Five Goalsteachers.sheboygan.k12.wi.us/amuellenbach/documents/... · Web viewThere is a sheet that needs to be filled out and returned to school in order to receive the points. You

Sheboygan South High School

OrchestraPortfolio2012 – 2013

Name_________________________ Folder__________

CALENDAR

1 st Quarter

Tuesday September 4 Start of 1st QuarterSept. 28 – Oct. 6 STC: “25th Annual Putnam County Spelling Bee” Various

Monday September 10 Hansen’s Fundraising KickoffSaturday October 6 HomecomingSaturday October 6 Sheboygan Symphony @ Weill Centre 7:30Thursday October 11 Early Release 12:00Thursday October 11 Parent / Teacher Conferences 1:00 – 7:00Monday October 15 Parent / Teacher Conferences 4:00 – 7:00Saturday October 13 Manitowoc Symphony @ Capitol Civic Centre 7:30Saturday October 20 Lakeshore Chorale & Youth Chorale

@ St. Peter Claver 7:30Tuesday October 23 Urban Fall Concert 7:00Thursday October 25 No SchoolFriday October 26 No School

Nov. 2, 3, 4, 8, 9, 10 North / South Musical “Titanic” VariousMonday November 5 Fruit and Kringle fundraiser startsSaturday November 10 Sheboygan Symphony @Weill Center 7:30Sunday November 11 Sheboygan Youth Symphony @ Weill Center 3:00

2 nd Quarter

Tuesday November 13 Farnsworth Orchestra Concert 7:00Saturday November 17 Manitowoc Symphony@ Capitol Civic Center 7:30Monday November 19 North Orchestra Concert 7:00Thursday November 22 No SchoolFriday November 23 No School

Nov. 30 – Dec. 8 STC: “Little Women” VariousMonday December 3 North Choir Concert 7:30Saturday December 8 Sheboygan Symphony @ Weill Center 7:30Sunday December 9 Manitowoc Symphony @ St. Peter the Fisherman 2:00Monday December 10 South Band Concert 7:00Monday December 10 North Band Concert 7:00Tuesday December 11 Farnsworth Winter Band Concert 7:00Thursday December 13 Horace Mann Choral / Orchestra Concert 7:00Sunday December 16 Lakeshore Chorale & Youth Chorale

@ St. Paul’s in Sheboygan Falls 2:00Tuesday December 18 Urban Winter Band Concert 7:00Thursday December 20 Horace Mann Band Concert 7:00Friday December 21 Early Release 1:05

Dec. 24 – Jan. 1 No SchoolMonday January 7 North Winter Jazz Concert 7:00Tuesday January 15 Urban Winter Choir / Orchestra Concert 7:00Thursday January 10 South Winter Orchestra Concert 7:00

Jan. 22, 23, 24 Final ExamsFriday January 25 No School

3 rd Quarter

Sunday January 27 Sheboygan Youth Symphony @ Plymouth High 3:00Monday January 28 Start of 3rd QuarterMonday January 28 South Winter Jazz Concert 7:30

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Saturday February 9 Sheboygan Symphony @ Weill Center 7:30Saturday February 9 Manitowoc Symphony @ Capitol Civic Centre 7:30Saturday February 16 Middle School Music Festival (Farnsworth) 8:00 – 1:00Tuesday February 19 Farnsworth / South Coffee House Concert 6:30Thursday February 28 Parent / Teacher Conferences 1-3 4-7 Monday March 4 Parent / Teacher Conferences 4:00 – 7:00Saturday March 16 WSMA District Music Festival @ South All DaySaturday March 16 Sheboygan Symphony @ Weill Center 7:30Friday March 22 Early Release 1:05

March 25 – April 1 No School

4 th Quarter

Monday April 8 Start of 4th QuarterThursday April 11 String Festival @ North High 7:00Sunday April 14 Sheboygan Youth Symphony @ Weill Center 3:00

April 17 – 21 South Orchestra trip to Washington D.C.Saturday April 20 Manitowoc Symphony @ Capitol Civic Centre 7:30Sunday April 21 Lakeshore Youth Chorale @ First United 2:00Saturday April 27 WSMA State Music Festival @ UW-Milwaukee All DaySunday April 28 North Band Concert 7:00Monday April 29 South Orchestra Concert 7:00Saturday May 4 Lakeshore Chorale @ Zion Covenant Church 7:30Monday May 6 South Spring Band Concert 7:00Saturday May 11 Sheboygan Symphony @ Weill Centre 7:30Thursday May 9 Farnsworth Band Concert 7:00Thursday May 23 Horace Mann Band Concert 7:00Monday May 13 South Spring Choral Concert 7:30Monday May 13 North Choir Concert 7:00Thursday May 30 Horace Mann Orchestra / Choir Concert 7:00Sunday May 19 North Orchestra Concert 2:00Monday May 20 North Jazz Concert 7:00Tuesday May 21 Urban Band Concert 7:00Wednesday May 15 South Spring Jazz Concert 7:00

May 24 and 27 No SchoolMay 10 – 18 STC: “Sweeney Todd” Various

Thursday May 30 Urban Orchestra / Choir Concert 7:00Saturday June 8 Baccalaureate 7:00Sunday June 9 Graduation 2:00

June 10, 11, 12 Final ExamsThursday June 12 Last Day of School

2012

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Welcome to another year of orchestra at South High School! I’m looking forward to this year with all of the great things that are planned; including several concerts, a Washington D.C. trip, Solo and Ensemble Festival at South High School, opportunities for individual and group solos, Honors Projects, and many other musical endeavors.

The orchestra courses at South High are yearlong classes. Everyone is asked to work to his or her full potential every day. The success of our program and concerts depends on the teamwork of every member of the orchestra. We will have great success during the year if everyone helps to support the “team” by doing his or her individual best.

South High School has 2 different orchestras – Concert Orchestra and Chamber Orchestra. At the beginning of the school year, chair placements will be held for both orchestras. Chair placements will try to be re-done at the semester break so that students have an opportunity for growth and leadership. Besides Concert and Chamber Orchestras, we also continue to offer an Honors Chamber Orchestra course. Students enrolled in Chamber Orchestra are encouraged to consider taking the Honors Level course. Two Honors projects are required of students each semester, along with a journal that details their studies and work. For more information on the Honors projects, or to see if this would be a good thing for you, please contact Mrs. Muellenbach.

Every orchestra student will have the opportunity to develop his or her performance skills, musical expression, leadership, and musical knowledge throughout the school year. Private lessons are available to students who wish to further their musical abilities outside of the school day. Please let me know if you are interested.

We will be doing fundraisers throughout the year. As always, you do not need to feel that you have to fundraise. We just give that opportunity to all of the students. On years where we do travel, fundraising is a great way to help defray some or all of the cost of the trip.

I hope that you had a great summer and have a great year! If at any time you have a question or need to discuss something, please feel free to call me, send a letter or email, or stop by and see me.

Mrs. Muellenbach [email protected] Teacher 803-7840South High School

Concerts and Concert Dress4

mailto:[email protected]

ConcertsOur concerts are our final exams as this is the opportunity for everyone

to show what they have been learning in class and lessons. Therefore, all concerts are a necessary requirement for each student’s grade. Due to the fact that all concert dates are given out at the beginning of the year, it is expected that students communicate to me at least 4 weeks in advance if you know that you are not able to attend a concert. Work cannot be counted as an excused absence for missing a concert since the concert dates are given out so far in advance. Our orchestra is like a team and everyone is counting on each person being there so that the team is complete. Please know that our music department has an agreement with the Sheboygan Commerce Association in regards to school performances. They know that these events come first and should not be requiring you to work on a concert / performance day. Please let me know if you have any difficulties with your employment. If you are not able to attend a concert for a major reason, it is your responsibility to speak with me about making up the performance for your grade.

RequiredDecember Holiday Run-Out Tour (Chamber Orch.) TBA

Thursday January 10 South Orchestra Concert 7:00Tuesday February19 Farnsworth / South Coffee House Concert 7:00Saturday March 16 WSMA District Music Festival @ South All DayThursday April 11 String Festival @ North

7:00Saturday April 27 WSMA State Music Festival @ UWM All DayMonday April 29 South Orchestra Concert7:00TBD WSMA Orchestra Clinic

ExtraSaturday, February 16

Help at Middle School Music Festival @ Farnsworth 8:00 – 1:00

Concert DressThe concert dress code applies to our two main concerts and the

WSMA events. For any other performance, students will be allowed to wear nice dressy clothes.

Orchestra students are required to wear the Orchestra Outfits that were purchased. These outfits are purchased using Fundraising monies, so it is important that every student contribute to the “pot” when it comes time. These outfits are not available for purchase when you graduate.

