rhythms and rests.  Intonation and playing in tune with others.  Understanding that the melody is prominent and all sections must balance.  7th Grade:  Bb, Eb, Ab, and F Major Scales and beginning of the chromatic scale.  Introduction of triplets and sixteenth note rhythms.By 8th grade, all students must know the four scales required for All-State auditions as well as the chromatic scale.  They need to know and understand all rhythms involving quarter, eighth and sixteenth notes, as well as triplets and cut time.

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6th Grade:  Bb and Eb scales, whole, half, quarter and eighth note rhythms and rests.  Intonation and playing in tune with others.  Understanding that the melody is prominent and all sections must balance.  7th Grade:  Bb, Eb, Ab, and F Major Scales and beginning of the chromatic scale.  Introduction of triplets and sixteenth note rhythms.By 8th grade, all students must know the four scales required for All-State auditions as well as the chromatic scale.  They need to know and understand all rhythms involving quarter, eighth and sixteenth notes, as well as triplets and cut time.

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All students are able to play and understand duple and compound rhythms.  They also must understand pitch and intonation as well as balance, dynamics and all other markings found in concert music.

Understanding of key signature and accidentals is also stressed in every grade.

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Thompson, Nicole
basic tetrachords on the G, D, and A strings with proper left hand technique and bow hold, paralell to bridge

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Thompson, Nicole
Lanes for the bow with emphasis on using the lane for the dynamic we are striving to achieve, as well as proper bow weight and distribution

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Thompson, Nicole
bow distribution and left hand technique. Listen louder than you play.

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Thompson, Nicole
Counting and singing with the metronome

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Thompson, Nicole
proper left hand technique and bow hold

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Thompson, Nicole
Essential Elements book 1 and level 1 sheet music

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6- D scale various rhythms and patterns. Say/read/write notes and rhythms
7-D, C, G scale 1 or 2 octave.
8- beginning position work.

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A 7th grade cellist should be able to play various rhtyhms on the cello creating a quality (not scratchy or superfluous) sound. Students should also be able to create a sustained sound that does not loose substance at the end of the stroke

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1. Scales with various bowings.
2. Count out loud and play various rhythms.
3. For 8th Grade, I really like the Chorales in EE Book 3.

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sing and think about where you breath and make sure it matches your bow changes. practice loud part quiet and quiet parts loud. Listening to lots of professional music

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Long tones, scale patterns Bb and Eb, rhythm exercises, 5 note chorales

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Long tones, scale patterns F, Bb, Eb, Ab, chorales, articulation, rhythm exercises, sight reading

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make sure your harmony knows the melody and counter melody. Intonation- we take a few measures each day and focus of each note and chord throughout.

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Characteristic tone, making progress in areas of beauty, blend, control

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For 6th grade, students should develop the ability to play at various parts of the bow to achieve dynamic changes and clear articulations.
In 7th grade, I introduce vibrato.
By 8th grade, students should be able to vibrate comfortably and play many different dynamic levels and articulations.

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count/clap/pizzacato/arco- we 4-8-12 measures at a time. Always with a metronome for the first few weeks, and then again right before the concert.

I just got a great book from alfred for rhythm exercises. Called Rhythm Workshop.

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6: piano, forte, crescendo, decrescendo

7: adding mp, mf, chorale and march style

8: adding pp, ff, and additional styles such as swing

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6 - identify melody vs accomp.
7/8 - balance all parts, can melody be heard?

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6 - simple meters whole, half, quarter, 8th
7/8 - dotted rhythms, 6/8time

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Minor Scales

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High quality tone @ extended range of instrument

Advanced control of vibrato speed & depth

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Blending w/ section, family, and ensemble at more challenging rhythmic passages, extended ranges, faster tempi

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Singing divisi, SATB
Sight singing SATB
Ear Training at mastery level (play root, sing fifth, etc.)

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Long Tones, Lips Slurs, Scales, Articulation Exercises.

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Long Tones, Lips Slurs, Scales, Articulation Exercises.

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TW

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Dynamics Ex:  using a number system of 1-10.I have a booklet.

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Dynamics Ex:  using a number system of 1-10.I have a booklet.

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TW

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Pyramid:  Balancing unison and chords with various levels of dynamics.

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Pyramid:  Balancing unison and chords with various levels of dynamics.

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TW

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Use of Metronome and several different rhythm sheets.

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Use of Metronome and several different rhythm sheets.