Ladies need to have black dress shoes (flats or heels) and gentlemen need to have black dress socks and a pair of black polishable shoes.

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Practicing

Practicing at home is a huge part to your success. Everyone should be honest with himself or herself about how much practicing they need to do. You must be able to review and work on the music from class as well as the new techniques that we talk about and try. It is virtually impossible to improve your playing or learn your music without practicing. Practicing is not something that you can fake, either. It is very noticeable to me and to others if you have practiced or not during the week. Practicing is a very important part to your progress as a young musician. If you would like practice tips on how to best use your time, I would be more than happy to sit down with you and figure something out. A good practice time might look like:

5 Minutes Stretching / Warm-up10 Minutes Scales / Arpeggios / Etudes20 Minutes Work on necessary music5 Minutes Run through some fun literature

Grading

Concert and Chamber Orchestra Honors OrchestraRehearsals 50% Rehearsals 25%Concerts 25% Concerts 25%Skill Checks 10% Skill Checks 10%Concert Reviews 10% Concert Reviews 10%Written Work 5% Written Work 5%

Honors Work 25%

Rehearsal Participation = leadership by example, positive spirit of cooperation, willingness to contribute, participate and share, being ready to rehearse when class starts, having your folder and pencil at each rehearsal, marking your music in rehearsal, focusing and listening, helping those around you to concentrate and focus by not being distracting or behaving inappropriately.

Students are always welcome to check with me for missing work and to see what their grade is. I will be uploading to StandardScore on a regular basis.

Behavior

Each student is expected to consistently display appropriate behavior during rehearsals, performances, and school related activities. All school

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rules and codes apply to any and all music activities. There are some expectations that everyone needs to follow:

1. Be on time to rehearsals and performances. Remember that we need to start class on time and be professional at all times. You need to be in your seats ready to go within 3 minutes of when the bell rings. This includes having already used the restroom if needed before class starts. Do not come to class late and then ask to go to the bathroom. You will be marked tardy!

2. Proper posture is key at all times. Your body is part of your instrument. You need to sit up straight with feet flat on the floor. Do not cross your legs to play your instrument! Even though there isn’t an audience in front of you, you should always feel that you are putting on the best performance at every rehearsal.

3. No Gum or Food will be permitted during rehearsals or performances. You are allowed to grab a snack from the vending machine before class starts, but once our class time begins, you cannot be eating food. Please wash your hands before playing your instrument if you do have something to eat before class. Again, if you are not in your seat at the 3 minte mark and ready to go, you will be marked tardy. Please remember that there is to be no food on the risers. Remember professionalism & musicianship.

4. Pencils need to be had at all rehearsals. Everyone must have and mark his or her own music at every rehearsal. You are not allowed to mark up your music with a pen, crayon, or highliter.

5. Stay focused! Talking during rehearsals is distracting to those around you. Also, it is important to remember that each orchestra is a team. If someone in that team is constantly rolling their eyes at others in class, or making demeaning comments, it really hurts everyone. Please check your egos at the door and be ready to just have a great time! NO TEXTING IN CLASS!!!!

Attendance at Performances

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Students need to participate in all required performances that involve the orchestra. Outside performance attendance is always appreciated and can earn points towards a letter, music note, or bar. Remember that our performances are typically after school and require a time commitment from all members. Since performances are set up to be unique “live” experiences, it is impossible to recreate that experience after the fact. Therefore, performances cannot be “made up”.

**Emergency circumstances for an absence will be dealt with on a case-by-case individual basis with the teacher. Please try to notify me as soon as possible so that any adjustments can be made.

Music and Supplies

1. Students are responsible for their folder and music. Failure to turn in music or folders in the condition in which they are given out will result in a charge.

2. The only markings in your music need to be made with pencil. Please do not use pen and do not create artistic images and doodles on your music. If you mark your music in ink or put “creative inspirations” on it, you will be charged a fee.

3. You may take your music and folder home with you, but you must remember to have it with you at each rehearsal. If you anticipate not being at school and you have your folder of music at home, please try to make arrangements to get your folder to school so that your stand partner is not left without music for class or a performance.

4. Please take pride in the instruments and equipment that are kept at South High. They will only stay in good condition if you take care of them.

5. All students must have a shoulder rest or rock stop at every rehearsal! They are not optional, and you cannot play properly without them. I do have some extra supplies in my office, but you should not rely on using only those items instead of purchasing your own.

Orchestra Music Letter Point System

Outside of the regular orchestra class, students have the opportunity to participate in music events. Participation in such events earns students

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points toward the music letter and gold bars. A point system has been developed to help determine how many points are awarded for each event, and how many points it takes to receive a letter or bar. It is the student’s responsibility to turn in documentation of such events. A cut-off date for earning points will be established. Please make sure that you are not turning in multiple point sheets for the same event. You cannot turn in point sheets for events that occurred in the previous year. This makes it very difficult to keep up to date records.

If a student is involved in a recognized community activity on your instrument that requires extra outside attendance, time commitments, and practice outside of school, points may be given towards a letter or bar. Students who wish to participate and perform for church or other performances may also receive points. There is a sheet that needs to be filled out and returned to school in order to receive the points. You must perform on your “native” instrument in these groups in order to receive points. In other words, you will not receive points for playing the recorder in church if you are a string player in Orchestra.

WSMA Solo and Ensemble Festival is a great opportunity for students to receive points. Due to the fact that Festival is a co-curricular event, and requires a lot of outside work, it affords the opportunity for many points.

There are some examples of when a student is involved in a school sponsored function such as being a part of the musical pit or performing in an ensemble for special school events when points can also be earned.

POINTSState Honors Orchestra 30 pointsPit Orchestra in Musical 30 pointsYouth Symphony (Milwaukee or Sheboygan)

For a Full Year 15 pointsSummer Camp 15 pointsFull Year of Private Lessons 10 pointsOutside School Performance 10 points (Church or Community)Solo & Ensemble *Please list your events and pieces on the back

Solo 30 pointsDuet, Trio, Quartet 20 pointsEnsemble 10 points

Attendance at ClinicOr Master Class 10 points

Tutoring 10 pointsDoubling Instruments 10 pointsVolunteering 5 points (Fundraisers, Concerts, etc.)

200 Points for a Music LetterEvery 100 Points after for a Service Bar

Concert Reviews

All orchestra students are required to attend one outside concert or performance per quarter and submit a concert review about it by the end of the quarter. Part of our Standards and Benchmarks requires that we do listening, analyzing, and describing, of “fine arts” events. The reason for this

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is so that students have the opportunity to enhance their musical backgrounds, knowledge, vocabulary, and experiences. Music and musical drama are acceptable art forms. Wedding bands, rock concerts, garage band rehearsals, etc. will not be accepted. There are many opportunities in the Sheboygan and Milwaukee area for you to experience a wonderful performance. If you have trouble finding a performance, please talk with your teacher. Please look at the schedule of events at the beginning of your portfolio for a listing of concerts throughout the year. First and Third Quarters usually have fewer concerts so it is important to not wait until the last minute.General Critique Information

At LEAST one FULL typewritten page critique (your opinion) of the event you attended, incorporating information on ALL of the elements of music needs to be submitted. Your review must be typed with 1-inch margins and must use a traditional font (eg: Times New Roman, Helvetica). While you are at the performance, it might be helpful to write down a few thoughts so that when you begin your typing, you aren’t at a loss of words.

When critiquing the performance, your critique must address the following:

- Your Name and Class Period- Title of the performance (ie. Fall Concert)- Performing Group (ie. South High School Orchestra)- Date, Time, and Location of the performance (ie. Monday,

November 19, 2007 at 7:00 pm in the South High School Auditorium)

Tone: Does the group sound pleasing? Do the musicians as a group balance well together or do certain musicians stick out? Is the sound that the group makes clear or muddy? Is it full or weak sounding? Is the tone consistent throughout the ranges or inconsistent? What could the group do to make their tone better, if anything?

Intonation: Are the musicians in tune with each other? Are there individuals or sections that seem to stick out due to intonation? Are they in tune together most of the time, some of the time, or none of the time? What do you think may cause the intonation problem? How can it be fixed?

Technique: Does the group have the technical skills to play the music? For example, do the sixteenth notes run together or are they clean and even? Do they all bow in the same direction as a section? Are the musicians able to articulate fast or slow enough when they need to? Are they performing the right notes, or do you hear mistakes? Do the rhythms sound together or messy? Are phrase entrances and releases together or not?

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Interpretation: Do you hear expressions such as dynamics, ritardandos, staccatos, and accents or does it sound bland and all the same? Do the musicians seem to articulate together throughout phrases or is the articulation not uniform? Are the tempos steady? Are the musicians interpreting the style of the piece correctly?

Diction: For a vocal performance, is the pronunciation clear, crisp, and understandable? Do the singers match their vowel sounds and use crisp ending and beginning consonants for clear articulations? In an instrumental performance, are the articulations from the bow or tonguing done in such a way as to make things uniform?

Musical Effect: How is the group’s posture, demeanor, stage presence, and overall performance while on stage? Do they play with energy? Are they dressed in concert attire? Do they take the performance seriously or are they goofing around on stage? Do they follow the conductor? Do you like the musical selection?

If you attend a MUSICAL THEATRE PRODUCTION please include the following in your critique.

Plot: A short summary of the plot.

Quality of Acting: Do the actors deliver their lines fluently or are there memory gaps? Can you understand the lines? Do the actors project loud enough to be easily heard? Is the acting convincing or does it seem unnatural?

Set Design/Costumes: Describe the set and costumes. Do they seem appropriate? Do they seem to fit the time period that the drama was written? Why or why not?

Stage/Technical Crew: Were there any special effects? Was the lighting effective or did it take away from the action? Were there problems with the microphones or any other technical problems? Did the crew change the scenery quickly and effectively?

**A Fine Arts Critique rubric must be filled out and attached to your review when you turn it in.

Honors Criteria and Projects for Chamber Orchestra

Those students who are in the Honors Project as part of Chamber Orchestra are required to fulfill the regular obligations of the class as well as the criteria for the projects. Remember that this means going above and beyond what you would normally be doing in class. Below is a list of the requirements and projects that need to be fulfilled.

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- Leadership – Students will be assigned to roles in the orchestra such as music librarian, attendance taker, warm-up leader, outfit “keeper”, etc.

- Projects – Students must choose 2 projects every semester to complete. A list of possible topics and project areas is listed below. These projects are meant to be a learning experience, and as such, you will be asked to journal your work, and will be graded on the documentation handed in at the end of the semester. Any assessment work that you do, as part of your project should be well thought out, using musical examples, terminology, and elements. If you are in a credited Honors course in another music area (ie. Band or Choir) your projects must be different for all areas. Remember that the purpose of the Honors Projects is to take you to a higher level of musical thought and expression.

Perform Research/Describe Create-Private lessons***-Student Mentoring-Additional Performing Organization

-Specific piece of literature-An Entire Performance-A Musical Style-Music Theory-“Finale” Notation

-Music Arrangement-Music Composition

***It is strongly recommended that private lessons are included as part of your projects each semester.

Private lessons – There will be 6 one-on-one lessons per quarter with a qualified teacher. The culmination of these lessons will be a jury, recital, or WSMA Solo and Ensemble Festival. The music learned at these lessons should be from the WSMA list. The private lesson teacher must be approved by the Orchestra teacher. You must have on average 3 practice times documented between each lesson. A private lesson evaluation form must be filled out and signed by your private lesson teacher.

Mentoring – Every week lessons will be given to students who need extra help with skill development. The Middle or High School music teacher must approve the lesson music material. This is very similar to the Youth to Youth Tutoring Program. A log will be kept detailing your lesson plans, material worked on, and a reflection on each lesson. At least 6 lessons need to be given each quarter.

Additional Performing Organization – Students must attend all rehearsals and performances with an educationally based group that meets outside of the regular school day. The group must be directed by someone who is a licensed music teacher such as the Sheboygan Area Youth Symphony, Sheboygan Symphony, Manitowoc Symphony or Milwaukee Youth Symphony. Groups must average at least one hour per week of rehearsal time and at least one performance per school semester. A list of goals that are given at the rehearsal by the director must be kept as well as reflections on each rehearsal and performance.

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Analysis of a Specific Piece of Literature – The analysis must include a biography of the composer and/or arranger, historical background of the piece, and a musical analysis of the form, style, and thematic structure. A bibliography in correct notation must accompany this paper. The presentation should be organized, typed (or graphically presented), with proper grammar, and musical examples. The project should be focused with a lot of supporting detail for your topic.

Analysis of an Entire Performance – This analysis needs to be in much greater depth than the concert review. Included in this analysis should be the biography of the performer(s), a brief background of the selections performed, the composers and/or arrangers. It should also include information on the story line if it is an opera or ballet. If you choose to go to a vocal performance, please describe the style of the segments being performed, for example arias, recitatives, movements, etc. A bibliography in correct notation must accompany this paper. The presentation should be organized, typed (or graphically presented), with proper grammar, and musical examples. The project should be focused with a lot of supporting detail for your topic.

Analysis of a Musical Style or Period – This should be an in-depth study that includes the definition of the style or period, historical background and significance, related historical events, representative musical selections, composers, and significant musical changes or inventions. A bibliography in correct notation must accompany this paper. The presentation should be organized, typed (or graphically presented), with proper grammar, and musical examples. The project should be focused with a lot of supporting detail for your topic.

Music Theory – For this project, students are required to purchase Practical Theory Complete by Sandy Feldstein. This is a self-guided theory course that covers the same material and information that you will find in most beginning college theory courses. In order to complete this project, the student must complete lessons 1 through 44 by the end of the 1st semester and lessons 45 through 83 by the end of the second semester. You can purchase this book through Dreams Unlimited.

“Finale” Notation – Students will learn how to use the Finale music publishing program. For this project, you will need to go through the tutorial, input music to be printed, print parts and a score for a chamber orchestra work as well as a trio. Typically, this project is paired with either the composition or arranging project. If you choose to do this project on its own, your teacher will supply you with scores to use as input. You will be graded on the input, editing, format, creativity, key, rhythm. voice, meter, transposition, expression, and other musical attributes.

Music Arrangement – Arranging a well-known piece of music for full or string orchestra. This project goes well with the theory and Finale projects. The appropriate group at the end of the school year will perform the arrangement. You will be graded on harmonic structure, melody, rhythmic

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pulse, balance, range of voices, expression, and creativity. Evidence of self-evaluation throughout the process must be evident.

Music Composition – An original composition will be created for a smaller group such as a string octet, quartet, piano trio, etc. This project is usually paired with the music theory or Finale project. The appropriate group at the end of the school year will perform the composition.

WSMA Solo and Ensemble Festival

Every year the Sheboygan Area School District hosts a Solo and Ensemble Festival at the High School level. This is a fantastic opportunity for students to refine and expand upon their technical skills as a musician. Since Festival is a co-curricular activity, it will require a fair amount of outside work and time commitment on the part of the student. This is a required activity to participate in if you are in orchestra, but you can choose to participate in a wide variety and number of events so as to ease any nervous feelings that you might have. Every student is required to participate in at least one event, whether that be a solo, duet, trio, quartet, or large ensemble piece.

Students will have a small amount of time during the normal class period to work on their music. Please do plan on practicing outside of the school day. There will be sign-up sheets posted for times to come in for extra help from the teacher. If you are participating in an ensemble, it is very important for you to coordinate time(s) to work with your classmates so that it doesn’t get “thrown together at the last minute.”

All students participating in the Festival need to purchase their own music along with a judge’s copy. You are responsible for numbering the measures of your piece. You are welcome to use school copies if they are available. For large ensembles, the school will provide parts for both the student and the judge. If you cannot find a piece of music in our collection that you would like to perform, you are more than welcome to go to a local music store to search. Before choosing your piece of music, you must have a conversation with Mrs. Muellenbach to make sure it fits your skill and ability level. The entire list of WSMA Festival music can be found online at www.wsmamusic.org.

Once you commit to performing at Solo and Ensemble, you will need to show the teacher that you are serious about your practicing and commitment by performing for the teacher a certain number of weeks before Festival. The date(s) will be announced in class.

Please know that our music department has an agreement with the Sheboygan Commerce Association in regards to school performances. They know that these events come first and should not be requiring you to work on a concert / performance day. Please let me know if you have any

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http://www.wsmamusic.org/

difficulties with your employment. Should students drop their entry they will be charged the registration fee that the school has to pay. Remember that you must set aside the entire day for Festival. Too many scheduling conflicts arise when people limit their time frame on that day.

Music Quotes

Music expresses that which cannot be put into words and cannot remain silent.

~Victor Hugo

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Music is the universal language of mankind.

~Henry Wadsworth Longfellow

Music washes away from the soul the dust of everyday life.~Berthold Auerbach

To listen is an effort, and just to hear is no merit. A duck hears also.

~Igor Stravinsky

Music hath charms to soothe the savage beast.

~James Bramston

Five Goalsfor every

South High Orchestra student

1. To become a skilled and sensitive performer

2. To be a compassionate, positive, and contributing member of the ensemble

3. To understand and appreciate being part of great music

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4. To become competent with music theory, history, and composition

5. To develop your listening skills to a skillful level

***************************

Music makes the world go ‘round.