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TW

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Sustained sound supported by air sounding with clarity, beauty, and control

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Call and response on pitches and rhythms.
Brass Buzz specific pitches or sequences of pitches.
Hum or sing specific pitches of sequences of pitches.
Sing or identify simple note sequences using scale degrees.
Breathing exercises
Finger and name exercises

Band / 7-8
Long tones, lip slurs, scales, articulation studies, attack-sustain-release, dynamic control, chorales, pass notes from one section to another, rhythm studies, breathing exercises

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Introduction of loud and soft - breathing exercises to understand type of air needed, dynamic vocabulary, hum or sing to understand phrasing, air exercises on finger before playing, work on simple, recognizable melodies and relate lyrics to phrasing

Band / 7-8
Expand knowledge of dynamic terms, breathing exercises
Chorales
Articulation studies
Discussion of mood, styles of music, genres
Model on instrument desired sound
Play recorded examples of music for aural understanding

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Focus on tone quality, correct embouchure, proper posture, and aural skills to aid with intonation and blend
Introduce melody and harmony

Band / 7-8
Continue to develop tone quality
Develop an understanding of melody, harmony, rhythmic accompaniment, and chords
Pyramid of sound
Learn pitch tendencies of instruments

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Values of whole/half/quarter/eighth / dotted half - notes and rests
Introduction of counting system
Count and clap rhythms
Steady beat

Band 7/8
Values of dotted rhythms, 6/8, cut time, sixteenths at varying tempos

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Students should be able to clap and count rhythms, finger and name pitches, and understanding simple exercises as they relate to scales

Combine techniques above when applied to Grade 1 literature

Band / 7
Students should be able to read notes, rhythms, and observe symbols / markings such as dynamics, repeats, crescendo / descrescendo, articulations, style, and phrasing when applied to Grade 2 literature

Band / 8
Students shoujld be able to read notes, rhythms, and observe symbols/markings such as dynamics, repeats, crescendo,/decrescendo, articulations, style, phrasing, multiple key signatures, multiple time signatures, with expression and beauty when applied to Grade 2.5 - 3 literature.

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long tones with even tone.  working to keep bow changes steady.

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basic q/8th rhythms with D, G, and C major scales. Rounds in 3-4 parts.

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p/mp/mf/f differences in bow placement/usage
short vs. long tones.

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sing your part!
correct bow hold/placement are the keys to good balance and blend

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call and response.
pepperoni pizza, hot taco/taco bell, quarters and halfs...

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two feet flat, bottom on the edge, non-Tommy squashing hand position, bent thumb, curved pinky, lazy man leaning forward, scroll matches your nose, not your belly button.
If they can't master the basic set-up, they are setting themselves up to fail.

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in addition to scale warmups, echo the pitches the teacher/student plays focusing on specific finger patterns.

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-Understand the roles of melody, harmony, and accompaniment parts.
-Awareness and demonstrating matching bow lengths and speed within sections to blend sound.

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Finger pattern warm-up
on all 5 strings (E, A, D, G, C)

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-Lane 3 , T-shape bowing
-perform full, upper/lower half, and middle part of the bow.
-Hill vs Valley RH wrist posture

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6th Grade:

Breathing, Singing, Buzzing (brass) Long tones, Rhythm and Articulation exercises, call and response using notes learned, Ear training, Lip slurs (basic)

7th/8th Grade:

Breathing, Singing, Buzzing (brass), Long tones, Rhythm and Articulation exercises, Lip slurs, Scales, Chorales

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6th Grade:

Loud/Soft
Using Breathing exercises to understand control of dynamics through air, and also style (legato, staccato)
Singing style
Listening to tons of musical examples and even more modeling
Introduce pp, p, mp, mf, f, ff
Introduce most styles, and play what we can

7th/8th Grade:

Style and dynamics through breathing and using 1-10 volume
pp, p, mp, mf, f, ff, fff
Chorales
Articulation studies
Styles of music, lots of listening and modeling

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Humming, Singing (scales in rounds)
Listening to your: trio, part, section, part, and entire ensemble
Playing scales in rounds
Matching the model sound of teacher or student(s)
Passing notes between students

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6th Grade:

Whole, Half, Quarter, Eighth Notes
Varied tempos, and even accelerando's and ritardando's

7th/8th Grade:

Whole, Half, Quarter, Eighth, Sixteenth, Triplets, Dotted rhythms, 6/8, cut time
Varied tempos, with accelerando's and ritardando's as well

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Correct Posture, Breathing (OH-HO), Facility, Hand position
Performing (rhythms, dynamics, scales, etc) on scales known: 6th Grade- 4, 7th Grade- 6, 8th Grade- 8