Skill Check DatesYou will have two skill checks per quarter. Material for skill checks will usually be based on what we are learning in class, but could be pulled from other sources.

Week of September 17 Chair AuditionsOctober 22 November 26December 17 Concert check February 4 Re-do of Chair Auditions?March 11 Final WSMA Check April 22 Concert checkMay 20

Skill Check Rubrics

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The following rubrics will be used for each of your skill checks. You must bring your portfolio with you so that these rubrics can be used for your assessments. Here is a list of the criteria that you will be graded on.

Tone / BowingIntonationAccuracyTechniqueExpression

Each rubric will consist of a maximum of 50 points if all of the categories are assessed. (10 points per category) The goal / aim is to have you steadily increase your score as you progress throughout the year(s). There may be some skill checks where I will pick 2 or 3 of the above categories to assess you on so that we can focus in on a certain area.

Please keep track of your skill check grades in the following spaces.

Skill Check #1 Week of September 17 Grade __________Skill Check #2 Week of October 22 Grade __________Skill Check #3 Week of November 26 Grade __________Skill Check #4 Week of December 17 Grade __________Skill Check #5 Week of February 4 Grade __________Skill Check #6 Week of March 11 Grade __________Skill Check #7 Week of April 22 Grade __________Skill Check #8 Week of May 20 Grade __________

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robl

ems.

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evel

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ent o

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h

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ts a

re

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lly su

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es.

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tmen

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ade

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ills a

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acy

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uent

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ors.

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ect n

otes

, rhy

thm

s

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re p

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rmed

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ely

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blem

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ulse

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chni

cal

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ssag

es.

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nica

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ulse

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se th

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te

chni

cal p

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lse

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ect

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iate

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rror

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rror

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rect

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ct p

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sitio

n, a

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ate

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on

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gid

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echa

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tyle

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otal

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SASD

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hest

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ivid

ual P

erfo

rman

ce R

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e___

____

____

____

____

____

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men

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____

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de__

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____

____

____

____

__

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es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

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lack

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full,

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nant

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ton

e in

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rang

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with

min

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pses

in

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ect b

owin

g

time

due

to

how

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rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

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unda

men

tals

of

skill

s

ra

nges

b

owin

g ne

ed w

ork.

I

nton

atio

nAcc

urat

e in

tona

tion

Min

imal

into

natio

n

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tly a

ccur

ate

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e se

nse

of

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unaw

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ess o

fin

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rang

es a

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icul

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ith

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natio

n bu

t with

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ning

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blem

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r

egis

ters

. Pi

tch

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ent s

kills

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ome

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nific

ant p

robl

ems.

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evel

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ent o

f pitc

h

a

djus

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ts a

re

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lly su

cces

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es.

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h

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ade

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ills a

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acy

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ors.

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ccur

ate

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n un

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note

s an

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s

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few

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or

in

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ythm

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ect n

otes

, rhy

thm

s

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re p

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rmed

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ely

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blem

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ulse

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chni

cal

pa

ssag

es.

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nica

l

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ulse

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se th

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chni

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ges

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ssag

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lse

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tly in

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ect

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echn

ique

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ently

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iate

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or e

rror

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ral e

rror

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rect

pos

ture

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ck o

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stur

e, a

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re, a

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ture

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cula

tions

, bow

ing,

of c

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ct p

ostu

re,

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sitio

n, a

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owin

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sitio

n, a

ndar

ticul

atio

ns, b

owin

g,du

ring

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cula

tions

, bow

ing,

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spec

ially

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ingt

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ical

pas

sage

shan

d po

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l pas

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ate

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n m

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e

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ents

, int

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ith o

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l

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tyle

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e tim

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ynam

ics,

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ses

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men

ts, c

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ct

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yle

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ents

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i

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pret

atio

n,

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po, p

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po,

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tyle

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men

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amic

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mpo

.T

otal

out

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0 po

ints

in

terp

reta

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in

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reta

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ion

mis

sing

20

SASD

Orc

hest

ra

Ind

ivid

ual P

erfo

rman

ce R

ubri

c

Nam

e___

____

____

____

____

____

____

___I

nstru

men

t___

____

____

____

____

____

____

_

Gra

de__

____

_Dat

e___

____

____

____

____

__

Piec

es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

A

lack

of

full,

and

reso

nant

m

ost o

f the

tim

e

conc

ept d

ue to

to

ne m

ost o

f the

u

nder

stan

ding

of

ton

e in

all

rang

es

with

min

or la

pses

in

corr

ect b

owin

g

time

due

to

how

to p

rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

F

unda

men

tals

of

skill

s

ra

nges

b

owin

g ne

ed w

ork.

I

nton

atio

nAcc

urat

e in

tona

tion

Min

imal

into

natio

n

Mos

tly a

ccur

ate

Som

e se

nse

of

An

unaw

aren

ess o

fin

all

rang

es a

nd

diff

icul

ties.

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h

Into

natio

n w

ith

into

natio

n bu

t with

tu

ning

pro

blem

s.

r

egis

ters

. Pi

tch

adj

ustm

ent s

kills

s

ome

out-o

f-tu

ne

sig

nific

ant p

robl

ems.

D

evel

opm

ent o

f pitc

h

a

djus

tmen

ts a

re

are

usua

lly su

cces

sful

not

es.

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h

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h ad

just

men

t

a

djus

tmen

t ski

lls

m

ade

inst

antly

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tmen

t ski

lls

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ills a

re n

ot

ne

eded

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are

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elop

ing

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elop

ed.

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ccur

acy

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utst

andi

ng a

ccur

acy.

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freq

uent

err

ors.

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lack

of c

onsi

sten

cy

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erou

s ina

ccur

ate

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n un

awar

enes

s of

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note

s an

d rh

ythm

s

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few

min

or

in

note

s, rh

ythm

s, a

nd

not

es a

nd rh

ythm

ic

corr

ect n

otes

, rhy

thm

s

a

re p

erfo

rmed

acc

urat

ely

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blem

s in

p

ulse

in te

chni

cal

pa

ssag

es.

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nica

l

and

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ulse

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rect

pul

se th

roug

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te

chni

cal p

assa

ges

pa

ssag

es

pas

sage

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lse

are

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tly in

corr

ect

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echn

ique

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sist

ently

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iate

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or e

rror

s in

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ral e

rror

s inI

ncor

rect

pos

ture

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ck o

f und

erst

andi

ngpo

stur

e, a

rticu

latio

ns,p

ostu

re, a

rticu

latio

nsco

rrec

t pos

ture

,arti

cula

tions

, bow

ing,

of c

orre

ct p

ostu

re,

han

d po

sitio

n, a

nd b

owin

ghan

d po

sitio

n, a

ndar

ticul

atio

ns, b

owin

g,du

ring

mos

tarti

cula

tions

, bow

ing,

bow

inge

spec

ially

dur

ingt

echn

ical

pas

sage

shan

d po

sitio

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tech

nica

l pas

sage

s

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xpre

ssio

nExc

elle

nt e

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ssio

n

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ccur

ate

expr

essi

on

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ccas

iona

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gid

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echa

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l

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lack

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urat

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yle

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t of t

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me

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echa

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l

e

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ssio

n m

ost o

f

o

f cor

rect

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e

e

lem

ents

, int

erpr

etat

ion,

w

ith o

ccas

iona

l

e

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ssio

n. S

tyle

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e tim

e. A

ttent

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ts, d

ynam

ics,

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asin

g, d

ynam

ics,

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ses

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ynam

ics,

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men

ts, c

orre

ct

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yle

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ents

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i

nter

pret

atio

n,

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rasi

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ct

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hras

ing,

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t tem

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ct

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tyle

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men

ts,

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amic

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sing

, dyn

amic

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te

mpo

.T

otal

out

of 5

0 po

ints

in

terp

reta

tion

in

terp

reta

tion

are

int

erpr

etat

ion

mis

sing

21

SASD

Orc

hest

ra

Ind

ivid

ual P

erfo

rman

ce R

ubri

c

Nam

e___

____

____

____

____

____

____

___I

nstru

men

t___

____

____

____

____

____

____

_

Gra

de__

____

_Dat

e___

____

____

____

____

__

Piec

es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

A

lack

of

full,

and

reso

nant

m

ost o

f the

tim

e

conc

ept d

ue to

to

ne m

ost o

f the

u

nder

stan

ding

of

ton

e in

all

rang

es

with

min

or la

pses

in

corr

ect b

owin

g

time

due

to

how

to p

rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

F

unda

men

tals

of

skill

s

ra

nges

b

owin

g ne

ed w

ork.

I

nton

atio

nAcc

urat

e in

tona

tion

Min

imal

into

natio

n

Mos

tly a

ccur

ate

Som

e se

nse

of

An

unaw

aren

ess o

fin

all

rang

es a

nd

diff

icul

ties.

Pitc

h

Into

natio

n w

ith

into

natio

n bu

t with

tu

ning

pro

blem

s.

r

egis

ters

. Pi

tch

adj

ustm

ent s

kills

s

ome

out-o

f-tu

ne

sig

nific

ant p

robl

ems.

D

evel

opm

ent o

f pitc

h

a

djus

tmen

ts a

re

are

usua

lly su

cces

sful

not

es.

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h

Pitc

h ad

just

men

t

a

djus

tmen

t ski

lls

m

ade

inst

antly

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djus

tmen

t ski

lls

sk

ills a

re n

ot

ne

eded

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are

still

dev

elop

ing

dev

elop

ed.

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ccur

acy

O

utst

andi

ng a

ccur

acy.

In

freq

uent

err

ors.

A

lack

of c

onsi

sten

cy

Num

erou

s ina

ccur

ate

A

n un

awar

enes

s of

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note

s an

d rh

ythm

s

A

few

min

or

in

note

s, rh

ythm

s, a

nd

not

es a

nd rh

ythm

ic

corr

ect n

otes

, rhy

thm

s

a

re p

erfo

rmed

acc

urat

ely

pro

blem

s in

p

ulse

in te

chni

cal

pa

ssag

es.

Tech

nica

l

and

/or p

ulse

Cor

rect

pul

se th

roug

hout

.

te

chni

cal p

assa

ges

pa

ssag

es

pas

sage

s an

d pu

lse

are

mos

tly in

corr

ect

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echn

ique

Con

sist

ently

app

ropr

iate

Min

or e

rror

s in

Seve

ral e

rror

s inI

ncor

rect

pos

ture

,A la

ck o

f und

erst

andi

ngpo

stur

e, a

rticu

latio

ns,p

ostu

re, a

rticu

latio

nsco

rrec

t pos

ture

,arti

cula

tions

, bow

ing,

of c

orre

ct p

ostu

re,

han

d po

sitio

n, a

nd b

owin

ghan

d po

sitio

n, a

ndar

ticul

atio

ns, b

owin

g,du

ring

mos

tarti

cula

tions

, bow

ing,

bow

inge

spec

ially

dur

ingt

echn

ical

pas

sage

shan

d po

sitio

n

tech

nica

l pas

sage

s

E

xpre

ssio

nExc

elle

nt e

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ssio

n

A

ccur

ate

expr

essi

on

O

ccas

iona

lly ri

gid

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echa

nica

l

A

lack

of u

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ding

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acc

urat

e st

yle

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t of t

he ti

me

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d m

echa

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xpre

ssio

n m

ost o

f

o

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e

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lem

ents

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erpr

etat

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ith o

ccas

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l

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xpre

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tyle

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e tim

e. A

ttent

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emen

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ynam

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ses

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ics,

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men

ts, c

orre

ct

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yle

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ents

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i

nter

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atio

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po,

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.T

otal

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ints

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in

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tion

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SASD

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hest

ra

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ivid

ual P

erfo

rman

ce R

ubri

c

Nam

e___

____

____

____

____

____

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men

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____

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____

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de__

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____

____

____

____

__

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es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

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lack

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nant

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e

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ton

e in

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rang

es

with

min

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pses

in

corr

ect b

owin

g

time

due

to

how

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rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

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unda

men

tals

of

skill

s

ra

nges

b

owin

g ne

ed w

ork.

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nton

atio

nAcc

urat

e in

tona

tion

Min

imal

into

natio

n

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tly a

ccur

ate

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e se

nse

of

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unaw

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fin

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es a

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icul

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ith

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ning

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r

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. Pi

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ome

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nific

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robl

ems.

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evel

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ent o

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h

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re

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lly su

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es.

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ect n

otes

, rhy

thm

s

a

re p

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ely

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blem

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ulse

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chni

cal

pa

ssag

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nica

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ulse

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se th

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chni

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lse

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tly in

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echn

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iate

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or e

rror

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rror

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rect

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e, a

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ture

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ct p

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re,

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sitio

n, a

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owin

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sitio

n, a

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owin

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tions

, bow

ing,

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ical

pas

sage

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d po

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nica

l pas

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s

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ate

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on

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gid

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echa

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echa

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n m

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o

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rect

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e

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ents

, int

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etat

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ith o

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iona

l

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n. S

tyle

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e tim

e. A

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ts, d

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ics,

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asin

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ynam

ics,

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ses

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ynam

ics,

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men

ts, c

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ct

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yle

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ents

,

i

nter

pret

atio

n,

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ph

rasi

ng, c

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ct

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po, p

hras

ing,

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t tem

po,

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g, a

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tyle

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men

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amic

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mpo

.T

otal

out

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0 po

ints

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reta

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in

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reta

tion

are

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ion

mis

sing

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SASD

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hest

ra

Ind

ivid

ual P

erfo

rman

ce R

ubri

c

Nam

e___

____

____

____

____

____

____

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nstru

men

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____

____

____

____

____

____

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Gra

de__

____

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e___

____

____

____

____

__

Piec

es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

A

lack

of

full,

and

reso

nant

m

ost o

f the

tim

e

conc

ept d

ue to

to

ne m

ost o

f the

u

nder

stan

ding

of

ton

e in

all

rang

es

with

min

or la

pses

in

corr

ect b

owin

g

time

due

to

how

to p

rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

F

unda

men

tals

of

skill

s

ra

nges

b

owin

g ne

ed w

ork.

I

nton

atio

nAcc

urat

e in

tona

tion

Min

imal

into

natio

n

Mos

tly a

ccur

ate

Som

e se

nse

of

An

unaw

aren

ess o

fin

all

rang

es a

nd

diff

icul

ties.

Pitc

h

Into

natio

n w

ith

into

natio

n bu

t with

tu

ning

pro

blem

s.

r

egis

ters

. Pi

tch

adj

ustm

ent s

kills

s

ome

out-o

f-tu

ne

sig

nific

ant p

robl

ems.

D

evel

opm

ent o

f pitc

h

a

djus

tmen

ts a

re

are

usua

lly su

cces

sful

not

es.

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h

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h ad

just

men

t

a

djus

tmen

t ski

lls

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ade

inst

antly

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lls

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ills a

re n

ot

ne

eded

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are

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elop

ing

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elop

ed.

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ccur

acy

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utst

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ng a

ccur

acy.

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freq

uent

err

ors.

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lack

of c

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sten

cy

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erou

s ina

ccur

ate

A

n un

awar

enes

s of

All

note

s an

d rh

ythm

s

A

few

min

or

in

note

s, rh

ythm

s, a

nd

not

es a

nd rh

ythm

ic

corr

ect n

otes

, rhy

thm

s

a

re p

erfo

rmed

acc

urat

ely

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blem

s in

p

ulse

in te

chni

cal

pa

ssag

es.

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nica

l

and

/or p

ulse

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rect

pul

se th

roug

hout

.

te

chni

cal p

assa

ges

pa

ssag

es

pas

sage

s an

d pu

lse

are

mos

tly in

corr

ect

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echn

ique

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sist

ently

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ropr

iate

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or e

rror

s in

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ral e

rror

s inI

ncor

rect

pos

ture

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ck o

f und

erst

andi

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stur

e, a

rticu

latio

ns,p

ostu

re, a

rticu

latio

nsco

rrec

t pos

ture

,arti

cula

tions

, bow

ing,

of c

orre

ct p

ostu

re,

han

d po

sitio

n, a

nd b

owin

ghan

d po

sitio

n, a

ndar

ticul

atio

ns, b

owin

g,du

ring

mos

tarti

cula

tions

, bow

ing,

bow

inge

spec

ially

dur

ingt

echn

ical

pas

sage

shan

d po

sitio

n

tech

nica

l pas

sage

s

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xpre

ssio

nExc

elle

nt e

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ssio

n

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ccur

ate

expr

essi

on

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ccas

iona

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gid

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echa

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l

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lack

of u

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with

acc

urat

e st

yle

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t of t

he ti

me

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echa

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l

e

xpre

ssio

n m

ost o

f

o

f cor

rect

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e

e

lem

ents

, int

erpr

etat

ion,

w

ith o

ccas

iona

l

e

xpre

ssio

n. S

tyle

th

e tim

e. A

ttent

ion

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emen

ts, d

ynam

ics,

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asin

g, d

ynam

ics,

and

lap

ses

in d

ynam

ics,

ele

men

ts, c

orre

ct

to st

yle

elem

ents

,

i

nter

pret

atio

n,

t

empo

ph

rasi

ng, c

orre

ct

tem

po, p

hras

ing,

co

rrec

t tem

po,

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asin

g, a

nd c

orre

ct

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po, s

tyle

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men

ts,

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amic

s,

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sing

, dyn

amic

s,

te

mpo

.T

otal

out

of 5

0 po

ints

in

terp

reta

tion

in

terp

reta

tion

are

int

erpr

etat

ion

mis

sing

24

SASD

Orc

hest

ra

Ind

ivid

ual P

erfo

rman

ce R

ubri

c

Nam

e___

____

____

____

____

____

____

___I

nstru

men

t___

____

____

____

____

____

____

_

Gra

de__

____

_Dat

e___

____

____

____

____

__

Piec

es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

A

lack

of

full,

and

reso

nant

m

ost o

f the

tim

e

conc

ept d

ue to

to

ne m

ost o

f the

u

nder

stan

ding

of

ton

e in

all

rang

es

with

min

or la

pses

in

corr

ect b

owin

g

time

due

to

how

to p

rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

F

unda

men

tals

of

skill

s

ra

nges

b

owin

g ne

ed w

ork.

I

nton

atio

nAcc

urat

e in

tona

tion

Min

imal

into

natio

n

Mos

tly a

ccur

ate

Som

e se

nse

of

An

unaw

aren

ess o

fin

all

rang

es a

nd

diff

icul

ties.

Pitc

h

Into

natio

n w

ith

into

natio

n bu

t with

tu

ning

pro

blem

s.

r

egis

ters

. Pi

tch

adj

ustm

ent s

kills

s

ome

out-o

f-tu

ne

sig

nific

ant p

robl

ems.

D

evel

opm

ent o

f pitc

h

a

djus

tmen

ts a

re

are

usua

lly su

cces

sful

not

es.

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h

Pitc

h ad

just

men

t

a

djus

tmen

t ski

lls

m

ade

inst

antly

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djus

tmen

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lls

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ills a

re n

ot

ne

eded

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are

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elop

ing

dev

elop

ed.

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ccur

acy

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utst

andi

ng a

ccur

acy.

In

freq

uent

err

ors.

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lack

of c

onsi

sten

cy

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erou

s ina

ccur

ate

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n un

awar

enes

s of

All

note

s an

d rh

ythm

s

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few

min

or

in

note

s, rh

ythm

s, a

nd

not

es a

nd rh

ythm

ic

corr

ect n

otes

, rhy

thm

s

a

re p

erfo

rmed

acc

urat

ely

pro

blem

s in

p

ulse

in te

chni

cal

pa

ssag

es.

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nica

l

and

/or p

ulse

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rect

pul

se th

roug

hout

.

te

chni

cal p

assa

ges

pa

ssag

es

pas

sage

s an

d pu

lse

are

mos

tly in

corr

ect

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echn

ique

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sist

ently

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ropr

iate

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or e

rror

s in

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ral e

rror

s inI

ncor

rect

pos

ture

,A la

ck o

f und

erst

andi

ngpo

stur

e, a

rticu

latio

ns,p

ostu

re, a

rticu

latio

nsco

rrec

t pos

ture

,arti

cula

tions

, bow

ing,

of c

orre

ct p

ostu

re,

han

d po

sitio

n, a

nd b

owin

ghan

d po

sitio

n, a

ndar

ticul

atio

ns, b

owin

g,du

ring

mos

tarti

cula

tions

, bow

ing,

bow

inge

spec

ially

dur

ingt

echn

ical

pas

sage

shan

d po

sitio

n

tech

nica

l pas

sage

s

E

xpre

ssio

nExc

elle

nt e

xpre

ssio

n

A

ccur

ate

expr

essi

on

O

ccas

iona

lly ri

gid

M

echa

nica

l

A

lack

of u

nder

stan

ding

with

acc

urat

e st

yle

mos

t of t

he ti

me

an

d m

echa

nica

l

e

xpre

ssio

n m

ost o

f

o

f cor

rect

styl

e

e

lem

ents

, int

erpr

etat

ion,

w

ith o

ccas

iona

l

e

xpre

ssio

n. S

tyle

th

e tim

e. A

ttent

ion

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emen

ts, d

ynam

ics,

phr

asin

g, d

ynam

ics,

and

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ses

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ynam

ics,

ele

men

ts, c

orre

ct

to st

yle

elem

ents

,

i

nter

pret

atio

n,

t

empo

ph

rasi

ng, c

orre

ct

tem

po, p

hras

ing,

co

rrec

t tem

po,

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asin

g, a

nd c

orre

ct

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po, s

tyle

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men

ts,

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amic

s,

phra

sing

, dyn

amic

s,

te

mpo

.T

otal

out

of 5

0 po

ints

in

terp

reta

tion

in

terp

reta

tion

are

int

erpr

etat

ion

mis

sing

25

SASD

Orc

hest

ra

Ind

ivid

ual P

erfo

rman

ce R

ubri

c

Nam

e___

____

____

____

____

____

____

___I

nstru

men

t___

____

____

____

____

____

____

_

Gra

de__

____

_Dat

e___

____

____

____

____

__

Piec

es:_

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

____

__

1098

7654

321

Ton

e / B

owin

gFoc

used

, ope

n,

Focu

sed

tone

U

nsta

ble

tona

l

T

hin

or fo

rced

A

lack

of

full,

and

reso

nant

m

ost o

f the

tim

e

conc

ept d

ue to

to

ne m

ost o

f the

u

nder

stan

ding

of

ton

e in

all

rang

es

with

min

or la

pses

in

corr

ect b

owin

g

time

due

to

how

to p

rodu

ce

w

ith c

onsi

sten

tly

in c

orre

ct b

owin

g

skill

s in

out

er

inco

rrec

t bow

ing

th

e ba

sic

tone

.

a

ppro

pria

te b

owin

g

s

kills

in o

uter

ra

nges

F

unda

men

tals

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26

Reflections

You will need to fill out one of these duo-evaluations twice per quarter (at midquarter & end of quarter)

Mid-Quarter 1

Name_______________________ Date______________ Quarter___________

Rate Your Attitude and Effort in Participation10 9 8 7 6 5 4 3 2 1

-I consistently show good leadership -I sometimes show good leadership -I seldom show good leadership -I do not show good leadership-I consistently convey a positive spirit -I mostly convey a positive spirit -I sometimes convey a positive spirit -I am negative in my participation-I have been cooperative and willing to -I am cooperative and willing to -I am often not cooperative nor -I am not very cooperative and seldom contribute with consistently high contribute most of the time with willing to contribute with energy willing to contribute with energy energy some energy -I am sometimes respectful of the -I am not respectful of the learning process-I am respectful of the rehearsal -I am mostly respectful of the learning the learning process and the or the community of learners process and the entire community of process and the entire community of entire community of learners learners learners

Rate Your Rehearsal Technique10 9 8 7 6 5 4 3 2 1

-I am always in my place with my -I am often in my place on time with -I am seldom in my place on time -I am not in my place on time music and book on time my music and book -I seldom have a pencil -I usually don’t have a pencil-I always have a pencil -I often have a pencil -I forget my music and book often -I forget my music and book often-I have consistent focus and listening -I have some focus and listening -I have difficulty with focus and -I seldom listen or focus attention attention listening -I talk out of turn regularly-I do not talk out of turn -I sometimes talk out of turn -I often talk out of turn -I distract and disturb others-I never distract others -I sometimes distract others -I often distract others

Quarter 1






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Mid-Quarter 2






Quarter 2






28

Mid-Quarter 3






Quarter 3






29

Mid-Quarter 4






Quarter 4





-I am always in my place with my -I am often in my place on time with -I am seldom in my place on time -I am not in my place on time music and book on time my music and book -I seldom have a pencil -I usually don’t have a pencil-I always have a pencil -I often have a pencil -I forget my music and book often -I forget my music and book often-I have consistent focus and listening -I have some focus and listening -I have difficulty with focus and -I seldom listen or focus attention attention listening -I talk out of turn regularly-I do not talk out of turn -I sometimes talk out of turn -I often talk out of turn -I distract and disturb others

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ComprehensiveMusicianship

Skills Sequencefor

Orchestra

31

This comprehensive musicianship plan is designed in such a way that allows you to move through each section at your own pace.

Part of what we as musicians need to learn is all of the intricacies of music, the theory, and stylistic approaches. Our state and national standards and benchmarks give us a strict guideline for what you should be learning, and what we as teachers should be imparting in class. The aim of this sequence or plan is to give you a unique approach to learning all of the necessary materials in a “user friendly” manner.

As you navigate your way through the plan, there will be sections that are easier than others. This is meant to be progressively more difficult, but at the same time all of the new information and topics will be built upon the old topics.

You may do the written exams at any time. The material for the written exam is given to you in advance so that you will learn it on your own and then take the exam.

Hopefully by the time you finish this sequence, you will come away with a very strong wealth of knowledge when comes to music.

Good Luck and Have Fun!

Section OneWritten Exam

1. A C Major Scale is C D E F G A B C. A C Major Arpeggio is C E G C. Remember that arpeggios are made up of the first, third, fifth, and eighth note of the scale.

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2. An A minor scale uses the exact same letter notes as its “relative”, but starts on the sixth note of the major scale. Therefore the sixth note of a C Major Scale is (a) so the relative minor scale for C Major is A Minor. An A Minor scale is a b c d e f g a. An A Minor arpeggio is a c e a. Capitol letters are used in writing major scales and small letters are used in writing minor scales.

3. The musical alphabet contains the letters A through G, used to name notes.

4. The term arco means to play with the bow.5. The term Pizzicato means to pluck with the finger(s).6. Know the symbols for up and down bow and lift bow.7. Tempo means the speed that a piece of music should be played.

The following terms describe various tempos.8. Andante means a slow walking speed.9. Moderato means a medium speed.10. Allegro means a fast speed.11. Know how to draw whole, half, quarter, and eighth notes

and rests.12. Know how many beats the above notes and rests get in 4/4 time

signature.13. An octave is the space between one note to the next note of the

same name. There are 8 notes in this distance.

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Section TwoWritten Exam

1. A G Major scale is G A B C D E F# G. A G Major arpeggio is G B D G.

2. An e minor scale is e f# g a b c d e. An e minor arpeggio is e g b e.

3. A sharp (#) makes a note sound one half step higher.4. A key signature tells you what notes to always play sharp. Later on

you will learn that a key signature also tells you what notes to always play flat, but you don’t need to worry about that now.

5. If someone asks you “What key is this piece in?” They are asking you what scale is used to provide the notes for the piece. In order to figure this out, find the sharp furthest to the right in the key signature. Now go up to the very next note. That’s your key. For example, the last sharp is an F#, so you are in the key of G.

6. Dynamic markings tell you how loud or soft to lay. The following symbols and words refer to dynamics.

7. The symbol f means forte: to play loud.8. The symbol p means piano: to play soft.9. The symbol mf means mezzo forte: to play medium loud.10. The symbol mp means mezzo piano: to play medium soft.11. The symbol ff means fortissimo: to play very loud.12. The symbol pp means pianissimo: to play very soft.13. A slur is a curved line that connects two or more different notes. It

means to play smoothly under one bow direction.14. A hook is a curved line that connects two or more similar or different

notes. It means to play the notes in the same bow direction, but to put space between each note.

15. A tie is a curved line that connects two or more of the same note. It means to play the notes with one bow stroke so it ends up sounding like one long note.

16. A fermata looks like an eyeball with an eyebrow. It means to hold the note or rest longer than the normal value. When playing alone, you can decide on how long to hold the fermata. When playing in a group with a conductor, the conductor will show you with their baton or hand how long the fermata will last.

17. Be able to spell the following words: arpeggio, orchestra, violin, viola, cello, and bass

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Section ThreeWritten Exam

1. A D Major scale is D E F# G A B C# D. A D Major arpeggio is D F# A D.

2. A b minor scale is b c# d e f# g a b. A b minor arpeggio is b d f# b.

3. A bar line divides the staff into measures.4. A double bar line indicates the end of a section of music.5. A repeat sign is a double bar line with 2 dots added. It means

to either go back to the beginning and play the section again, or go back to the last repeat sign and play that section again.

6. A time signature is the numbers that are found at the beginning of a piece of music, next to the key signature. The top number tells you how many beats are in a measure. The bottom number tells you what kind of a note gets one beat.

7. Theme is the main tune, the melody.8. Variation is the tune with a slight change.9. Harmony is the sound of two or more different notes being

played at the same time.10. Accompaniment is music that supports or backs up the

melody.11. When you see a first and second ending it means to play

the first ending first, then repeat back to beginning, play the section again, and then go to the second ending.

12. A solo is a piece for one player.13. A duet is a piece for two players.14. A trio is a piece for three players.15. A quartet is a piece for four players.

Section FourWritten Exam

1. An A major scale is A B C# D E F# G# A. An A Major arpeggio is A C# E A.

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2. An f# minor scale is f# g# a b c# d e f#. An f minor arpeggio is f# a c# f#.

3. Common time is the same as 4/4 time signature. It is represented by a capital C.

4. Be able to draw a crescendo and know that it means to gradually get louder.

5. Be able to draw a decrescendo and know that it means to gradually get softer.

6. Be able to draw a natural sign and know that it cancels a sharp. Later on you will find that it also cancels a flat, but don’t worry about that now.

7. Be able to draw an accent and know that it means to play suddenly louder at the beginning of a note.

8. A staccato is a dot that is placed on top of or below a note. Stop the bow and put space between the notes. There should be silence between the notes when there is a dot.

9. A tenuto is a line that is placed on top of or below a note. Play the notes long and connected when you see this marking.

10. Fine means the end or finish.11. D.C. al Fine means go back to the beginning of the piece and play

to the Fine. It literally means da capo or the head.12. D.S. al Fine means go back to the sign and play to the Fine. The

sign will look like a fancy S with a line through it and 2 dots.

Section FiveWritten Exam

1. An F Major scale is F G A Bb C D E F. An F Major arpeggio is F A C F.

2. A d minor scale is d e f g a bb c d. A d minor arpeggio is d f a d.

3. Syncopation is a rhythmic effect. There is a kind of “hiccup”, and the heavy beat switches to the offbeat.

4. A flat (b) lowers the sound of a note one half step.5. Remember that a natural cancels a sharp or a flat.

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6. The Coda is an extra ending section to a piece of music. The symbol for a coda looks like a circle with a cross through it.

7. D.S. al Coda means to go back to the sign (the fancy “S” symbol), play to the Coda symbol, and then jump to the special ending section.

8. A half step is the smallest musical distance between two notes.9. A whole step is the distance of two half steps between two

notes.10. An interval is the distance or number of musical steps

between two notes.11. An octave is the interval from one note to the next note of

the same name.12. An upbeat or pickup is one or more notes or rests occurring

before the first complete measure.

Section SixWritten Exam

1. A Bb Major scale is Bb C D Eb F G A Bb. A Bb Major arpeggio is Bb D F Bb.

2. A g minor scale is g a bb c d eb f g. A g minor arpeggio is g bb d g.

3. A chord is three or more notes played at the same time.4. Contrary motion is two melodies that are moving in opposite

directions.5. Inversion is a type of variation where the intervals are upside

down from the original. An example would be instead of going up a Major 3rd and then down a minor 6th, you would down a Major 3rd and up a minor 6th.

6. Retrograde is a type of variation in which the melody is played backwards.

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7. Diminuendo means gradually get softer. This term is the same as decrescendo.

8. Improvisation is the process of creating music spontaneously.9. Ritardando means to gradually slow down.10. Ledger lines are short horizontal lines that extend the staff

higher or lower.11. Legato means to play smoothly.12. A scale is a series of pitches that can begin on any note and

follow a pattern of whole steps and half steps through the musical alphabet.

13. The pattern for a Major scale is WWHWWH. (W = whole step and H = half step)

Section SevenWritten Exam

1. An Eb Major scale is Eb F G Ab Bb C D Eb. An Eb arpeggio is Eb G Bb Eb.

2. A c minor scale is c d eb f g ab bb c. A c minor arpeggio is c eb g c.

3. Vibrato is a combination of an arm, wrist, and hand motion, that results in a more expressive sound when you play.

4. Detaché bowing is “regular” bowing. One bow per note.5. Marcato bowing is separate, emphasized – even stronger than an

accent.6. Be able to draw and count sixteenth notes.7. Subito means suddenly. Its abbreviation is sub.8. Sforzando is a sudden, strong accent with a lot of force of the

beginning of the note. Its abbreviation is sfz.9. A Natural Harmonic is a clear, pure-sounding note played by lightly

touching the string in a particular area. A harmonic is denoted by a small circle above or below a note.

10. Know the difference between staccato notes and tenuto notes.11. Largo means to play with a very slow, broad tempo or speed.

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Section EightWritten Exam

1. An Ab Major scale is made up of Ab Bb C Db Eb F G Ab.2. An Ab Major arpeggio is Ab C Eb Ab.3. An f minor scale is f g ab bb c db eb f.4. An f minor arpeggio is f ab c f.5. A triplet is 3 eighth notes (beamed together), each receiving one-

third of the beat. A small 3 is placed either above or below the beam.6. Adagio means a slow tempo.7. Maestoso means majestically.8. An overture is an orchestral piece that introduces a variety of themes

that will be heard later on in a larger composition. Overtures are usually played at the beginning of a ballet or opera.

9. A concerto is a large composition for a soloist or group of soloists, with an accompaniment that is usually played by an orchestra. The solo part contrasts with the accompaniment part.

10. An opera is a dramatic work in which the dialogue is sung and some sort of story is told through music.

11. A ballet is a drama presented by dancers with musical accompaniment.

12. Chamber music is music composed for small ensembles with only one person playing each part.

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Section NineWritten Exam

1.. A C Major Scale is C D E F G A B C.2. A C Major arpeggio is C E G C.3. An a minor scale is a b c d e f g a.4. An a minor arpeggio is a c e a.5. In 6/8 time: An eighth note (or rest) gets one beat

A quarter note (or rest) gets two beatsA dotted quarter note (or rest) gets three beatsA half note (or rest) gets four beatsA dotted half note (or rest) gets 6 beats

6. Portato (Italian word) and Louré (French word) mean to play slurred notes with a slight separation.

7. Marziale means to play with a martial (military-like) feel.8. Symphony is a large composition for orchestra, usually having

four movements (parts).9. A movement is an independent section of a larger musical

work such as a symphony.10. Trepak is a lively Russian dance in 2/4 time.11. Waltz is a dance in 3/4 time that originated in the late 18th

century.12. Partita is a composition with a number or short movements.13. Nocturne is a Romantic piece in a melancholy mood.14.Jig is a popular 16th century dance in 6/8 time.

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Section TenWritten Exam

1. Air is a song, melody, or tune.2. The definition of alla Marcia is “in the style of a march”3. A tempo means to return to the original tempo.4. Bourree is a 17th century French dance in quick 2/4 or 4/4 time.5. Cantabile means to play in a singing style.6. Cesura (II) also known as railroad tracks, indicates a sudden pause in

the music.7. Chantey is a work sung by sailors.8. Cut time (looks like a C with a line through it), indicates the half note

gets one beat instead of the quarter note (sometimes seen as 2/2).9. Divisi means to divide parts; indicates that two parts written on one

staff are to be played by different performers.10. Leggiero means to play lightly, delicately.11. Minuet is an old, French dance in 3/4 time.

Section ElevenWritten Exam

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1. M.M. is an abbreviation for “Maelzel’s Metronome,” used for metronome settings to indicate how many times the metronome will tick per minute. (for example, M.M. = 112)

2. Molto means “much” or “very.”3. Polka is a fast dance with two beats to a measure that originated in

Bohemia in 1830.4. Reel is a lively dance, usually in 4/4 time.5. Rondo is a musical form with a repeating theme that alternates with

contrasting themes.6. Sempre means “always.”7. Shuffle is a repetitive rhythmic figure often used in fiddle music,

usually consisting of an eighth note followed by two sixteenth notes.8. Sostenuto means “sustained.”9. Swing means to play eighth notes unevenly, with a lilt.10. Syncopation is a rhythmic pattern in which the natural accent is

shifted to the off-beat.11. Tone poem is a composition that musically represents a story or

specific impressions of the composer.12. Tremelo is rapidly repeated note or notes.

Section TwelveWritten Exam

1. Chromatic scale is a scale made up of consecutive half steps.2. Con sordino means to play with a mute.3. Senza sordino means to stop playing with a mute.4. Enharmonics are notes that sound the same but have 2 different

letter names.5. Measure repeat sign is symbolized by a slash mark with two dots. It

tells you to play the previous measure again.

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6. Natural Harmonic is symbolized by a small circle above or below a note. It is found by dividing the string in half and lightly touching at the mid-point.

7. Shifting means to slide the left hand smoothly and lightly to a new location on the fingerboard.

8. Spiccato is a light, bounced bow stroke.9. Trill is to play a note and alternate rapidly with the note that is a half

or whole step above the original note.10. Vibrato is a smooth pulsation of the tone.

Section Thirteen

Written Exam Forms

You must choose two of the four forms listed below and write a 3 page paper detailing the development of those forms. The points given for each form below are meant to be a starting point for your research. You must include composers who were influential, piece titles, and dates. Please make sure to create a bibliography to cite any and all sources that you used.

Anthem-A choral setting of a religious or moral text in English, usually for liturgical performance-The term is derived from Antiphon-French and Italian influence is evident-Strings were sometimes added for ritornellos

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Concerto-A term applied to ensemble music for voices and instruments-Lately it has usually denoted a work in which a solo instrument (or instrumental group) contrasts with an orchestral ensemble

Fugue-German - Fuge; Italian - fuga)-A composition, or compositional technique, in which a theme (or themes) is extended and developed mainly by imitative counterpoint.-'Exposition', the main theme or 'subject' is announced in the tonic-The second 'voice' enters with the answer, i.e. the same theme at the dominant (or subdominant)

Sonata Form-Most important principle of musical structure from the Classical period to the 20th century-Sonata form applies to a single movement, most often part of a multi-movement work such as a sonata, symphony or string quartet-A typical sonata-form movement consists of a first section ('exposition') in the tonic and a 'second group' in another -The second part of the structure is the 'development' and 'recapitulation' -A slow introduction and a coda may be added.

Section FourteenWritten Exam History

Please choose one of the time periods below and write a 2 page paper on it. You will need to talk about the major characteristics in the music, famous composers, and famous pieces. Don’t forget to give dates for the composers and pieces. It is very important that you be very careful and look at the whole time period as many changes took place during the span of time. A minimum of 5 composers must be highlighted in your presentation. Please make sure to create a bibliography to cite any and all sources that you used.

Renaissance 1450 – 1600 The Renaissance time was full of more complicated music. The harmonies and style of writing began to change and the rules of writing music became less restrictive. Though the musical forms used at this time were mostly liturgical (for the church), the late Renaissance brought about an increased awareness and need for instrumental composition, Secular madrigals (not for church), dramatic works and the first operas were found in this timeBaroque 1600 – 1750 The Baroque Time period is known for the great splendor of the music and ornamentation of the melody. There was a movement away from the strict Medieval and early Renaissance music. Emphasis was now placed on vocal and instrumental color in music and not so

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much in just writing music for the church. Secular music was now as important as liturgical music.Classical 1750 – 1820 As with the Baroque Era, there was a “revolution” against what had been composed previously. Several new ideas were created, such as the Galant style. Classical music was more concerned with form and greater clarity.Romantic 1820 – 1900 The main concept of the Romantic Period was to push the bounds of music even more than the Classical composers had. Formal style and expression were enhanced by feelings, imagination, and special effects. Impressionism was a trend that helped to form the music in the 20th Century.20th Century 1900 – present The music in this category was composed to broaden the horizons of music through orchestral technique or ways expression. There were several styles prominent during this time period such as Neo-Classic, Neo-Romantic, Expressionist and Atonal

Section Fifteen

Written Exam ComposersThe purpose of this assignment is to help you learn about some of the great music composers that have made a big impact on the music world throughout the years. Your final paper should read like a story about the composer. Feel free to add fun thoughts that you might have as you research your composer. Please choose a composer off of the list. Your paper needs to be at least 2 pages in length.

Leroy AndersonJ. S. BachSamuel BarberLudwig van BeethovenHector Berlioz

Leonard BernsteinGeorges BizetJohannes BrahmsBenjamin BrittenFredric Chopin

Aaron CoplandClaude DebussyAntonin DvorakEdward ElgarGeorge GershwinEdvard GriegGeorge Fredric HandelJoseph HaydnGustav HolstFranz Liszt

Felix MendelssohnClaudio MonteverdiWolfgang MozartModest MussorgskyJacques OffenbachNikolay Rimsky-KorsakovCamille Saint-SaensFranz SchubertRobert SchumannJohann Strauss

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Richard StraussIgor StravinskyPeter TchaikovskyGiuseppi VerdiAntonio VivaldiRichard Wagner

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Section Sixteen

Written ExamFor this assignment you need to focus on the musical career field. This

doesn’t just mean your traditional performance musician. There are numerous jobs out there that incorporate music every day. Please find 4 of these professions and do some research to see how music is integrated into that career. You need to write a 2 page paper describing what the career is, list people who are currently serving in that profession and where they are working, and also what is appealing to you about that profession.

Section Seventeen

Written ExamYou need to be able to fill in a blank circle of fifths chart, with correct

key signatures names and number of sharps/flats.

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Documents

Five Goalsteachers.sheboygan.k12.wi.us/amuellenbach/documents/... · Web viewThere is a sheet that needs to be filled out and returned to school in order to receive the points. You